Office of Research, Innovation and Collaboration (ORIC)

College of Education and Human Ecology

educational research

Effects on Early Child Outcomes of Shared Parental Responsiveness Among Fathers and Mothers Living in Households with Low Income

Headshot of Dr. Joyce Lee

 

Dr. Joyce Lee, assistant professor of social work at The Ohio State University and director of the Child and Family Wellbeing Laboratory

 

Responsive relationships are important in young children’s early development, but the ways in which fathers and mothers work together as a system — as well as the role of shared parental responsiveness in child development — are not well understood. In this presentation, Dr. Joyce Lee will discuss findings on the effects of shared parental responsiveness between fathers and mothers in low-income households on preschoolers’ developmental outcomes. The specific developmental outcomes studied include children’s behavior problems, prosocial behaviors and receptive language.

Dr. Lee’s research aims to promote child welfare and family strengthening through preventing child maltreatment, supporting positive parenting and promoting the health of children in foster care. Her work is intended to inform child welfare policies and practices to improve children’s health outcomes and strengthen children’s relationships with their family members.

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Beyond Learning Loss: Exploring the Implications of COVID for Early Language and Literacy Development (Zoom)

Headshot of Dr. Elizabeth Hadley

 

Dr. Elizabeth Hadley, associate professor of literacy studies at the University of South Florida

 

Learning experiences in the early grades play a crucial role in preparing children to be strong readers, writers and thinkers across content areas. What happens when these early learning experiences are disrupted? In a longitudinal study, Dr. Elizabeth Hadley followed children, whose pre-kindergarten year was disrupted by the COVID-19 pandemic, through the end of first grade, investigating the impacts of COVID on their language and literacy development. In this presentation, Dr. Hadley will explore implications of findings from this research, including the extent to which state-funded pre-K supports children’s language and literacy skills and which kinds of language and literacy skills are impacted most when children lose access to in-person instruction.

Dr. Hadley’s work centers on intentionally and equitably fostering language and early literacy development in pre-K classrooms, especially for children from marginalized communities and from families experiencing poverty. Dr. Hadley has been published in top journals and won awards including the Early Career Award from the Early Education/Child Development SIG from the American Educational Research Association.

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Assessing Young Multilingual Learners’ Language Development (Zoom)

Headshot of Dr. Becky Huang

 

Dr. Becky Huang, Crane faculty associate and professor of multilingual language education at The Ohio State University

 

Due to globalization and immigration trends, the number of children growing up learning more than one language has been growing rapidly around the world. The increase in this population comes with the parallel need for fair and effective assessment of their multilingual development. In this talk, Dr. Becky Huang will focus on students ages 4 to 13, corresponding to kindergarten to eighth grade in the U.S. education system. Assessments of students’ language development also have strong relevance and implications for education. Dr. Huang will first discuss the myths related to assessing this population, and then address the challenges of assessing young multilinguals. The talk will end with a discussion of the future of multilingual assessment, considering the roles of technology such as artificial intelligence, and the application of translanguaging in assessing young multilinguals.

Dr. Huang’s goal in her work is to promote language and education outcomes for multilingual students. Her research areas of applied linguistics, psychology and education combine to focus on two key areas: language/literacy development and assessment of multilingual students. Her research has been funded by the National Institute of Health, the Institute of Education Sciences and the U.S. Department of Education, and she serves on the editorial board for several journals.

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CARE Panel: Considering Risk of Research to Non-participants (Zoom)

This panel will consider how to think about risk to bystanders in research. Among the questions that will be discussed are: Should IRBs take bystander risk into account when approving studies? If so, to what sorts of protections are bystanders entitled? Are there upper limits of risk that we can impose on non-participants in research? What are the potential kinds of harm to non-participants in research?

PANELISTS:
Daniel Wikler, PhD
Mary B. Saltonstall Professor of Population Ethics and Professor of Ethics and Population Health, Harvard T.H. Chan School of Public Health

Alayna Tackett, PhD
Pediatric Psychologist and Assistant Professor in the Division of Medical Oncology, OSU

Katherine Walton, PhD
Associate Professor of Psychology and Psychiatry, OSU

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Get-to-Know Metro information session (In-person)

You are invited to the Metro Schools’ “Get to Know” event on Thursday, Oct. 19 from 9-11 a.m.  Ohio State faculty or staff with an interest in collaborating with Metro in outreach, instruction, educational research or broader impacts of research are welcome to attend. Also, learn about Metro’s plans for expansion, including a new combined middle and high school campus and an elementary school opening in autumn 2024.

Metro is on Ohio State’s West Campus at 1929 Kenny Rd. and has free parking. If you have questions regarding this event, please contact Metro Schools Special Project Coordinator and alumnus Cory Neugebauer.

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Fall 2023 Speaker Series: Choosing to Learn: The Value of Autonomy in Post-Secondary Education (Zoom)

Friday, September 22, 12:00pm – 1:00pm: Daniel Oppenheimer, Professor of Social & Decision Sciences, Carnegie Mellon University

Title: Choosing to Learn: The Value of Autonomy in Post-Secondary Education

Please join us for an invited talk by Dr. Danny Oppenheimer, professor at Carnegie Mellon University, for an invited talk on Friday, September 22 from 12:00 pm to 1:00 pm.

Dr. Danny Oppenheimer

Dr. Danny Oppenheimer

Abstract

Despite a large literature demonstrating the importance of agency/autonomy in student motivation and achievement, there has been little focus on developing specific, practical, and implementable interventions that promote autonomy in educational settings. If anything, many practices endorsed by university teaching and learning centers, such as mandatory attendance, mandatory drafts, and syllabus quizzes, serve to undermine feelings of autonomy. Here, we briefly review the literature on the benefits of promoting agency, provide several concrete teaching strategies for doing so, and provide evidence of their efficacy. Agency-promoting teaching practices have the potential to improve student outcomes both in the classroom (i.e. more motivated students who consequently learn more) and beyond.

Bio

Danny Oppenheimer is a professor at Carnegie Mellon jointly appointed in Psychology and Decision Sciences who studies judgment, decision making, metacognition, learning and causal reasoning, and applies his findings to a diverse array of domains, such as charitable giving, consumer behavior, education, electoral outcomes, and how to trick students into buying him ice cream.

He is the author of over 50 peer-reviewed articles and books including “Democracy Despite Itself: Why a System that shouldn’t work at all works so well” and “Psychology: The Comic Book Introduction”.

He has won awards for research, teaching, and humor, the latter of which is particularly inexplicable given his penchant for truly terrible puns.

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Opportunities for Research Within the Data Science Education Community Webinar

Hosts: Katherine Miller, The Concord Consortium; Seth Jones, Middle Tennessee State University; Kirsten Daehler, WestEd; David Weintrop, University of Maryland; and Chad Dorsey, The Concord Consortium

The goal of this workshop session is to invite early career researchers interested in data science education (DSE) into the DSE community. The session includes information on the state of the field; tools, curricula, and other resources for researchers; and insight into funding opportunities and proposal development. Participants explore topics, research interests, and problems of practice in more depth in breakout rooms with session leaders. Participants share nascent research ideas and receive feedback and mentoring. While all members of the DSE research community are welcome to attend, the session focuses on resources and support for those who are early in their research careers and seeking to build a career in studying and supporting DSE at all educational levels—but particularly at the K-12 level.

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STEM Education Reform in Urban High Schools: It’s Complicated; It’s Consequential (Webinar)

Join NSF’s STEM Education Directorate Wednesday, June 7 from 3-4 p.m. (EST) to hear from experts about STEM Education reform in urban high schools.

NSF-funded researchers Margaret Eisenhart (University of Colorado Boulder) and Lois Weis (SUNY Buffalo) will give a nuanced view of the obstacles marginalized students face in STEM education and will explain how schools can better support STEM learners. Reporting the results of a nine-year ethnographic study, the speakers will chronicle the outcomes of STEM education reforms in eight public high schools with nonselective admissions policies and high proportions of low-income and underserved students: four schools in Denver, Colorado, and four in Buffalo, New York. Register here!

This event is part of the EDU Core Research (ECR) program’s 10th anniversary. Find more information about ECR’s activities at the ECR Insights page and @ECRhub.

Webinar: The Implications of Sharing Study Data for Education Researchers

In the era of open science practices, researchers are more frequently being asked to share data from their studies. Multiple federal agencies and private funders have added policies and requirements for their grantees and contractors to share study data. Consistent with this priority and the Standards for Excellence in Education Research (SEER), the Institute of Education Sciences (IES) requires researchers to make data from IES-funded studies available to others, while also protecting the rights of study participants and meeting the requirements of data providers. Such policies, along with growing interest in open science practices, means that many education researchers are looking for practical, achievable strategies for making their data available to others.

In this 90-minute webinar, Ruth Neild from Mathematica will present an overview of IES’s guide, Sharing Study Data: A Guide for Education Researchers, and a panel of researchers will share their expertise and experiences with three key aspects of sharing study data:

  • Managing disclosure risks
  • Documenting and organizing data for other researchers
  • Depositing data for access by other researchers

The session will include a panel discussion and audience Q&A.

Panelists:

  • John Czajka is a Mathematica Senior Fellow Emeritus. Dr. Czajka has expertise on disclosure risk management and has vast experience connected to statistical applications of program administrative data, the analysis of survey data from large national samples, panel studies, and specialized surveys.
  • Jessica Logan is an Associate Professor of Special Education at Vanderbilt University’s Peabody College. Dr. Logan is a quantitative methodologist who focuses on improving the data management and data quality practices of researchers in the education sciences, encouraging transparency in science, and improving education researchers’ statistical conclusion validity.
  • John Diamond is MDRC’s lead for Data Management and Integrity and a senior research associate for the Postsecondary Education policy area. He chairs MDRC’s Data Integrity Board, Data Management Initiative, and Data Security Team, and coordinates MDRC’s data sharing with ICPSR at the University of Michigan.

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Crane Lecture Series: Dr. Valora Washington

Every two years the Crane Lecture Series brings a high-profile, nationally known speaker to Columbus, Ohio to inspire and engage us on a key early childhood or education topic. This year, Dr. Valora Washington, President & CEO of The CAYL Institute, will describe challenges and opportunities facing the early childhood workforce; challenge our thinking about how we advocate for children and families; and share how other states are tackling workforce challenges and better supporting early childhood educators. Dr. Washington will leave us with actionable solutions for anyone working in early care, education, research, or advocacy. Join us on Wednesday, March 29 from 4-6pm at the Columbus Museum of Art for this (free) motivational and meaningful event, made better by your voice and perspective. The one-hour lecture will be followed by a reception where you will have the opportunity to connect with others and to meet Dr. Washington.

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