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Office of Research, Innovation and Collaboration (ORIC)

College of Education and Human Ecology

College of Education and Human Ecology
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educational research

April 1, 2024

High School Graduation By the Numbers

Please join Dr. Douglas Harris, Schlieder Foundation Chair in Public Education, Director of the National Center for Research on Education Access and Choice (REACH), and Professor and Chair of the Department of Economics at Tulane University, for a discussion on high school graduation rates, the future of high school graduation rates, and accountability in graduation standards.

Please read the following publication in the Journal of Labour Economics authored by Dr. Harris before attending the event:

Harris et al., (2023). “Is the rise in high school graduation rates real? High-stakes school accountability and strategic behavior.”

Bio 

Dr. Douglas Harris

Dr. Douglas Harris

Douglas Harris is Professor and Chair of the Department of Economics, the Schlieder Foundation Chair in Public Education, founding Director of both the Education Research Alliance for New Orleans (ERA-New Orleans) and Director of the National Center for Research on Education Access and Choice (REACH), all at Tulane University. His research has influenced policy and practice on a wide variety of K-12 and higher education policy issues. He is the author of three books including, most recently, Charter School City: What the End of Traditional Public Schools in New Orleans Means for American Education (University of Chicago Press, 2020). He is also a non-resident Senior Fellow at the Brookings Institution and has testified in the U.S. Senate and advised governors in eight states, the U.S. Department of Education, and Biden Transition. His work has also been cited in almost every major national and international media outlet.

In his most recent work, he is the lead editor on the forthcoming Live Handbook of Education Policy, sponsored by the Association for Education Finance and Policy. The handbook will provide open-access summaries of a wide variety of topics in pre-K, K-12, and higher education, written by leading experts but in a way that will be broadly accessible and regularly updated with the latest research. The Live Handbook, to be released in March of 2025, will provide a new way of communicating and interacting with scientific research, one that combines academic expertise with modern online tools such as Wikipedia.

Finally, he is Director of the State of the Nation Project. The project is designed to address current problems of polarization, distrust, pessimism, and misinformation by bringing together a diverse board of experts to identify the most important measures that address the question, how are we doing as a country? Slated for release in January of 20205, the project’s first report will cover topics ranging from education and the economy to the environment and health.

Event Registration

Registration for this event is now open! Click this link to register for the event!

/ data analysis, educational research, quantitative analysis, research

April 1, 2024

K-12 Teacher Pipeline By the Numbers

Please join Dr. Brendan Bartanen, Assistant Professor of Education Policy at the University of Virginia for a discussion on how to build a stronger K-12 teacher pipeline in the US.

Please read the following publication in the American Educational Research Journal authored by Dr. Bartanen before attending the event:

Bartanen & Kwok (2023). “From Interest to Entry: The Teacher Pipeline From College Application to Initial Employment”

Bio 

Dr. Brendan Bartanen

Brendan Bartanen is an assistant professor of education policy at the University of Virginia. His research aims to increase our understanding of the labor market for principals and teachers. In particular, he examines the intersections among educator turnover, measures of effectiveness, high-stakes evaluation systems, and educator diversity. He was awarded the 2019 New Scholar Award from the Association for Education Finance and Policy and the Outstanding Dissertation Award from the American Educational Research Association (Division L).

His work has been published in leading journals across education, public policy, and economics, including the American Educational Research Journal, Educational Researcher, the Journal of Human Resources, Educational Evaluation and Policy Analysis, and the Journal of Policy Analysis and Management. His current projects study the validity and reliability of principal value-added models, the pipeline into teaching among high school and college students, and early career teacher skill development.

Brendan began his career as an 8th grade science teacher in Phoenix, Arizona. He earned a B.A. in Economics from Pomona College, an M.Ed. from Arizona State University, and a Ph.D. in Leadership and Policy Studies from Vanderbilt University.

Event Registration

Registration for this event is now open! Click this link to register for the event!

/ educational research, quantitative analysis, research, teaching and learning

February 2, 2024

Spring Speaker Series: Interpreting the Magnitude and Policy Relevance of Effect Sizes in Education Research

The QMC is kicking off our Spring speaker series on Friday, March 1. Dr. Matthew Kraft, Associate Professor of Education & Economics at Brown University, will be giving an invited talk on the magnitude and policy relevance of effect sizes in education research.

The event is free to attend, and will be held virtually over Zoom. Attendees will need to register in advance to attend.

Register for this event by clicking the link here, and visit our Spring 2024 Speaker Series page for more information about our upcoming events.

/ educational research, quantitative analysis, research, statistics

January 18, 2024

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.

Register

/ child development, educational research, families, health

January 18, 2024

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.

Register

/ child development, educational research, families, language

January 18, 2024

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.

Register

/ child development, educational research, families, language

January 18, 2024

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

Register

/ educational research, human subjects, research, research development

October 2, 2023

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.

Register

/ child development, educational research, industry, research

August 31, 2023

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.

Register

/ educational research, quantitative analysis, research, teaching and learning

June 20, 2023

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.

Register

/ data analysis, educational research, professional development, research

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College of Education and Human Ecology

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