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COE graduate student research awards 2017

A superb graduate program will include superb graduates. Once again recognized as a highly ranked college of education, we are pleased to share the recent awards received by some of our COE graduate scholar researchers, hailing from our outstanding doctoral programs in Counseling Psychology, Educational Leadership, and School Psychology. In the photo above, left to right: Tiffany Beattie, Yolanda Valenzuela, Kyndl Woodlee, Josh Kahn, and Michael Thier.

Tiffany Beattie, School Psychology, was awarded a College of Education Dissertation Research Fellowship. “Oral Reading Fluency and the Simple View of Reading for English Language Learners“ Advisor: Roland Good

I am thrilled to have received this award. My dissertation focuses on how Spanish-speaking English language learners learn to read in English. One way of looking at reading is known as the simple view, in which the ability to recognize printed words (decoding) and the ability to understand spoken words (listening comprehension) are what contributes to students becoming proficient readers. Oral reading fluency, or the ability to read passages of connected text accurately and efficiently, is another variable that indicates reading proficiency. I am trying to determine how being an English language learner affects the strength of the simple view model and how oral reading fluency fits into this model. The results could inform knowledge about reading for English language learners and could have implications for future reading instructional practice.

In developing this project, I have relied heavily on the support and wisdom of my advisor, Roland Good. I feel very fortunate to be able to work under his guidance, both as his advisee and as a member of his early literacy research team. I look forward to completing my dissertation with the assistance provided by this fellowship, and I am exceedingly grateful for this award.

Yolanda Valenzuela, Counseling Psychology, was awarded a College of Education Dissertation Research Fellowship. “Cultural Adaptation of a Career Development Intervention for Latina Immigrant Intimate Partner Violence Survivors.” Advisor: Krista Chronister

The goal of my dissertation is to collaborate with Centro Latino Americano to culturally adapt an employment and career development intervention, ACCESS, for Latina immigrants in Oregon. ACCESS was created by my advisor, Krista Chronister, and is designed to foster the vocational development of women survivors of violence. My work will include running groups and conducting a pilot study on the intervention with modifications that address the experiences women face when the challenges they confront as immigrants are further complicated by intimate partner violence.

Winning this award is such an honor and it reinforces that the University of Oregon acknowledges the importance of this type of work. As a Latina psychologist in training, I feel a responsibility to take an active role in ensuring that my community’s culture and values are represented in all aspects of the field. When I decided to apply to doctoral programs, I did so with the hope that I could work to adapt or develop culturally responsive interventions for Latina survivors of violence so I feel incredibly lucky that my dissertation allows me to fulfill that goal.

Krista, my advisor, has been a longtime advocate for IPV survivors and she has been a wonderful advisor and mentor. As a fellow woman of color and first generation college student, she has been instrumental in my success in the program. I am so grateful for her and her work for allowing me to fulfill my goal of giving back to my community.

Kyndl Woodlee, Counseling Psychology, has been accepted into the National Institute on Drug Abuse (NIDA) Diversity Supplements Workshop to be held May 4-5, 2017. Advisor Krista Chronister

I was awarded this travel grant as part of my NIDA supplement, through which I work at the Prevention Science Institute assisting Elizabeth Skowron’s study of families in the Department of Health Services system. The National Institute on Drug Abuse (NIDA) Diversity Supplements Workshop is a two-day workshop that gives the attendees–students who have been awarded funding through NIDA–an opportunity to network with colleagues, attend presentations on funding opportunities, and interact with experienced drug abuse researchers. This workshop will provide valuable information about grant writing and funding that will help me throughout my time at UO and as I enter my professional career.
I am thrilled for this opportunity to travel for my academic and professional development. This will be my first time traveling for my career, so I’m really eager to see what it’s like to be in the company of colleagues from all around the country and network with people I normally wouldn’t get to. I, of course, need to recognize my advisor, Krista Chronister, for helping me in every step of my development thus far at UO. I also want to recognize Elizabeth Skowron, who helped me apply for the NIDA supplement and is the primary investigator of the study I am working on. Without the two of them I would not have received this great opportunity.

Josh Kahn, Educational Leadership, was awarded the Betty Foster McCue Scholarship. “Development and Validation of a Measure of Administrator Decision-Making in Student Discipline (ADMin-SD)”
Advisor: Michaael Bullis

Essentially, my dissertation project will produce a test of administrator’s ability to make effective, efficient, and equitable decisions in student discipline situations. As previous research has demonstrated, students are not treated equitably in student discipline situations, with black students facing harsher consequences for similar infractions compared to their white counterparts. Hopefully, ADMin-SD will help researchers explain how and why this inequity is occurring.

Winning the Betty Foster McCue Award means a great deal to me. First, the funding will help me complete my project. I have had to cobble funds together from various sources to help pay all the participants involved in the development and validation phases of the study. Second, as an academic wrestling with ideas, sometimes self-doubt can creep in, but this award has given me a welcomed boost of energy to keep going.

I must express unconditional gratitude towards my adviser, Michael D. Bullis. His guidance and advice have been irreplaceable. Not only did he guide me through the application process for the award and write a recommendation for me, but he provided astute support and direction when I was designing the study originally. Without his experience and insight, the study would surely be less focused and more complicated. Moreover, my entire committee has been an exceptional team that has offered both conceptual and technical help as well as practical assistance in recruiting the various participants I need to complete my study. All in all, working with my committee and adviser, this project has afforded me an invaluable developmental experience as I grow into the scholar I want to be. I cannot express enough appreciation to the College of Education in the University of Oregon for providing such fertile ground for my growth.

Michael Thier, Educational Leadership, was awarded the Gary E. Smith Summer Professional Development Award. “How global is global citizenship? A discrete-choice experiment with secondary-school students in three nations” Advisor: Charles Martinez

I research global citizenship education, which focuses on the knowledge, skills, behaviors, and dispositions students need to live, learn, and work amid the unprecedented international interdependence that globalization has brought. My dissertation aims to develop a measure that is reliable, is appropriate for secondary-school students, and answers important theoretical questions about whether the dispositions of global citizenship are culturally universal, culturally relative, or some combination of the two.

The award is providing me with a rare opportunity by funding training under the supervision of Cristina Anguiano-Carrasco at the Educational Testing Service (ETS) in Princeton, NJ. Training from ETS in this area will make my dissertation project a unique contribution to my field. My advisor, Charles Martinez, presses upon my thinking. Constantly. Ever since I started bringing him dissertation ideas in Fall 2015, he and I have had spoken and written conversations that have sculpted, refined and improved my ideas. Those conversations are not always easy, but I always leave them feeling more confident about my abilities to conduct a strong, meaningful and important study. He is always influential, but never imperious.

I must first thank my incredible partner and our two inspiring daughters. In addition, Michael Bullis has served as a mentor for me, teaching me how to conduct research, teach, function as an academic and balance work and life. Three important people at the Educational Policy Improvement Center—Matthew Coleman, Kristine Chadwick and David Conley—have made my development possible through both support and tutelage. Furthermore, all EMPL and College of Education faculty have been wonderful to me, but I must also specify the methodological training I have received from Mark Van Ryzin, Roland Good, Joe Stevens, Kathleen Scalise and Keith Zvoch. In addition, several faculty have helped me develop as a technical writer, including Julie Alonzo, Keith Hollenbeck, Heather McClure and Joanna Smith. I have also learned an incredible amount from partnering with my EMPL cohort, as well as the EMPL students who preceded me and joined the program after I began. Last, I want to thank several EMPL and College of Education staff members for their constant support, namely Angela Burham, Sandra Epple, Lisa Fortin, Leslie Martinez, Jennifer McGovney, Denise McKenney, Adam Pritt and Betsy Ruth.

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