Oct 29 2015
Middle school classroom

Twenty-one of the University of Washington College of Education's doctoral students will discuss their research projects on November 6, with topics including partnerships in distance teacher education, project-based learning in AP classrooms, and biracial identity development.   

The Research and Inquiry Presentations, a major milestone in each Ph.D. candidate's studies at the College of Education, will take place from 8:00 a.m. to 4:00 p.m. in Miller Hall Room 104 and noon to 3:30 p.m. in Room 112.

This quarter's presentations are:

  • 8:00 a.m. -- “iPads and Academic Instruction for High Schoolers with LID,” Natalie Pullen, Room 104
  • 8:30 a.m. -- “Relational practices and instructional opportunities: Potential factors contributing to the success of Middle School students of color in mathematics,” Mahtab Nazemi, Room 104
  • 9 a.m. -- “What Eye Tracking Can Teach Us,” Terry Mickail, Room 104
  • 9:30 a.m. -- “The Role of Philosophical Inquiry in Teacher Education,” Debi Talukdar, Room 104
  • 10 a.m. -- Studying an Infant's Interest Development: Interactions between Mobile Bodies and Material Objects,” Deborah Silvis, Room 104.
  • 10:30 a.m. -- “Truly Connecting with Learners,” Kira Geselowitz, Room 104
  • 11 a.m. -- “Fostering Collaborative Coaching Partnerships in Distance Teacher Education: Perspectives from Coaches and ECE Students,” Songtian Zeng, Room 104
  • 11:30 a.m. -- “Serving Recently Reclassified English Language Learners: One High School Teacher Leader's Enactment of New State Policy,” Anna Van Windkens, Room 104
  • 12 p.m. -- “Service-Level Impacts Across Adolescent Parenting Programs: A Meta-Analysis,” Caroline Black, Room 112
  • 12:30 p.m. “Implementation of Scientific Argumentation Through Curriculum Adaptation: A Case Study,” Tana Jo Bryn Peterman, Room 112
  • 1 p.m. -- “Mixed Heritage Identity of an Afro-Latina Teacher in Context,” Naeun Cheon, Room 104 
  • 1 p.m. -- “Examining Tutor Language During Shared Book Reading for Preschoolers with Autism,” Colin Gasamis, Room 112
  • 1:30 p.m. -- “Stories on their Brains: Quantitative analysis of writing samples and fMRI,” Peter Wallis, Room 104
  • 2 p.m. -- “Bicultural Identity Development: Korean Assimilation VS. Safe Identity Development Spaces,” Greg Diggs, Room 104
  • 2 p.m. -- “Comparing Learning Profiles of Students Who are Verbally Gifted with a Specific Learning Disability in Written Language (SLDs-WL), who are Verbally Gifted without SLDs-WL, and Who are Average Verbally with SLDs-WL,” Ruby Dawn Lyman, Room 112
  • 2:30 p.m. -- “Predicting First Year Law School Performance & Bar Passage,” Brendon Taga, Room 112
  • 3 p.m. -- “An Exploratory Study on International Students' Experiences in Fee-based Master's Programs,” Ziyan Bai, Room 104
  • 3 p.m. -- “Navigating Through Trial and Error: Designing Learning Spaces for Emerging Latino/a Grassroots Leaders,” Adam Lara, Room 112
  • 3:30 p.m. -- “The positive Effect of Project-Based Learning on Growth in Student Affect: The Case of Advanced Placement Physics Classrooms,” Amy Sharp, Room 104
  • 3:30 p.m. -- “CBT in School Settings,” Jared Taylor, Room 112
  • 4 p.m. -- “Institutional Effects on Community College Student Success: Work First Students in Three Seattle Community Colleges,” Gabriel Mast, Room 104

Research and Inquiry Presentations immerse students in issues of content and method directly pertinent to their chosen specializations, provide practical experience in the use of methods and the application of content learned in coursework, and afford an opportunity for students to present research to a professional audience and to stimulate discussion about important matters impacting education research and practice.

Contact

Dustin Wunderlich, Director for Marketing and Communications
206-543-1035, dwunder@uw.edu