June 2018 Doctoral Dissertations

Rebecca Gates, Derek Riddle, and Beth Gersten will defend their doctoral dissertations this month. We congratulate each of them on all their hard work leading to this momentous day.


June 18, 2018 • 10 a.m. • CEB 315A

Candidate: Rebecca Gates, Educational Psychology & Higher Education
Dissertation Title:
“Having or Serving: Perceptions of HSIs”
Committee Members:
Dr. Doris L. Watson, Chair
Dr. Kimberly Nehls
Dr. Stefani Relles
Dr. Maria Casas, Graduate College Representative


June 18, 2018 • 3 p.m. • CEB 399

Candidate: Derek Riddle, Teaching & Learning
Dissertation Title:
“A Descriptive Exploration of Self-Directed Professional Development”
Committee Members:
Dr. Jori Beck, Co-Chair
Dr. Emily Lin, Co-Chair
Dr. Steven Bickmore
Dr. David Vallett
Dr. Lisa Bendixen, Graduate College Representative


June 19, 2018 • 12:45 p.m. • CEB 315A

Candidate: Beth Gersten, Educational Psychology & Higher Education
Dissertation Title:
“Learning Communities and Early Student Success”
Committee Members:
Dr. Vicki Rosser, Chair
Dr. Alice Corkill
Dr. Nathan Slife
Dr. Helen Neill, Graduate College Representative

Top Tier Lecture Series: The Wing Beneath Dragon’s Wing: Filial Piety and its Correlates

Join the department of counselor education, school psychology & human services and The PRACTICE for a Top Tier lecture featuring Wei-Wen Chen of the University of Macau, China at 11 a.m. June 18 in Carlson Education Building, Room 238. This event is free and open to the public (RSVP requested for refreshment count only to Ching-Chen Chen).

Filial piety has been the core Confucian ethics in the Chinese culture. However, research about the impact of filial piety on Chinese psychological adaptation has been mixed. In this presentation, the dual filial piety model, including reciprocal filial piety and authoritarian filial piety, will be introduced. In addition, empirical evidence of two filial piety beliefs on individuals’ family functioning, learning, and romantic relationships will be elaborated to further clarify how filial piety has helped shape the psychological development of Chinese young adults.

Wei-Wen Chen is an associate professor in education at the University of Macau. Her research focuses on how family relationships influence young adults’ developmental outcomes, including learning, psychological functioning, and romantic relationships.

Kids of color get kicked out of school at higher rates – here’s how to stop it

By Samuel Song, University of Nevada, Las Vegas via The Conversation U.S.

When two black men were arrested at a Philadelphia Starbucks where they had been waiting for a business meeting on April 12, the incident called renewed attention to the bias that racial minorities face in American society.

A few days later, a similar incident unfolded at an LA Fitness in New Jersey.

While these two incidents involved adults at places of business, the reality is black children face similar treatment in America’s schools.

The latest evidence is in a recent federal report that shows boys, black students and students with disabilities get kicked out of school at higher rates than their peers.

Findings like this are disturbing, but they are hardly surprising. As a trainer of school psychologists, consultant and researcher, I have worked with schools on the matter of racial disparities in school discipline, along with other problems of justice.

I believe racial disparities in school discipline will persist until educators seriously examine the role their decisions play in the matter. They will also persist until schools begin to implement new strategies that have proven it’s not necessary to kick kids out of school to effectively deal with their behavior.

The source of disparities

Racial disparities in school discipline are nothing new. In 2014 – after years of “zero tolerance” policies proved problematic – the Obama administration issued a guidance to remind schools of their obligation to teach all children and not to suspend or expel them unfairly.

Yet, the new federal data show that for virtually every school in the country for the 2013-14 school year, racial disparities were present irrespective of the type of disciplinary action, level of school poverty, or type of school attended. The bottom line is that some sort of bias is at play.

In research on the subject, this bias is known as implicit bias. This is defined as automatic, unconscious associations and stereotypes about groups of people that affect our understanding, actions and decisions. This topic has been studied extensively and popularized by a collaborative research project housed at Harvard University.

How real is implicit bias? In a series of four experimental studies, the fourth study, using state-of-the-art eye-tracking methodology, demonstrated that – when asked to judge who was telling the truth – whites gazed more quickly at the “lie” response for blacks, which suggests a spontaneous mistrust of blacks. This is consistent with what other researchers have found. Interestingly, Starbucks CEO Kevin Johnson mentioned implicit bias as one of the issues potentially at play in the Starbucks incident.

One study on implicit bias in schools concluded that teachers and staff viewed black girls’ behavior differently. The same study found that black girls were three times more likely to receive office referrals for discipline compared to white girls for subjective discipline violations. A different study found that black students were disciplined for subjective interpretations of behaviors, such as “disobedience” and “disruptive behavior.”

An experimental study conducted at Yale found that preschool teachers gazed at black boys longer compared to other children when asked to look for challenging behavior on video clips.

This tendency to view black children with more suspicion harms the relationships between teachers and black students.

In issuing the new report, the U.S. Government Accountability Office, or GAO, lists several areas to target racial disparities in school discipline. In my experience working with schools, I believe the GAO’s recommendations are correct, but will only work under certain conditions.

In search of alternatives

The first recommendation is to implement alternative forms of discipline that focus on proactive and preventative strategies for the whole school rather than reactive punishment. In my work with schools implementing such approaches, the biggest problem is the degree to which teachers and staff may not have buy-in on the strategies to implement them properly.

For example, some teachers and staff with one particular initiative became frustrated with certain challenging students and rarely gave praise or “behavior bucks,” which could be traded in for privileges and stickers. And when teachers did distribute the “behavior bucks,” they were sarcastic about it and often belittled students rather than being encouraging. In essence, teachers turned a positive strategy into a harmful one.

Due to the potential lack of buy-in from teachers, it is important to use strategies that enable a more collaborative approach to deciding the consequences.

This is the strength of the restorative justice approach. Restorative justice is built upon a foundation of empowering students to collaboratively have their voices heard, take responsibility for one’s actions, and make hurt relationships right again through community dialogue.

For example, restorative justice approaches will gather students and adults together in a circle to discuss the infraction by focusing on who was harmed and what the community can do to make the hurt relationship right again, which is often a plan of amends. These circle discussions with various adults and students allow for all parties to understand one another’s perspective and produce empathy for students, teachers and classmates. In my view, collaborative decision-making is the key to reducing biases.

Restorative justice has been shown to reduce racial disparities in discipline directly, which perhaps explains why other programs are integrating restorative justice strategies into their programs.

Second, there need to be new laws and policies to discourage punitive, exclusionary disciplinary practices in schools and to encourage alternative approaches to school discipline.

For example, California prohibits the use of suspensions and expulsions for children in grades K-3 for willful defiance. Other states and school districts, such as Illinois and Seattle, have done so as well.

The ConversationFinally, it would be helpful if America’s schools had more school psychologists on hand. Unfortunately, the nation’s schools suffer from a shortage of school psychologists at a time when they are needed most to help address complex issues of racial disparities in school discipline.

Samuel Song, Associate Professor of School Psychology, University of Nevada, Las Vegas

This article was originally published on The Conversation. Read the original article.

Connect with the College of Education at AERA 2018

Check out the full list of UNLV students and faculty presenting at the AERA Annual meeting in New York. Or download a PDF copy today.


Friday, April 13

Benefits and Challenges of Instructional Coaching and Mentoring for Teachers and School Leaders
Division Roundtable Session Park • 12:00pm
Park Central Hotel New York, Ballroom Level, Ballroom
Principal Transformative Learning Through Mentoring Aspiring Administrators
Presenting Authors: Dana L. Bickmore (UNLV) and Lydia Davenport (Alabama A&M) 

Argument-Based Approaches to Measure Validation Situated in Mathematics Education
Symposium • 12:00 to 1:30pm
Westin New York at Times Square, Ninth Floor, Palace Room
Examining the Arguments Surrounding the Argument-Based Approach to Validation: A Systematic Review of Validation Methodology
Presenting Authors: Matthew R. Lavery, Jonathan David Bostic (Bowling Green), Michele Carney (Boise State), Jeffrey C. Shih (UNLV), Erin Elizabeth Krupa (Montclair State), Mark R. Wilson (UC Berkeley) and Lance Kruse (Toledo) 

College Student Learning and Development
Roundtable Session • 2:15 to 3:45pm
NY Marriott Marquis, Fifth Floor, Westside Ballroom Salon 1
A Brief Writing Intervention for Graduate Students: Can Writing-Related Anxiety, Self-Efficacy, Self-Awareness, and Self-Management Improve?
Presenting Authors: Margarita Huerta (UNLV) and Patricia Goodson (Texas A&M – College Station) 

Learning to Build Inclusive Classrooms: Promising Preservice Practices
Paper Session • 2:15 to 3:45pm
NY Hilton Midtown, Concourse Level, Concourse D Room
Discussant: Christine Clark (UNLV) 

Supporting College Students of Color Within STEM & Cocurricular Spaces
Paper Session • 2:15 to 3:45pm
Park Central Hotel NY, Mezzanine Level, Manhattan A Room
Undergraduate Women of Color in STEM: An Updated Synthesis of the Literature
Presenting Authors: Blanca E. Rincón (UNLV) and Tonisha B. Lane (South Florida)

 Critical Analyses of Children’s & Young Adult Literature: Uncovering Discourses of Power & Representation About Latinx Communities
Symposium • 2:15 to 3:45pm
Millennium Broadway NY Times Square, 4th Floor, Rm 4.02-4.03
Chair: Denise Dávila (UNLV) 

Poster Session • 4:05 to 5:35pm
NY Hilton Midtown, Third Floor, Americas Hall 1-2 – Exhibit Hall
Using Critical Questions to Evaluate Arguments in an Undergraduate General Education Seminar: A Quasi-Experimental Study
Presenting Authors: Michael Nussbaum, Ian J. Dove, Nathan Slife, CarolAnne M. Kardash, Refika Turgut and David B. Vallett (UNLV) 

An Integrative and Comparative Analysis of Approaches to Developing Undergraduates’ Learning Skills
Symposium • 4:05 to 5:35pm
Crown Plaza Times Square, Times Square B Room
The Effects of Embedded Digital Learning Skills Training on Undergraduates’ Science and Math Achievement
Presenting Authors: Matthew L. Bernacki, Nicholas Voorhees, Carryn Bellomo-Warren (UNLV) 

Emergent Bilinguals’ Meaning-Making Across Languages & Modalities
Paper Session • 4:05 to 5:35pm
Sheraton NY Times Square, Lower Level, Sutton Place Room
Emergent Bilingual Children’s Multimodal Practices: Supporting Varying Purposes of Show-and-Tell
Presenting Authors: Sabrina Francesca Sembiante (Florida Atlantic), Alain Bengochea (UNLV) and Mileidis Gort (Colorado)


Saturday, April 14

Challenges & Issues in Addressing Social & Emotional Competence
Roundtable Session • 8:15 to 9:45am
Crown Plaza Times Square, Act III-IV Room
Measurement Difficulties Surrounding Social Emotional Learning Concepts
Presenting Authors: Kenneth Retzl, Kate Eugenis, Geordan Keller (Clark County School District), Ana Luisa Reyes and Kevin Worthy (UNLV) 

Dialogue, Discourse, & Language in Science Teaching & Learning
Roundtable Session • 8:15 to 9:45am
Millennium Broadway NY Times Square, Eighth Floor, Gallery 8
The Persistence of Science Instruction Within Treatment and Control Classrooms With English Learners
Presenting Authors: Tiberio Garza, Margarita Huerta (UNLV), Fuhui Tong, Rafael Lara-Alecio and Beverly J. Irby (Texas A&M) 

Hip-Hop Pedagogies Across K-12 Subject Matter
Paper Session • 8:15 to 9:45am
NY Marriott Marquis, Seventh Floor, Empire/Hudson Room
Hip-Hop Generation: Rethinking the Disconnect in K–12 Classrooms
Presenting Authors: Antonio Latrell Ellis, Jaquial D. Durham (Howard) and Malayka Neith Cornejo (UNLV) 

Students’ Self-Regulated Learning and Behavior
Paper Session • 10:35 to 12:05pm
Millennium Broadway NY Times Square, 7th Floor, Room 7.04
Chair: Matthew L. Bernacki (UNLV)

 Equity Across Multiple Disciplines and Contents
Paper Session • 10:35 to 12:05pm
NY Hilton Midtown, Concourse Level, Concourse C Room
Chair: Steven T. Bickmore (UNLV) 

Exploring Access Opportunities for Nontraditional Students in Higher Education
Paper Session • 10:35 to 12:05pm
New York Marriott Marquis, Seventh Floor, Harlem
Chair: Blanca E. Rincón (UNLV) 

Students of Color & Family Impact on Educational Experiences
Paper Session • 12:25 to 1:55pm
New York Marriott Marquis, Fourth Floor, Wilder
“I Want to Make Them Proud”: How Parents of Color Influence the STEM Pathways of Students of Color
Presenting Authors: Blanca E. Rincón (UNLV) and Erica Fernández (Connecticut)


Sunday, April 15

Pedagogical Models & Strategies for Teaching with Technology
Roundtable Session • 8:15 to 9:45am
NY Marriott Marquis, Fifth Floor, Westside Ballroom Salon 3
Tracing Undergraduate Science Learners’ Digital Cognitive Strategy Use and Effects on Achievement
Presenting Authors: Kyle Castro Mefferd (Touro Univ., Nevada) and Matthew L. Bernacki (UNLV) 

Collaboration, Decision Making, and Integration in STEM
Roundtable Session • 8:15 to 9:45am
Sheraton NY Times Square, Second Floor, Empire Ballroom East
Chair: Steven T. Bickmore (UNLV) 

School Partnerships in Urban Settings
Paper Session • 8:15 to 10:15am
Westin New York at Times Square, Fourth Floor, Imperial Room
Building Homes and Hopes Through YouthBuild Las Vegas
Presenting Authors: Kim Nehls (UNLV)

 Toward Justice: Centering Identities, Positionalities, & Community Knowledges in Teacher Educators’ Work & Learning
Paper Session • 8:15 to 10:15am
New York Hilton Midtown, Concourse Level, Concourse C Room
Chair: Christine Clark (UNLV) 

Meaningful Mentoring Practices: Preservice Teachers & Mentors
Paper Session • 10:35am to 12:05pm
Park Central Hotel New York, Mezzanine Level, Park I Room
Mentorship in Context: Exploring the Experiences of Mentee and Mentor Teachers
Presenting Authors: Chyllis Elayne Scott, Steve Hayden and Tara J. Plachowski (UNLV) 

Challenging Language (Im)Possibilities in Dual Language Programs: Capital, Context, and Hope
Roundtable Session • 10:35am to 12:05pm
Sheraton NY Times Square, 2nd Floor, Metropolitan East Room
Social and Cultural Capital of Teachers for the Success of a Dual-Language Program
Presenting Authors: Katrina Liu, Richard Miller (UNLV) and Jorge Luis Inzunza (Delavan Darien School District) 

Student Learning and Development in Higher Education
Poster Session • 10:35am to 12:05pm
NY Hilton Midtown, Third Floor, Americas Hall 1-2 – Exhibit Hall
Enriching Student Experiences and Strengthening Student Support Through Quality Academic Advising
Presenting Authors: Sandip Thanki, Richard Yao, Janice Le-Ngyuen, Tony Scinta (Nevada State College) and Qingmin Shi (UNLV) 

Learning in Diverse K-12 Settings: Exploring the Hidden Curriculum and Critical Disconnects
Paper Session • 2:45 to 4:15pm
Park Central Hotel New York, Carnegie
Beyond “Free” or “Reduced” Dreams and Possibilities: Understanding Disconnects in Culturally Relevant Education
Presenting Authors: Kenneth James Fasching-Varner, Sonya Diana Hayes, Michela Patricia Stone (LSU), Kerri Tobin, Hillary B. Eisworth (LSU – Baton Rouge), Stehanie Troutman (Arizona) and Christine Clark (UNLV) 

Emerging Resolutions for Classroom Management Issues
Roundtable Session • 2:45 to 4:15pm
Park Central Hotel New York, Ballroom Level, Ballroom
Whole-School Connected: A Bridge for Novice Teachers’ Communication
Presenting Authors: Cecilia A. Turman and Shaoan Zhang (UNLV) 

CTE SIG Business Meeting • 6:30 to 8:30pm
Sheraton NY Times Square, Third Floor, Riverside Ballroom
Journal Impact Factors: Implications for Career and Technical Educators and Related Professionals
Presenting Authors: Howard R.D. Gordon (UNLV), James E. Bartlett (North Carolina State), Johanna Lahja Lasonen, Victor M. Hernandez-Gantes (USF), Linda K. Martinez (Cal State-Long Beach) and Brenda A Martin (Arkansas at Pine Bluff

Portfolios and Reflection in Teaching and Teacher Education
SIG Business Meeting • 6:30 to 8:30pm
Sheraton NY Times Square, Lower Level, Gramercy Room
Chair: Katrina Liu (UNLV)


Monday, April 16

Poster Session 12 • 8:15 to 9:45am
NY Hilton Midtown, Third Floor, Americas Hall 1-2 – Exhibit Hall

  • Video Games as Performance Assessments: How Executive Functioning Influences the Learning Process
    Presenting Authors: Michael McCreery, Catherine Bacos, Jeffrey Robert Laferriere (UNLV) and S. Kathleen Krach (Florida State)
  • What’s in a Test? Video Games as a Model for Assessing Learning Behaviors
    Presenting Authors: Michael McCreery, Jeffrey Robert Laferriere, Catherine Bacos (UNLV) and S. Kathleen Krach (Florida State)
  • An Examination of Preservice Teachers’ Beliefs and Self-Efficacy: Are They Related to Their Teaching Performance?
    Presenting Authors: Peter Wiens (UNLV), Bong Gee Jang (Syracuse) and Annie Chou (Dawson School at Rainbow Mtn)

Transforming Schools through Community Driven Organizational Thinking
Paper Session • 8:15 to 9:45am
New York Hilton Midtown, Third Floor, Trianon Ballroom
Possibilities for Social Justice Leadership
Chair/Discussant: Christine Clark (UNLV) 

Research in Vocabulary Development
Roundtable Session • 8:15 to 9:45am
Millennium Broadway NY Times Square, Eighth Floor, Gallery 8
Chair: Sharolyn Pollard-Durodola (UNLV) 

Selected Factors and Indicators Impacting 21st-Century Growth of Career and Technical Education
Paper Session • 8:15 to 9:45am
Sheraton NY Times Square, Third Floor, Riverside Ballroom
Discussant: Howard R.D. Gordon (UNLV)

Narratives of Resistance and Resilience: The Experiences of Women-of Color Scholars in Predominantly White Colleges/Schools of Education
Symposium • 8:15 to 10:15am
New York Hilton Midtown, Second Floor, Gramercy Room West
(In)Visible Labor: Reflections from a Latina Faculty
Presenting Author: Norma A. Marrun (UNLV)

Pathways to Teacher Preparation: Conflict & Compatibility Between Alternative Pathways & University Pathways to Licensure
Invited Speaker Session • 10:35am to 12:05pm
New York Hilton Midtown, Concourse Level, Concourse A Room
Speaker: Steven T. Bickmore (UNLV)

Roundtable Session • 10:35am to 12:05pm
Sheraton NY Times Square, Second Floor, Empire Ballroom East
Teacher Recruitment & Retention Focused on Content Areas
Chair: Christine Clark (UNLV) 

Roundtable Session • 10:35am to 12:05pm
Sheraton NY Times Square, 2nd Floor, Metropolitan West Room
Gendered Bodies in Educational Spaces
Chair: Iesha Jackson (UNLV)

 Digital Innovations in Teacher Professional Development
Paper Session • 12:25 to 1:55pm
NY Hilton Midtown, Concourse Level, Concourse D Room
Teachers Supporting Teachers in Learning to Teach
Presenting Authors: Lois Paretti, Linda F. Quinn, Jane McCarthy, Karen J. Grove and Steve Hayden (UNLV) 

The Use of Technology in Special Education
Paper Session • 12:25 to 1:55pm
Park Central Hotel New York, Mezzanine Level, Park II Room
Using Mobile Technology to Increase the Math Achievement and Engagement of Students With Disabilities
Presenting Authors: Dominique Tetzlaff (Maine at Farmington), Joseph Morgan, Tracy Spies and Michael McCreery (UNLV)

Cultivating Effective Literacy Instruction and Assessment in Preservice Teachers
Roundtable Session • 2:15 to 3:45pm
Park Central Hotel New York, Mezzanine Level, Park II Room
Using Perezhivanie in Teaching: An International Faculty’s Lived Experiences of Teaching
Presenting Authors: Ching Hsu-Kim and Shaoan Zhang (UNLV)

 Poster Session • 2:15 to 3:45pm
NY Hilton Midtown, Third Floor, Americas Hall 1-2 – Exhibit Hall

  • Expectancies, Values, & Costs: Reciprocal-Effects Models
    Presenting Authors: Rachel Part, Harsha Perera, Matthew L. Bernacki and Gwen C. Marchand (UNLV)
  • The Effects of a Retrieval Practice Intervention on Undergraduates’ Monitoring and Control Using Performance Feedback
    Presenting Authors: Megan Cogliano and Matthew L. Bernacki (UNLV)

The Role of Constructivism in Teacher Education
Roundtable Session • 2:15 to 3:45pm
Sheraton NY Times Square, Second Floor, Empire Ballroom East
Teacher Grit, Maturity, and Risk-Taking: Developing Teacher Candidates’ Knowledge of Literacy Assessments and Interventions
Presenting Authors: Tracey S. Hodges (Alabama), Chyllis Elayne Scott, Sophie Marie Ladd (UNLV), Erin Kuhl Washburn (Binghampton-SUNY) and Sharon Diane Matthews (Texas A&M-College Station) 

Longitudinal Perspectives on College Access
Roundtable Session • 2:15 to 3:45pm
NY Marriott Marquis, Fifth Floor, Westside Ballroom Salon 2
One Step Forward, Two Steps Back? Math Misalignment and Mismatch in the Transition to College
Presenting Authors: Federick Ngo (UNLV) and David Velasquez (USC)

Disproportionality in School Discipline: Exploring Policies, Practices, Contexts, and Experiences
Roundtable Session • 2:15 to 3:45pm
Sheraton NY Times Square, 2nd Floor, Metropolitan West Room

  • Understanding and Disrupting the School-to-Prison Pipeline: School Discipline and Juvenile Justice
    Chair: Christine Clark (UNLV)
  • Black Women and Girls in Pursuit of a Higher Education: A Critical Analysis
    Chair: Iesha Jackson (UNLV)

Roundtable Session • 2:15 to 3:45pm
Millennium Broadway NY Times Square, Eighth Floor, Gallery 8
Critical Professional Development and Social Justice: Developing Liberatory Praxis Through Critical Inquiry Teacher Action Groups
Presenting Authors: Tonya Evette Walls (Touro University, Nevada) and Malayka Neith Cornejo (UNLV)

Dreams, Hopes, and Concerns in Preparing Future Teachers
Roundtable Session • 2:15 to 3:45pm
Sheraton NY Times Square, 2nd Floor, Metropolitan East Room
Dreams and Hopes of Preservice Teachers Preparing to Work in Public Schools
Presenting Authors: Leilya Pitre (Southeastern Louisiana) and Steven T. Bickmore (UNLV) 

I Know I Can: Teacher Agency, Motivation, and Self-Efficacy
Paper Session • 4:05 to 5:35pm
NY Hilton Midtown, Concourse Level, Concourse D Room
Toward an Integrative Perspective on the Dimensionality of Teacher Self-Efficacy Data
Presenting Authors: Celeste Calkins, Harsha Perera (UNLV), Peter McIveen and Bradley McLennan (Southern Queensland)

Student Learning Across Contexts and Content Areas
Paper Session • 4:05 to 5:35pm
Sheraton NY Times Square, Second Floor, Empire Ballroom East
Diversity and Discipline in the Classroom: Perceptions of Prospective Teachers
Presenting Authors: Katrina Liu and Sandra Candel (UNLV)

Doctoral Student Supervision, Development, and the Professoriate
Paper Session • 4:05 to 6:05pm
New York Hilton Midtown, Second Floor, Regent Parlor
Multiple Case Studies of International Doctoral Students’ Resilience and Identity Construction
Presenting Authors: Shaoan Zhang, Lina DeVaul, Ching Hsu-Kim, Chengcheng Li (UNLV) and Guoxiang Wang (Texas Tech) 

Radical Dreaming: Paulo Freire’s Transformative Pedagogy
Paper Session • 4:05 to 6:05pm
Millennium Broadway NY Times Square, Fifth Floor, Room 5.08
Discussant: Christine Clark (UNLV)

Special Journal Issues Focused on Mixed Methods
Mixed Methods Research SIG Business Meeting • 6:15 to 7:45pm
Westin New York at Times Square, Ninth Floor, Palace Room
Presenting Authors: Gwen Marchand (UNLV) and others


Tuesday, April 17

Roundtable Session • 8:15 to 9:45am
Sheraton NY Times Square, 2nd Floor, Metropolitan East Room
Critical Examinations of Whiteness in Education
Chair: Christine Clark (UNLV)

Learning/Development with Community Engagement/Group Learning
Paper Session • 8:15 to 9:45am
Sheraton New York Times Square, Second Floor, Metropolitan East Room
A Model for Language-Minority Student Persistence in the Community College
Authors: Margarita Huerta, Tiberio Garza (UNLV) and Hugo Alberto Garcia (Texas Tech)

Learning/Development with Community Engagement/Group Learning
Paper Session • 12:25 to 1:55pm
New York Marriott Marquis, Fourth Floor, Brecht
Longitudinal, Linguistic Analysis of Critical Thinking, Inquiry, and Communication Skills Development Among Second-Year Seminar Students
Presenting Authors: Yana S. Ryjova, Matthew L. Bernacki and Nathan Slife (UNLV) 

Beliefs and Reasoning in Biology Learning
Paper Session • 12:25 to 1:55pm
Millennium Broadway NY Times Square, 7th Floor, Room 7.02-7.03
Investigating Science Teachers’ Causal Schemas in the Context of Evolutionary Theory
Presenting Authors: Ezgi Yesilyurt and Hasan Deniz (UNLV)

Recruitment and Retention for Specific Teacher Populations
Paper Session • 12:25 to 1:55pm
New York Hilton Midtown, Concourse Level, Concourse F Room
Preservice Teacher Commitment: A Conceptual Model
Presenting Authors: Guoxiang Wang (Texas Tech), Shaoan Zhang and Katrina Liu (UNLV) 

Pursuing Our Mothers’ Dreams: Experiencing Disillusionment and Empowerment on the Journey to Academia
Symposium • 12:25 to 1:55pm
New York Hilton Midtown, Second Floor, Sutton Center
Familial Resilience: Persistence in Higher Education Through Culture and Family Values
Presenting Authors: Malayka Neith Cornejo (UNLV)

Loving Our Teacher Selves: Reflection, Engagement, & Growth
Roundtable Session • 12:25 to 1:55pm
Sheraton NY Times Square, Second Floor, Empire Ballroom East
The Satisfaction of Teachers at Work: Effects of Teacher Self-Efficacy and Engagement
Presenting Authors: Helena Granziera (New South Wales) and Harsha Perera (UNLV)

Critically Examining the Education of Black/Latino Boys/Young Adults
Roundtable Session • 12:25 to 1:55pmSheraton NY Times Square, 2nd Floor, Metropolitan West Room
The End of Fear: Spoken Word, Life Lessons, and Educating Black and Latino Young Men
Presenting Authors: Yolanda Sealey-Ruiz (Columbia), Wanda Watson (Mills College) and Iesha Jackson (UNLV)