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”
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”
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”
Dr. Vicki Rosser, Chair
Dr. Alice Corkill
Dr. Nathan Slife
Dr. Helen Neill, Graduate College Representative
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.
By Monique Matute | Originally posted on AACTE Ed Prep Matters
Congratulations to May Scholar of the Month Erica Reid of the University of Nevada, Las Vegas (UNLV)!
Originally from upstate New York, Reid earned her B.A. in English from the University at Albany and a M.S. in secondary education from the College of Saint Rose. She began working for UNLV in 2016 as an instructional designer for the Plus Center, creating modules for the hospitality industry training programs. Before joining the UNLV staff, she served as a secondary English and language arts teacher, licensed to teach grades 6-12.
As a UNLV Holmes Scholar, Reid is working on her Ph.D. in teaching and learning, with an emphasis in multicultural education. Her research areas and interests include online instructional design and curriculum development that prioritizes the needs of diverse learners in K-16 online settings.
In addition to working for UNLV as an embedded educational technologist, she works as an adjunct with the Touro University education department for the Diverse Learners Online Learning Certificate program and is working to create curriculum for in-service teachers to work with differentiated learners.
Dr. Jenna Weglarz-Ward (UNLV), Dr. Rosa Milagros Santos and doctoral student Jennifer Timmer (Illinois) published the article “Factors That Support and Hinder Including Infants with Disabilities in Child Care” in the Early Childhood Education Journal.
Children with disabilities take part in child care programs across the country every day. However, existing research is lacking on how infants and toddlers with disabilities are supported in these inclusion efforts, particularly from the perspectives of child care and early intervention (EI) providers. In this article, we describe the results of a statewide survey of U.S. child care and EI providers (N = 991; n = 620 child care providers, n = 371 EI providers) on their beliefs and experiences in inclusion and perceived factors that support and hinder the inclusion of very young children with disabilities in child care settings. Our study results indicate that although providers value inclusion and identify many benefits for children, families, and professionals, several barriers exist to effectively implement meaningful inclusion. Despite advances in legislation, policy, and recommended practices, little has changed in the inclusion of infants and toddlers; therefore, recommendations for policy, practice, and research are included. Recommendations include increased training and mentoring for providers and formal inclusion of child care providers in inclusion supported by state policy and continued research.