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.
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.
The UNLV College of Education is proud to offer 20 traditional (undergraduate) and 30 Alternative Route to Licensure (ARL – master’s) Teach Nevada Scholarships to students interested in completing a teacher preparation program to teach grades K-12 or special education. Candidates who are selected will teach five years in a Nevada school that will appear on the high vacancy list (as posted at time of award).
Applications will be accepted until July 16, 2018 at 5p.m. Review of applications will begin immediately after the application close date. No late applications will be accepted.
Please see below for eligibility requirements and ensure that you apply for the scholarship that best suits your situation.
Traditional (Undergraduate) Teach Nevada Application
Eligible students may include, without limitation:
Alternative Route to Licensure (ARL) Teach Nevada Application
Pursuant to NRS 391.A585, eligible students may include, without limitation:
- Students who possess a bachelor’s degree in a non-education related field and choose to pursue an ARL program for teaching;
- Veterans and the spouses of veterans;
- Students who have had some experience working in a classroom, including, without limitation, as a paraprofessional or substitute teacher;
- Students who have completed some credits at a university or college who re-enroll in a teacher preparation program and;
- Student who are currently enrolled in a non-education related college/university degree program and change their academic program to teacher preparation.
- Please note: Students who are currently enrolled in a traditional preparation program in Nevada at the time of the scholarship application are NOT eligible.Priority applicants for this award:
- Veterans or spouses of veterans
- Economically disadvantaged
- Racial or ethnic minority
- Will be eligible to teach in a subject area in Elementary, Secondary Language Arts, Secondary Math, Secondary Science, or Special Education
- Unofficial transcript(s) from all institutions attended*
*Note – transcripts will be brought by the applicant in hard copy to the interview. Transcripts may not be uploaded.
- Praxis Core Exam or CBEST scores
- Praxis II content exam scores (for secondary level programs only)
- Writing Sample (see details below)
- Resume Application and all materials are to be uploaded