Doctoral Students Present, Collaborate, Review Research

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Students in the Literacy, Language, and Learning (LLL) and Contemporary Learning and Interdisciplinary Research (CLAIR) doctoral programs met for an evening to present their research to faculty, staff, and colleagues. Participants discussed research topics, methods, results and offered feedback and advice.

Amanda Moody

Amanda Moody Maestranzi | photo by Kelly Milnes

CLAIR Cohort 3 student Amanda Moody Maestranzi presented her capstone project, which serves as the basis for her dissertation, on training novice teachers in cultural competence for English as a new language (ENL) instruction.

CLAIR Cohort 5 students Larry Tung and Rinat Levy-Cohen presented “Self-Regulated Learning and Motivation: How Do Struggling Readers Perceive Themselves as Learners and Their Teacher’s Practices?” The research focuses on students’ under- or overestimating their abilities as readers and how they respond to the Read-Write-Reflect (RWR) intervention. Larry and Rinat were part of a larger group focusing of the RWR intervention.

Larry Tung and Rinat Levy-Cohen

Larry Tung and Rinat Levy-Cohen | photo by Kelly Milnes

Other presenters included

Using Export Opinion to Define Flipped Learning and Characterize its Effects on Learning
Nathan Snyder, CLAIR

Supporting Novice, Alternatively Certified English as a New Language Teachers with Culturally Responsive Teaching
Amanda Moody Maestranzi, CLAIR

Pre-service Teachers Spelling and Phonics Knowledge
Allison Leveque, CLAIR

The Influence of Older Siblings’ Use of Cognitive Processing Language During Video Game Play on Younger Siblings’ Game Performance
Kristen Kohm, CLAIR

The Impact of Collaborative Writing on L2 Writing Development and L2 Learning in the EFL College Context
Yen-Ching Chuang, LLL

Reflective Journaling and Reading Comprehension
Danielle Battaglia and Rachel Mann, CLAIR

“Self-Regulated Learning and Motivation: How Do Struggling Readers Perceive Themselves as Learners and Their Teacher’s Practices?
Rinat Levy-Cohen and Larry Tung, CLAIR

Teacher and Researcher Perspectives of the Read-Write-Reflect Protocol
Grace Chen, CLAIR

To What Extent Does RWR Impact Reading Growth Among Struggling Readers
Dezmarie Hines, CLAIR

Female Muslim International University Students’ Sesnse of Belonging
Scott Swisher, CLAIR

Teacher Preparation Influence on TFA Corps Members’ Use of Evidence-Based Practices
Hannah Rothman, CLAIR

Conducting the Function-Based Intervention to Reduce Problem Behavior of Students with Learning Disabilities
Kijung Ryu, CLAIR

Building Theory: Individual Use of Feedback to Change Practice
Alexandria Garino, CLAIR

Japanese Mother Tongue Program in an International School: A Case Study
Ohyama Msasayo, LLL

Supporting the Reading Comprehension of Black Students Labeled with a Learning Disability
Dana Gathers, LLL

An Exploration of Mainstream Teachers’ Experiences Teaching English Language Leaners
Jane Ragno, CLAIR

How Do Artists Perceive Their Practice While Teaching Students of Color?
Manual Simons, CLAIR

Integrating Multimodal Technologies into Writing for Students with Learning Disabilities: A Study of Teacher Knowledge
Christy Brockhausen, LLL

Acculturation Experiences of Chinese International Students in the United States: Navigating Language, Social Interactions, and Values
Ming Zhu, CLAIR

The Effects of Crowd-Grading on the Perception of Accuracy
John Goodwill, Curriculum and Teaching MSE

Resourcing West Point to Develop Physically and Mentally Resilient Leaders for 2030 and Beyond
David Frost, Curriculum and Teaching MSE

Exploring What Motivates Adolscent Males to Compose in Digital Formats
Michelle Walker, LLL

Phonoogical Recording and Vocabulary Learning: Does Mapping Print to Speech Enhance Vocabulary Learning
Susan Chambre, CLAIR

What Educators Want to Know From Parents About Entering English Language Learners
George Lynch, CLAIR

Adult Perspectives on Art Experiences in a Title I School Community
Jaymie Green, CLAIR

The Role of Student and Teacher Feedback on Teachers’ Instructional Decision-Making
Stacy Tedrow, CLAIR

Promoting Self-Regulated Learning through Mindfulness and Time Management
Sean Adcroft, CLAIR

The Impact of Violent Urban Music Consumption on Black Boys’ Aggressive Behaviors
Tamar Brown, CLAIR

Self-Determination Motivation in a Middle School Classroom During Autonomous, Literature-Based Educational Game
Veronica Szczygiel, CLAIR

All-Girls Catholic High School Students’ Perception of Educational Games in Math Class
Karina Vargas, CLAIR

Wonderopolis: Findings from a Digital Learning Tool Study
Carrie Anne Tocci, CLAIR

Adolescents of Color Descriptions of Short-Term International Travel: A Phenomenological Inquiry
Anne Desrosiers, CLAIR

Bicultural Bilinguals: Methods for a Synthesis & Study of Identify & Home-School Dissonance
Jennifer Daddino, CLAIR

Readability in Math Assessments
Nickie Saintelot Colman, LLL

K-5 Teachers’ Beliefs About Vocabulary Instruction in the Classroom
Marybeth Kenny, LLL

Belonging in STEM Majors: Students of Color and Racial/Ethnic Identity
Christie-Belle Garcia, CLAIR

Naming Letters and Sounds: Intervention to Improve Orhographic Learning via Self-Teaching for Struggling Readers
Andrew Fletcher, LLL

Reducing Teachers’ Implicit Bias Through Contact and Individuation Interventions
Sara Skluzacek, CLAIR

The Use of Technology in Preschool Classrooms
Carmina Marcial, CLAIR

Secondary School Teachers’ Lived Experiences of Assessment Literacy: A Phenomenological Inquiry
Jeanne Siana, LLL

Impact of Perceptions of Faculty Support and Bias on Students with Learning Disabilities in College
Carolyn Corban, CLAIR

Compositional Processes in Traditional and Digital Writing
Sheila Cooperman, LLL

School-Based Speech-Language Pathologists’ Use of iPads
Garvin Romane, LLL

Societal Influence on the Achievement Gap
Rachel Mann, CLAIR

Middle-School Websites and Parent Involvement: A Content Analysis of District Websites
Enrique Figueroa, CLAIR

Adolescents’ Out-of-School Digital Reading Practices
Lauren Zucker, CLAIR

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