OFRS Faculty Research Awards
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Departmental Faculty Profiles
Funded 2014
Photo | Faculty | Sponsor | Award | Abstract |
---|---|---|---|---|
Eric Poitras Assistant Professor Educational Psychology eric.poitras@utah.edu View Profile |
McGill University | $25,053 | Learning Environments Across Disciplines: Supporting Technology Rich Learning Across Disciplines | |
Jason Taylor Assistant Professor Educational Leadership & Policy jason.taylor@utah.edu View Profile |
1. Non-Profit Organization 2. Illinois |
$4,000 $39,991 |
The Impact of Concurrent Enrollment on Postsecondary Access and Success in Arkansas Credit When It's Due: Examining the Outcomes and Impact of Reverse Transfer |
|
Sharlene Kiuhara Assistant Professor Special Education s.kiuhara@utah.edu View Profile |
UU VP for Research - Seed Grant 1.5 years |
$33,000 | Understanding Fractions and Constructing Arguments in Mathematics: Grades 4 to 6 at Tier 2 | |
Enrique Aleman | R. Harold Burton Foundation 1 Year |
$10,000 | Westside Pathways Project | |
Dolores Delgado Bernal Professor Education, Culture & Society dolores.delgadobernal@utah.edu View Profile |
U of Utah President's Office | $50,000 | Westside Pathways Project |
Eric Poitras
The Advanced Instructional Systems and Technologies laboratory in collaboration with
members of the Learning Environments Across Disciplines research partnership investigates
the impact of augmented reality for mobile and wearable devices towards learning and
engagement in the context of informal learning environments. Guided walking tours
across historical heritages sites and museum exhibits that are augmented with digital
devices are conducted in the field and simulated in the laboratory. In doing so, researchers
rely on an intelligent quantitative field observation system to log behavioral observations
and receive dialogue prompts through text-to-speech synthesis. To learn more about
the project, contact Dr. Eric Poitras at eric.poitras@utah.edu
Jason Taylor
The National Alliance of Concurrent Enrollment Partnerships (NACEP) accredits secondary
and postsecondary partnerships to support high-quality concurrent enrollment programming
for college courses delivered in the high school setting. NACEP-defined concurrent
enrollment is one of many types of concurrent enrollment models, yet little is known
about the variation in models and how models differentially influence college access
and success. This study uses data from a cohort of students in Arkansas to examine
accelerated and concurrent enrollment models their effects on students’ access to
and success in college.
Jason Taylor
The National Alliance of Concurrent Enrollment Partnerships (NACEP) accredits secondary
and postsecondary partnerships to support high-quality concurrent enrollment programming
for college courses delivered in the high school setting. NACEP-defined concurrent
enrollment is one of many types of concurrent enrollment models, yet little is known
about the variation in models and how models differentially influence college access
and success. This study uses data from a cohort of students in Arkansas to examine
accelerated and concurrent enrollment models their effects on students’ access to
and success in college.
Sharlene Kiuhara
Funding was awarded to conduct a randomized controlled trial to examine the effectiveness
of a self-regulated strategy development (SRSD) intervention designed to (1) address
the cognitive, socio-cognitive, and meta-cognitive demands and self-regulation of
students’ reasoning and problem-solving skills, and (2) systematically connect procedural
with conceptual learning of content. The tested intervention, FACT, is a Tier 2 intervention
that scaffolds and embeds the construction of written arguments as a learning activity
within a framework of mathematics problems solving. The math content focused on using
length-based models and number line development. Sixty one students in fourth to sixth
grade who were identified as struggling learners (65% were students with special needs)
were randomly assigned to the FACT SRSD treatment and Business As Usual. There was
a statistically significant effect of FACT on a distal learning math measure for numbers
and operations at post-test after controlling for respective pre-test (effect size
= 0.63).