Professional Development Workshops

PT= Pacific time / ET=Eastern time

1.Meet the Editors

(1 Hour) Monday - 9:00 am -10:00 am PT (12:00 pm - 1:00 pm ET)

see description in separate tab

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2. Post-Pandemic and English Language Learners (ELLs)

(1 Hour) Monday - 10:00 am -11:00 am PT (1:00 pm - 2:00 pm ET)

Description:

The Pandemic has had a negative impact on students, especially English Language Learners (ELLs). COVID has resulted in a growing achievement gap among students. In addition to social and economic obstacles, ELLs have faced significant challenges in learning content areas. This workshop is intended to provide information about the impact of socio-economic challenges on students whose English is their second Language. The presenter of this workshop aims to assist pre-service and in-service teachers to understand the challenges that ELLs faced during the pandemic and its impact on their mental health as well as their academic success. This helps participants think about bridging academic gaps mainly in post-pandemic education. This workshop provides the opportunity for participants to discuss as they share their experiences and points of view.

Presenter:

Shahla Fayazpour, Ph.D.

Dr. Shahla Fayazpour is a Visiting Assistant Professor in the College of Education at the University of Nevada, Las Vegas (UNLV). Her research interests focus on Curriculum and Instruction, Teaching English as a Second Language (TESL), and immigrant students and parental involvement. Dr. Fayazpour earned her secondary teaching license and worked as an English Language Learner (ELL) instructor in a secondary charter school. After earning her Ph.D. from UNLV, Dr. Fayazpour has taught different undergraduate and graduate courses at the same university. She has presented at different conferences including ATE, NAME, AERA, EQRC/CARE, and CIES conferences.

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3. Action Research in Education

(1.5 hours) Monday - 11:00 am - 12:30 pm PT (2:00 pm - 3:30 pm ET)

Description:

This workshop is designed to assist teachers and school-based personnel (e.g., support staff and administrators) in conducting action research. Action research is a process of conducting research on site that generates questions related to improving practice, followed by an action plan to collect and analyze data related to the questions. This process involves self-reflection and may generate more questions along the way that require additional data collection and analysis. This iterative process is often characteristic of action research, the findings of the data analysis inform the next research questions and subsequent cycles of data collection and analyses.

Using current examples of action research, the presenter will guide participants through the processes and analytic techniques. Special focus will be given to the multiple forms of data, qualitative and quantitative, that could be used to support the formulation of action research questions. While data collection tools will be described, the discussion about data collection will be practitioner focused, especially how existing data collection techniques could support action research. Participants will engage in formulating their own action research questions and mapping the research project from the question, through data collection and analysis, and findings. For those who may have conducted action research prior to this workshop, advanced analytics could be discussed, as well as the ways in which one could mentor others in completed action research.

Presenter:

Jacob Skousen, Ed.D.

Dr. Jacob Skousen is an assistant professor in the Educational Policy and Leadership program at the University of Nevada, Las Vegas. He holds a Master of Arts degree in Curriculum and Instruction with an emphasis in Bilingual Education, a Master of Education in Educational Leadership and Administration, and a Doctorate in Curriculum and Instruction from Boise State University. Dr. Skousen has worked in public schools as a teacher at the elementary, middle, and high school levels, as well as an instructional coach. He also has administrative experience as an after-school program director and as a building principal at the middle and high school levels. Additionally, he was an assistant professor in educational leadership and policy studies at the University of Northern Colorado. Dr. Skousen has a research agenda focused on leadership development and equity.

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4. Publishing in JEQR and in Qualitative Journals: Outlining Strategies for Success

(1.5 hours) Monday - 1:00 pm - 2:30 pm PT (4:00 pm - 5:30 pm ET)

Description:

Publishing in peer-reviewed journals is a cornerstone of academic scholarship, yet qualitative researchers face unique challenges in the publication process. In this session, facilitated by key members of the editorial staff of The Journal of Ethnographic and Qualitative Research (JEQR), we define several strategies to increase success in publishing qualitative research. Building upon our now extensive experience with this journal and as authors and co-authors of multiple qualitative publications, members of our editorial team will systematically discuss the process of publishing research projects, including dissertations, in JEQR and other peer-reviewed journals. We will discuss topics such as selecting the appropriate journal for publishing research, negotiating authorship and roles, formatting manuscripts for submission, including important content that increases the likelihood of publication, working with peer reviewers and editors’ feedback, and other related topics. This session will be geared toward interactive audience participation to collaboratively discuss this submission process as we encourage additional tips for success from workshop attendees.

Presenters:

Tiffany T. Young, Ph.D.

Tiffany Young, is an Assistant Professor in the College of Education at Doane University where she serves as the Director of Elementary Education. She is a qualitative researcher with experience in ethnographic and design-based research. Her interests include early literacy development, equitable instructional practices, and teacher development. She is also a conference Co-Chair for the Nebraska State Literacy Association and a Co-Editor in Chief for the Journal of Ethnographic and Qualitative Research (JEQR).

Tiffani N. Luethke, Ph.D.

Tiffani Luethke is an assistant professor in the Department of Communication at the University of Nebraska at Kearney (UNK). Using ethnographic and phenomenological approaches, she uses storytelling to understand and share how people adapt following major life challenges. Her work has involved refugees, military service members and veterans, and breast cancer survivors. She advises students in the Undergraduate Research Fellows program at UNK and is an associate editor for the Journal of Ethnographic and Qualitative Research.

Wayne A. Babchuk, Ph.D.

Wayne Babchuk is a Professor of Practice in the Quantitative, Qualitative, and Psychometric Methods (QQPM) program in the Department of Educational Psychology at the University of Nebraska-Lincoln (UNL). He is an applied research methodologist focusing on grounded theory, ethnography, mixed methods grounded theory, and research ethics. He serves as a member of the Board of Directors of the Kalahari Peoples Fund (KPF), an Executive Board Member of the Central States Anthropological Society (CSAS),Co-Editor in Chief for the Journal of Ethnographic and Qualitative Research (JEQR), and as a professor for the African Doctoral Academy at Stellenbosch University, South Africa. He is currently co-authoring two texts on qualitative and mixed methods research and one on ecotourism among indigenous groups.

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5. Twenty-First Century Skills Development in Technology-Integrated Learning: Digital Affordances and Assessment Strategies

(1 hour) Monday - 2:30 pm - 3:30 pm PT (5:30 pm - 6:30 pm ET)

Description:

Twenty-first century skills reflect the competencies needed to fulfill the current demands of modern society and workplaces. These competencies include those that are considered direct products of content instruction, as well as life skills geared towards success beyond the classroom. The National Research Council organized 21^st century skills as subdomains consisting of cognitive, intra-personal, and inter-personal competencies. Each subdomain includes specific skills such as argumentation, information literacy, creativity, self-regulation, and collaboration.

In digital learning environments, where at least part of the learning process occurs on a digital platform and may occur remotely or asynchronously, the role of twenty-first century skills is particularly salient. Digital learning environments have unique characteristics and affordances that enhance learning of 21^st century skills. At the same time, learning in digital environments may be difficult if students do not possess necessary competencies. Therefore, digital learning environments present affordances for the teaching and learning of 21^st century skills, as well as demands for students to build these skills in order to learn effectively. There is an increasing recognition that 21^st century skills development is a critical goal for formal education.

In this workshop, we will discuss technological affordances for twenty-first century skills instruction and assessment. Integration of digital tools such as Canvas, Flipgrid, Screencastify, Hypothesis, and Codeshare will be discussed as means of supporting 21^st century skills instruction. We will also discuss means of assessing students’ 21^st century skills in digital environments to support research and inform instruction, taking advantage of innovative technologies.

Presenter:

Vanessa W. Vongkulluksn, Ph.D.

Dr. Vanessa Vongkulluksn is an Assistant Professor for the Learning Sciences Program in the College of Education at University of Nevada, Las Vegas. She is also a faculty associate of the Office of Learning Analytics. She earned her Ph.D. in Education with a concentration in Educational Psychology and Quantitative Methods from Rossier School of Education, University of Southern California. Her research program focuses on engaged learning in technology-integrated contexts, including students’ cognition, motivation, and development of twenty-first century skills within these learning experiences. Through her work, she is committed to find specific, actionable changes for the design of learning environments that match the needs and affordances of modern classrooms.

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6. Grad Student Colloquium

(1 Hour) Monday - 9:00 am -10:00 am pt (12:00 pm - 1:00 pm et)

see description in separate tab

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7.Demystifying Grounded Theory Coding

(1.5 hour) Tuesday - 10:30 am - 12:00 PM (1:30 pm - 3:00 pm ET)

Description:

Computer-Assisted Qualitative Data Analysis Software (CAQDAS) programs are powerful; they offer myriad options and functions that can be overwhelming to novice researchers who have limited qualitative coding experience. However, the CAQDAS program itself cannot teach a researcher how to code; a theory of action for how to do qualitative coding is prerequisite to getting the most (or anything at all) out of what the software has to offer. In this presentation, graduate students and novice qualitative researchers will learn how to do an advanced qualitative analysis with only basic/minimal coding features in CAQDAS. The aim of this presentation is to demonstrate with specific examples, extractions, and screenshots how the basic CAQDAS numbers offered for ‘codes applied’ and ‘segments coded’ are descriptive statistics that can be leveraged into a sophisticated qualitative analysis if harnessed early and often during the coding process and translated into analytical and pre-theoretical memos by the researcher

Presenters:

Eileen Boswell, Doctoral Candidate

Eileen Boswell (she/they) is a doctoral candidate in Educational Studies at the University of Nebraska-Lincoln (USA). Their work centers on qualitative research, especially grounded theory designs. Eileen is developing a suite of tools to help novice qualitative researchers understand how project management can have methodological implications. Find Eileen on LinkedIn at: https://www.linkedin.com/in/speakupomaha

Wayne A. Babchuk, Ph.D.

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8. "Teaching and Learning Online” series

(1 hour) Tuesday - 12:30 pm-1:30pm PT (3:30 pm-4:30 pm ET)

Description:

The “Teaching and Learning Online” series published by Information Age Publishing (IAP) [https://www.infoagepub.com/series/Teaching-and-Learning-Online] provides readers with an in-depth look at the current trends, benefits, challenges, and issues of engaging students of all ages in online environments. Volumes in the “Teaching and Learning Online” series will serve as textbooks for university teacher preparation courses as well as a wide range of undergraduate/graduate programs and professional development workshops. Edited volumes explore research, theory, and practice at the elementary, secondary, and post-secondary levels. Chapters explore topics and developments related to the use of online technologies, methodologies, and pedagogies for instructors to use as they work to meet the needs of students in online environments. Sections describe experiences and practical strategies that will interest and support PreK-12 and post-secondary educators as well as pre-service teachers, teacher educators, parents, and administrators.

This workshop will introduce participants to the book series and proposal process. It will also be a space in which prospective authors/editors can communicate and collaborate with the co-editors of the series and each other to develop their ideas for future volumes in this exciting series.

Presenters:

Franklin S. Allaire

is an assistant professor of science education in the department of urban education at the University of Houston-Downtown where he brings over twenty years of experience in formal and informal PreK-16 science education undergraduate and graduate courses in elementary and secondary science methods. He earned his master’s and Ph.D. in educational foundations from the University of Hawai‘i at Mānoa. Prior to this, he was a high school science teacher in Hawai‘i Public Schools and served as the state director for the Hawai‘i State Science Olympiad. His interests focus on issues impacting the success of historically marginalized groups in STEM-related fields and the innovative use of technologies and pedagogies in science teaching and teacher preparation. His research, publications, and presentations explore the lived experiences of historically marginalized members of the STEM community and investigate how teacher and teacher candidates’ positive and negative emotions impact the quality and quantity of science teaching. Franklin is an active member in several state and national organizations including the American Association for Teaching and Curriculum (AATC), the Association for Science Teacher Education (ASTE), and the Science Teacher’s Association of Texas (STAT). He currently serves as a reviewer for several journals and is the assistant editor of Curriculum & Teaching Dialogue and the co-editor of the Journal of Behavioral and Social Sciences. He has presented on and published multiple articles and book chapters related to his work.

Jennifer E. Killham

is an assistant professor of child and adolescent development and the co-director for the Center for Learning Innovation at the LaFetra College of Education, University of La Verne. She earned her master’s and Ph.D. in social and cultural foundations of education from the University of Cincinnati. She has a strong belief in what Sara Lawrence-Lightfoot refers to as “seeing the good” in students, collaborators, and communities. Adopting an asset-based mentality, her curriculum has the special aim of sparking intellectual curiosity and nurturing high-impact engagement. For the last 10 years, she has taught online, combining the use of technology, critical pedagogy, and relational-cultural theory. Prior to teaching at the University of La Verne, she was an online course coordinator with the Early Childhood Education Online program at the University of Cincinnati, a nationally ranked program. As a technology optimist, her research focuses on the culture of online collaborative learning environments. She is also a longtime collaborator with the Interactive Communications & Simulations at the University of Michigan, the Institute of Innovation in Education, and has served on several technology advisory boards. Jennifer has presented her research nationally and internationally and has authored more than 20 publications appearing in a variety of peer-reviewed journals, such as the International Journal of Game-Based Learning, Journal of Natural Inquiry & Reflective Practice, and Journal of Research on Technology in Education.

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9. Mixed Methods Research

(1.5 hour) Tuesday - 1:30 pm - 3:00 pm PT (4:30 pm - 6:00 pm ET)

Description:

The focus of this workshop is on mixed methods research (MMR) and analyses. In MMR, the researcher: 1) collects and analyzes both qualitative and quantitative data, 2) integrates the two forms of data and their results, 3) organizes these procedures into specific research designs, and 4) frames these procedures within theory and philosophy (Creswell & Plano Clark, 2018). In addition, we will be using a “critical” MMR lens that requires educational researchers to examine each element of the process: their identity, their intentions, and - most importantly - the effect of such research on marginalized communities.

The intended workshop participant would be graduate students, academic faculty, classroom teachers, and/or school-based personnel who have working knowledge of both quantitative and qualitative research.

During this interactive workshop, we will cover the basics of MMR including design options, analysis challenges/solutions, and suggestions for writing up results. We will look at, and discuss, exemplary mixed methods studies especially as they pertain to integrating qualitative and quantitative results. We may also discuss data analysis software for qualitative and mixed methods research.

Presenter:

Tina Vo, Ph.D.

Dr. Tina Vo earned a Ph.D. from the University of Nebraska-Lincoln focused on science education and technology. Dr. Vo specializes in supporting elementary (K-8) teachers and students to engage in science practices (e.g., asking questions, using models, thinking computationally). As a former middle school teacher, she believes in developing collaborative spaces for teachers and preservice teachers to develop and support critical thinking, encourage the consumption and implementation of relevant information, and personal reflection on learning. To that end, current research focuses include making and modeling towards solving community problems, preparing elementary science teachers for equitable 21st-century classrooms, and the role of epistemological considerations in classroom negotiations. Other research interests include games and simulations tied to scientific modeling, technology integration to support science in elementary contexts, professional development supporting elementary teachers’ engagement with science and educational geology, and understanding the intersection of science and mental health/wellness.

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10. An Introduction to Using the Statistical Language R

(1 hour) Prerecorded [link will be sent]

Description:

This workshop provides an introductory demonstration of the graphic and analytic functions that R can offer. It starts by comparing SPSS and R during which many advantages of R will be highlighted. I then demonstrate how to create and customize graphs in R through both the base functions in R and a package called ggplot2. An example will be given using a real dataset to explain the structure of the ggplot2 syntax so that the audience will be able to apply the technique to their own research data. The presentation is then followed by a walkthrough of some basic data analyses in R. In this part, I will outline the steps of importing data into R, summarizing the data, calculating and visualizing correlations between two or multiple pairwise variables, and conducting a regression analysis. Upon completion of this workshop, the audience will be acquainted with the fundamental compositions of R commands needed for graphic display and statistical analysis. It is the goal of this workshop that the skills and techniques presented will directly benefit every participant’s own research.

Presenter:

Chao Liu, Ph.D.

Chao Liu earned his Ph.D. from Oklahoma State University, his M.A. from the University of Maine, and his B.A. from Beijing Normal University. He serves as Assistant Professor of Psychology at Cedarville University in Cedarville, Ohio. Dr. Liu teaches Statistics in both on-campus and online formats. He has published in peer-reviewed journals, maintains an active research agenda, and provides statistical consultation to multiple research projects.