Grants Dr. Robert Ream has received a grant from the National Institute of Health from 2017-2021. Dr. Ream is the PI of the subaward through UC Merced (Irene Yen, PI) for the UC Riverside site for the project titled, “Educational Trajectories & Health: When People Finish School and How it Matters.”
Dr. Cassandra M. Guarino has received a grant from John Randolph Haynes and Dora Haynes Foundation, Major Research Grants for 2018-2020. Dr. Guarino is the PI for “Examining Disparities in Mathematics Achievement to Promote Educational Equity: An In-Depth Investigation across the 2nd Largest County in the U.S.”
Dr. Joseph Kahne received a Major Research Grant from John Randolph Haynes and Dora Haynes Foundation as PI for the project, “Preparing All Youth for Democracy: An Evidence-based Approach.”
Dr. Joseph Kahne and colleagues received funding from the Stuart Foundation for Part 2 of the Leveraging Equity and Access in Democratic Education (LEADE) Initiative. The overall goal of the LEADE Initiative is to provide educational decision makers with a set of research-based tools for assessing equity and access in civic education in order to improve civic learning opportunities for all students.
Dr. Raquel Rall and colleagues were awarded a Spencer conference grant to put on a conference focused on “The Role of the Governing Board in Realizing Higher Education’s Equity and Success Agenda.”
Awards and Recognition Drs. Rita Kohli, Eddie Comeaux, Greg Palardy, Cassandra Guarino, and Cati de los Ríos earned recognition from AERA, the largest national interdisciplinary research association devoted to the scientific study of education and learning. Read more
Dr. Austin Johnson and his colleagues were awarded 2017’s “Article of the Year” in School Psychology Review for their paper: Chaffee, R. K., Briesch, A. M., Johnson, A. H., & Volpe, R. J. (2017). A meta-analysis of class-wide interventions for supporting student behavior. School Psychology Review, 46, 149-164. doi: 10.17105/SPR-2017-0015.V46-2
Job hunting can be stressful for even the most seasoned professional, and adequately preparing for an interview can often be the key to landing the job of your dreams.
The Teacher Education Program’s annual “Mock Interview Day” provides student teachers with the opportunity to refine their interviewing skills and receive advice and tips from a distinguished panel of potential employers.
“This event is an invaluable opportunity for our students to prepare for interviews and receive feedback from educators and administrators who often times are the very ones who would be hiring teachers for positions,” said Dr. JerMara Davis-Welch, Assistant Dean & Director of Teacher Education.
This year, a panel of 14 students (comprised of Multiple-Subject, Single-Subject, and Education Specialist candidates) were asked questions about classroom skills, such as successful integration of technology in the classroom, as well as teaching strategies and how those link to the Common Core State Standards. The “mock” interviews were conducted in front of an audience of peer student teachers, university supervisors, and program administrators.
This year’s guest “interviewer” panelists included:
Daniel Brooks, Director of Personnel, Jurupa USD
Wilson Cuellar, Assistant Director, Certified Personnel, Riverside USD
Dr. Marcus Funchess, Director, Certified Human Resources, San Bernardino City USD
Dr. Kip Meyer, Assistant Superintendent, Student & Instructional Support Services, Lake Elsinore USD
Martha Duenas, Director, English Learner Services, Fontana USD
Juan Cabral, Assistant Superintendent, Human Resources, Val Verde USD
One of the tips that the panelists provided: Be specific. They encouraged the student teachers to use an example, or to highlight specific skills they gained as a student teacher in the classroom. The panelists also told the students that at least one person on the hiring committee will be a specialist in their specific area of study, so they should also be specific about their specialization.
The panelists emphasized the importance of working on your personal brand, and making the interviewers also feel comfortable. “Make eye contact and connect with the person. When we are interviewing you, many times, we are also seeing if we can work with you as our future colleague,” said Dr. Meyer.
Providing feedback to the interviewees, Daniel Brooks said, “When we are hiring a teacher, we are looking for people who have a love for kids, and that really came through. It is important to make that part of your personal brand.”
The event was well received by the students in the program. “I learned that storytelling is the most important part of the interview process. You need to be able to tell specific examples of how you helped children. In these stories you should share your passion for teaching and for students. The mock interview process is unique and prepared me for job fairs the following week,” said Jacob Winter, an M.Ed. Candidate and one of the participating panelists.
Jade Arbabi, an audience participant and teacher credential candidate added, “The event gave me insight into what to expect from future interviews. I took a lot of notes so that when I go through the process, I will be that much more prepared.”
The Mock-Interview Day is just one of the events that GSOE’s Teacher Education Program hosts to help student teachers prepare for their careers in education.
For more information on the TE Program, visit their website.
Throughout the year, students in the Graduate School of Education have earned awards, presented at conferences, and participated several professional development events. Below is a round-up of a few student achievements:
Maria Hernandez, who will be receiving her master of general education and single-subject teaching credential in math this month, was named the inaugural recipient of a new scholarship co-launched by UCR and Riverside Unified School District (RUSD).
The UCR-RUSD Pipeline Scholarship fund was created to address the worrisome shortage of teachers in the fields of science, technology, engineering, and math, or STEM, said RUSD board member Kathy Allavie, who conceived of the award with her husband, John. Hernandez was recently offered and accepted a position teaching math at Ramona High School, where she attended high school. “UCR has taught me how to teach with a purpose. I love knowing that I can make a change in students’ lives through teaching. I want to shape the minds of students to love math and make it more accessible and engaging,” said Hernandez.
Francisco Panchito Ramirez Rueda, a fourth year majoring in sociology and education, traveled to D.C. as part of the UCDC program. Francisco worked with League of United Latin American Citizens, LULAC, assisting them with their Ford Driving Dream Program, a program that encourages students to stay in school and graduate on time.
This past May, UCR graduate students Derreck Carter-House, Siddharth Agarwal, Stephanie King, Maïko Le Lay, and Evelyn Morales Vázquez (GSOE Ph.D. candidate, far right) lobbied at the California State Capitol with graduate students from UCSD, UCI, UCSF, and UC Berkeley. They met with 12 legislators and advocated for full funding of the UC, increasing affordable housing, net neutrality, and the creation of the UCR Success Center. The lobby day was organized by the University of California Graduate and Professional Council (UCGPC) and funded by UCR GSA.
Congratulations to Siddharth Agarwal, Yasamine Bolourian, Sara Grummert, Derreck Carter-House, Elizabeth Isralowitz, Stephanie King, Maïko Le Lay, Megan Ledoux, Patriccia Ordonez, Francisco Panchito Ramirez Rueda, Rabea Qamar, Evelyn Morales Vázquez , Elina Veytsman on the following publications, presentations and more:
Blacher, J., Bolourian, Y., & Stavropoulos, K.K.M. (2018, April). Anglo-Latino differences in autism screening: Service inequity or a diagnostic conundrum? Paper presented at the Gatlinburg Conference, San Diego, CA, USA.
Bolourian, Y., & Blacher, J. (2018). Transition age youth. In E. B. Braaten (Ed.), The SAGE Encyclopedia of Intellectual and Developmental Disabilities (pp. 1655-1657). Thousand Oaks, CA: SAGE Publications, Inc.
Bolourian, Y.,Zeedyk, S.M., & Blacher, J. (accepted, in press). Autism and the university experience: Narratives from students with invisible disabilities. Journal of Autism and Developmental Disabilities.
Bolourian, Y., Blacher, J., & Baker, B. (2018, April). Mother reports of typically developing siblings across 10 years: Impact of ID and child behavior problems. Paper presented at the Gatlinburg Conference, San Diego, CA, USA.
Haslerig, S. J., Grummert, S. E., & Vue, R. (April, 2018). Invincible Black Bodies: Sport Media’s Dehumanizing Coverage of Black College Athletes. Paper presented at American Educational Research Association (AERA), New York City, NY. [Media, Culture, and Learning SIG]
Haslerig, S. J. & Grummert, S. E. (November, 2017). Omissions & Misdirection: Policing dissent beyond the backlash narrative. Paper presented at North American Society for the Sociology of Sport (NASSS), Windsor, Ontario, CAN.
Haslerig, S. J., Grummert, S. E., & Vue, R. (November, 2017). Black bodies & lives: Dehumanization through sport coverage. Paper presented at North American Society for the Sociology of Sport (NASSS), Windsor, Ontario, CAN.
Isralowitz, E. (2018). Early Intervention Service Barriersw: A meso- and micro-level analysis of the NEILS dataset. International Organization of Social Sciences and Behavior Research (IOSSBR) conference, New Orleans, Louisiana.
Isralowitz, E. (2018). Barriers to service access for children with disabilties: A meso- and micro-level analysis. Global Conference on Education and Research (GLOCER), Las Vegas, Nevada.
Jeglum, S., Ledoux, M., & Lonnerstater, B. (2018, February). Social validity of interventions for high school students with ASD. Symposium conducted at the conference: National Assocation for School Psychologists, Chicago, IL.
Ledoux, M. & Bernaldo, M. (2018, May). Preparing for adulthood: What can be done to best prepare individuals and their families on the autism spectrum disorder for the adult world? Symposium to be conducted at the 44th annual conference: Association for Applied Behavior Analysis International, San Diego, CA.
Ledoux, M. & Surheinrich, J. (2018, May). Video modeling for students with autism: Efficacy and fidelity of implementation in three high-school classrooms. Poster to be presented at the 44th annual conference: Association for Applied Behavior Analysis International, San Diego, CA.
Ledoux, M. & Surheinrich, J. (2018, January). Video modeling for students with autism: Efficacy and fidelity of implementation in three high-school classrooms. Poster presented at the University of California Center for Research on Special Education, Disabilities, and Developmental Risk, Davis, CA.
Llanes, E. & Blacher, J. (2018, April). Parent and teacher discrepancies in reports of behavior problemsin children with ASD. Poster presented at the Gatlinburg Conference, San Diego, CA.
Llanes, E. & Blacher, J. (2018, February). Comorbid anxiety in young children with ASD: Parent andteacherreport. Poster presented at the National Association of School Psychology Convention, Chicago, IL.
Martin, A.M., Bolourian, Y., & Blacher, J. (2018, August). The effect of culture on autism screenings: Is age really just a number? Poster to be presented at the APA Convention, San Francisco, CA, USA.
Martin, A.M., Bolourian, Y., Stavropoulos, K.M.M., & Blacher, J. (2018, April). The role of birth order in Latino parent’s scientific knowledge about ASD. Poster presented at the Gatlinburg Conference, San Diego, CA, USA.
Ordoñez, P. (2018, April). Filipino Academics in the U.S. Mainland: Colonial Students in the 1920s-1930s (paper session). Paper session at the Annual Meeting of the American Educational Research Association (AERA), New York, NY.
Ordoñez, P., Qamar, R., Joshi, T. and Andrew, S. (2018, January). Radical Love and Care for Women of Color in Education. Panel presentation at the University of California’s Students of Color Conference, Riverside, CA.
Ordoñez, P. (2017, November). Mita Mangga: A Counterstory for California English Learner Students (paper session). Paper session at the 115th annual conference of the Pacific Ancient and Modern Language Association (PAMLA), Honolulu, HI.
Stavropoulos, K.K.M., Bolourian, Y., & Blacher, J. (2018). Differential diagnosis of Autism Spectrum Disorder and Post Traumatic Stress Disorder: Two clinical cases. Journal of Clinical Medicine (SI: Diagnosis and Treatment for Autism Spectrum Disorders).
Stavropoulos, K.M.M., Alba, L.A., & Bolourian, Y. (2018, August). “It’s so cute I could crush it!”: Understanding the neural mechanisms of Cute Aggression. Paper to be presented at the APA Convention, San Francisco, CA, USA.
Veytsman, E., Bolourian, Y., Ellingsen, R., Blacher, J., & Laugeson, E. (2018, August). Evaluating social skills intervention: Parent vs. teen perceptions of social anxiety and engagement. Poster to be presented at the APA Convention, San Francisco, CA, USA.
Veytsman, E., Bolourian, Y., Ellingsen, R., Blacher, J., & Laugeson, E. (2018, May). Assessment of treatment gains following social skills intervention: Parent and adolescent perceptions of social anxiety and social engagement. Poster to be presented at the International Meeting for Autism Research (IMFAR), Rotterdam, Netherlands.
Veytsman, E. “Assessment of Treatment Gains Following Social Skills Intervention: Parent and Adolescent Perceptions of Social Anxiety and Social Engagement” at the International Society for Autism Research (INSAR) Annual Meeting in Rotterdam, Netherlands on May 9-12.
Zeedyk, S.M., Bolourian, Y., & Blacher, J. (accepted, in press). University life with ASD: Faculty knowledge and student needs. Autism.
UCR special education doctoral students attend the 12th annual student-run University of California Collaborative for Research on Special Education, Disabilities, and Developmental Risk (SPEDDR) conference, held at UC Davis. READ MORE