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Name (Department)Methodological ExpertiseTopics of InterestCurrent Projects (phase)
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Adams, Megan (SMGE)Phenomenology; Post intentional phenomenology, Hermeneutics, Discourse Analysis, Narrative Inquiry; focus group, bridling, reflexivityYouth empowerment; marginalized youth; achievement gaps; culture in school; creating classroom communities; creating supportive teaching environmentsSuccess stories of recent college graduates; a discourse analysis of the grit of four recent college graduates from a rural, Title I school; using new literacies to foster youth empowerment; multi-generational effort to increase reading achievement; discourse analysis of a co-teaching clinical experience
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Adams, Erin (EECE)Post-qualitative methodologies, poststructuralism, Foucauldian discourse analysisEconomics curriculum; grocery stores; panopticons; social studies education; classroom management and citizenship; disrupting discourses on behavior in school; power and punishment; Theorists: Lazzarato, Foucault, Deleuze, Guattari, Barad, J-J Goux, Nietzsche meta-synthesis discourse analysis on literature reviews of K-12 economics curriclum; co-authored paper that conceputalizes social studies as intra-disciplinary; project on the Center for Civil and Human Rights and putting theory into practice; discourses of work in classrooms; using theories of Maurizio Lazzarato in social studies; signs and socks-how preservice teachers talk about economics; capitalism and school curriculum; debt and citizenship; the work of Jean-Joseph Goux and Georges Bataille informing social studies education
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Chang, Mei-Lin (SMGE)Quantitative Methods: survey design and scale validation, factor-analysis,regression, ANOVA, t-tests, Structural Equation ModelingStudent motivation, Self-regulation, Co-regulation, Teacher emotion regulation, Teacher burnout1. Middle school students' self-regulation and co-regulation strategies in mathematics, 2.Teacher emotion regulation and emotional labor (using ipad-mini to collect experience sampling data in classroom) 3. Does advanced degree matter? An examination of historical and interpretive data for a local Title I school district.
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Driver, Melissa (INED)Mixed-MethodsTeacher preparation for culturally and linguistically diverse students with or at risk for disabilities; Mathematics interventions for students with disabilities/difficulties; Response to intervention for English Learners1. Culturally responsive mathematics methods coursework (planning) 2. Mathematics vocabulary and equations (analysis) 3. Culturally and linguistically responsive word-problem instruction (dissemination)
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Earnshaw, Yvonne (SITI)Critical discourse analysis, usability analysisLearning experience design; online teaching and learning practice in higher education, workplace preparation for instructional designers, faculty development1. Experiences of early career symposium participants (finishing up manuscript), 2. How solo faculty talk about academic isolation (recruitment), 3. Online program coordinators (under review),4. LXD book (under contract with publisher)
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Ford, Jillian (SMGE)Qualitative ResearchWomanism, Decolonial Studies, and Afrofuturism as related to education in the United States1. Black Queer Teachers in the South (dissemination;ongoing), 2. Energy-wave transmutation (dissemination;ongoing), 3. APS Teacher Incarceration Scandal (preliminary phase)
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Howrey, Shannon (EECE)My theoretical expertise is Reader Response, Storyworld Possible Selves theory and Jungian archetypal story theory.My broad area of interest is in the possibilities of story as pedagogical took. My research area of expertise is content analysis and case study. My past work includes the use of multicultural literature as pedagogy for teaching diversity dispositions to undergraduate and graduate students and I have an article submitted on the use of story in changing pre-service teacher attitudes toward reading. I am currently working on the use of story in teaching resilience skills to children who are at risk for or have had traumatic experiences. I am currently in revision stage for an article on this topic and am planning a long term ethnographical case study on the same.
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Jorrin, Ivan M. (SMGE)Qualitative Methods & Program Evaluation, Special interest in Case Study ResearchUbiquitous learning, Technology enhanced learning, Computer supported collaborative learning. Orchestration of technology enriched classrooms. Evaluation of ubiquitous learning settings, Design of qualitative research studies1. Does advanced degree matter? Examination of historical and interpretive data for a local Title I school district  2. "RESET: Reformulating Educational Scalable Ecosystems: (funded by the Spanish Ministry of Economy and Competitiveness.) 3. Creation and evaluation of the Hopscotch Model and Webtool. A tool to help graduate students to thoroughly accomplish with the stages included in the design of qualitative research studies, as well as a conceptual model for faculty to design comprehensive syllabi in the field of qualitative research.
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Kim, Jihye (SMGE)Educational Statistics, Quantitative Research Methods, Validity study including Factor Analysis, Differential Item Functioning, Latent Class AnalysisMental health screening among children, Quality of life among cancer survivorsUnderstanding health related quality of life among breast cancer survivors by identifying distinct groups of survivors with different HRQOL trajectories over a nine year period/ Exploring Measurement Invariance by Gender in the Profile of Mood States Depression Subscale among cancer survivors.
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Cortes, Kimberly (Chemistry and Biochemistry)Mixed method studies, Qualitative methodology, Quantitative methodology: advanced stats, cluster analysis, structured equation modeling, and logistic regression, Assessment development, neruophysiological techniques1. Visual Literacy in Science- What representations are used? How do students use them? What do students understand of the representations we give them? 2.Misconceptions in Science- Diagnosing student understanding of various topics. Development of assessments to measure student understanding. 3. Assessment- Development and use of various assessment tools to measure aspects of student experiences and learning.
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Loomis, Kimberly (SMGE)Mixed Method StudiesWolf Education, Motivation of in-service teachers through experiences in national parks and other informal science education centers, Inquiry teaching and learning
The Impact of the Yellowstone Teacher Project (in progress)
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Moore, Julie (ITEC)Qualitative Methods (esp. case study)Collaborative models of teacher professional learning, Technology supports for collaborative models of teacher professional learning, Technology integration in B-12 environments, Supporting online faculty1. Technologies to support an online Critical Friends Group (dissemination), 2. Virtual Critical Friends Group: A Case Study (dissemination), 3. Role of the Facilitator in an Online Critical Friends Group
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Paris, Nita (SMGE)Quantitative methods, Experimental and quasi-experimental designs (especially repeated measures designs), Comfortable with qualitative anecdotal data, identifying patterns and frequency of occurrences in qualitative data.Use of analogies to improve learning, interest, & metacognitive monitoring; metaphors of teaching, education &/or leadership; role of metaphor in shaping perceptions of public education1. Drawing on Metaphor (Use of written and visual metaphors in the form of drawings to identify underlying worldviews of teachers) 2. Metaphors We Teach By (Book project exploring the use of metaphor in education and the key types of teaching metaphors and their relationship to teacher dispositions and worldviews) 3. The Tyranny of Educational Metaphors (examination of metaphorical language as it is used to refer to educational practices and how the language influences practices and policies; conceptual, philosophical paper, but preparing to expand this into a research project.)
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Russell, Felice Atesoglu (INED)Qualitative Research Case Study ResearchTeacher learning, teacher leadership, culturally and linguistically responsive instruction, mainstream teacher preparation for linguistically diverse classrooms, collaboration between mainstream teachers and ESOL teachers, instructional coaching in linguistically diverse contexts, teacher development continuum.1. ELL Facilitators as Resources for Developing Mainstream Teacher Capacity (dissemination) 2. Contexts for Content Teachers' Learning to Teach English Learners: Leadership and Supports (dissemination) 3. Content Teacher Perceptions of Working with English Learners (dissemination) 4. Pilot K12-University Partnership: Challenges, Opportunities, and the Case for Building Capacity through Coaching Within the Context of New Standards (dissemination) 5. ESOL and Mainstream Teacher Sensemaking and Collaboration in a School-University Partnership (dissemination) 6. Developing Capacity for Intercultural Competence in a KSU Partner School: Teacher Learning from Practice (in progress)
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Davis, Corrie L. (CGP)Qualitative (photo voice/elicitation, narrative analysis, case studies, innovative/emergent approaches)Black Male Student Achievement Community Engagement Race, Class, and Gender Afterschool Programs1. Grant Submission (Response due in January 2016): Black Middle School Males and their Perceptions of Identity, Community Engagement, and the Black Lives Matter Movement
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Vega, Anissa (ITEC)Content AnalysisOnline education, 21st century curricula, MOOCs, Expert teacher technology integration practices1.K12 Blended and Online Learning MOOC study (in progress)
2. 21st century skills evident within Hong Kong’s State K-12 curriculum (on hold)
3.Designing Project-based learning experiences in online high school science classes (planning)
4.Expert technology-integrating teacher cognitive practices (dissemination)
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Williams, Desha L. (SMGE)Qualitative (Phenomenology)Teacher identity development
Urban mathematics education
Integration of culture into mathematics instruction
Cultural connection of technology and mathematics education		1.Development of research agenda for WWF – including examining teacher identity (in progress), development of mathematics teachers who are EL learners (planning)
2.Cultural integration, technology, and mathematics education (writing for dissemination)
3.Cultural dispositions of pre-service mathematics teachers (in review)
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Dias, Laurie (ITEC)Qualitative (Case Study)Teacher Reflection using Digital Video; Technology Integration in informal learning spaces; expert teacher technology integration (TPACK)1. K12 Blended and Online Learning MOOC study (in progress)  2. Pre-service science teacher reflection using digital video (data analysis)  3. Developing TPACK in pre-service teachers (manuscript in revision)
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Khote, Nihal (INED)Qualitative (Action Research)Collaborative models of teacher professional learning, Technology supports for collaborative models of teacher professional learning, Technology integration in B-12 environments, Supporting online facultyTranslanguaging in Systemic Functional Linguistics (Book chapter in progress) 2. Literature Review on Sociocultural Pedagogies in Bilingual Education
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An, sohyun (ECE)Content Analysis; texbook/standard analysis research; parent-child research; self-study; action-researchCritical race theory, critical race parenting, AsianCrit, Asian American education, Asian American children and youth and their racial civic identity; immigrant education; teacher education for social justice; justice oridented civic educationParent-reserach from AsianCrit and CRT perspective on children of color and their navigation of white supremacy
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Kim, Yanghee (EECE)Quantitative, qualitative, mixed methods, comparative researchParental involvement (engagement) in school/center/home; Child center quality study, Teacher efficacy(1) Comparative study including countries, Korea, China, Taiwan, Poland, and U.S. in relation to parental involvement impacted by teacher related factors (2) Minority parents' involvement in their child's schooling in relation to the availability of community resources
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Ward, Jennifer (EECE)Qualitative (autoethnography, self-study, case study)Mathematics for Social Justice, Early childhood mathematics, mathematics teacher educationThe use of autoethnography by MTEs(in progress)
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Glassmeyer, David (SMGE)Qualitative • Quantitative reasoning
• Algebraic reasoning
• Integrated Science, Technology, Engineering, and Mathematics (STEM) education		Teacher mathematical content knowledge, teacher use of technology, teacher STEM content knowledge, STEM integration
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Lawler, Brian R. (SMGE)QualitativePower and privilege in mathematics education; system transformation in secondary mathematics, at the school or district level; heterogeneous, discourse-rich, thinking secondary mathematics classrooms; The Algebra Porject; secondary mathematics teacher preparation program transformationComputer Science in Middle Grades Mathematics Classrooms, with Clayton County Schools, NSF CSforAll #2031490; Noyce Scholarship for the Recruitment of STEM Teachers, NSF Noyce #1340019; PK–12 book series on math lessons to examine social injustice; Ethnographic study of a school district's efforts to align mathematics instruction and structures with policy; Mathematics Teacher Education Partership; Math and science curriculum for youth-led, community-based sustainable gardening; Atlanta Algebra Project and Young People's Project
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Dias, Michael (SMGE)Qualitative• science teacher education, science teacher mentoring, and inquiry learning. 
• teacher reflection
• STEM teaching for social justice; language and literacy support in biology education		• Roman, T. A., Brantley-Dias, L., Dias, M., Edwards, B. (2021). Addressing student engagement during COVID-19: Secondary STEM teachers attend to the affective dimension of learner needs. Journal of Research on Technology in Education. https://doi.org/10.1080/15391523.2021.1920519
• Brantley-Dias, L., Puvirajah, A., Dias, M. (2021). Supporting teacher candidates’ multidimensional reflection: A model and a protocol. Reflective Practice, 22(2), 187-202. https://doi.org/10.1080/14623943.2020.1865904
• Dias, M., & Brantley-Dias, L. (2017). Setting the standard for project-based learning: A proven approach to rigorous classroom instruction. Interdisciplinary Journal of Problem-based Learning, 11(2). Link to article
• Dias, M., Eick, C. J. & Brantley-Dias, L. (Eds.) (2013). Science teacher educators as K-12 teachers: Practicing what we teach. New York: Springer. Link to abstract »
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Matthew WilsonQuantitativeEducational/Instructional Technology
Games-Based Learning
Gamification

STEM training for teachers. CS curriculum devlopment. Digital divide analyses.
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