2022 Learning & Cognition Newsletter

FROM THE PROGRAM COORDINATOR

Dear Learning & Cognition alumni, students, and friends,

The 2021-2022 academic year was jam packed! As we started to find a new normal while the pandemic ebbed and flowed, we held a faculty search, graduated four new PhDs, and have transitioned over to Dr. Turner as PhD program coordinator and Dr. Phillips as the MS program coordinator. I will continue as coordinator of the online College Teaching Certificate, which has really taken off, but I will be extra busy for the next three years in my new role as Educational Psychology and Learning Systems department chair. Unfortunately, our new faculty search was not successful last year, but we are advertising again and are very excited about finding a new colleague! Our program is a special one, and I am hopeful that we can find someone to join us who is as amazing as our students and alumni. I am so proud of all of our students and alums, who are continuing to do amazing work that makes a difference in our world. I also am proud to report that our Educational Psychology program continues to be ranked well by U.S. News and World Report, and FSU’s College of Education as a whole rose again in the rankings to an all-time high of #17 among all public education-related colleges. Our fully online master’s program in Learning & Cognition continues to expand, and our thesis and dissertation students are making great strides in their program as well. In particular, the L&C faculty were pleased to award students with L&C research funds to support their preliminary and dissertation research studies. As you know, resources for conducting research that makes a difference in the lives of all learners can be hard to come by, so donations to our Learning & Cognition foundation account are extremely helpful. Students have used these funds to buy software programs, provide incentives to participants, and transcribe interviews. Please consider giving back to support your newest colleagues via the L&C research fund…even a small amount can make a huge difference! After we have raised $20,000, we will convert this fund to an endowment account that will generate interest that we can use to pay for scholarships. You may contact me (aroehrig@fsu.edu) or Kevin Derryberry (kderryberry@foundation.fsu.edu) to donate to this important fund. See more details about how to give at the end of this newsletter. Every little bit helps! Alumni, we would love your feedback on the L&C program, as you are important members of our community. Please email me if you have any comments or suggestions! Through this newsletter, I hope you enjoy reading about what some of your colleagues— including alumni, current students, and faculty—are doing. There are so many interesting projects, areas of study, and inspirational updates!

Cheers, Alysia Roehrig, PhD Former L&C Graduate Program Coordinator EPLS Department Chair

DR. BETH PHILLIPS

I am returning to normal after being on sabbatical in Spring 2022 and then in summer mode. Sabbatical was a great opportunity to reboot my energy and think deeply about where I wanted to take my program of research for the next few years. In terms of big news, just a few months ago I (along with multiple other FCRR-associated faculty) was awarded a new four-year research grant from the Institute of Education Sciences to further explore and publish from this amazing database I have amassed of teacher-child interactions in preschool classrooms. I am very much looking forward to using these funds to advance this work and to continuing to have these data be an awesome archive for students to work with for their own and collaborative projects.

I am also excited to share that the third five-year cycle of the FSU/FCRR to lead the Regional Educational LaboratorySoutheast was funded earlier this year. In the past cycle, I worked with an expert team to develop professional learning community materials on emergent literacy for preschool educators (PLC-EL). Within this large new umbrella of funding, I will be co-leading a very large experimental trial of the PLC-EL in an amazing partnership with the state of South Carolina! One great aspect of this project is that it provides incredible opportunities for the team— including many students—to more deeply understand the factors that support, or present as barriers to, high-quality implementation of research-based strategies out in the real world. As we prepare for the big study to come next year, this year we are working with a smaller group of pilot sites to learn what is and is not working and to adapt to be ready for the larger study. This project will generate tons of data that current and future students can work with for years to come.

Other grant-funded projects continue, now a bit less muddled by COVID. I am particularly pleased about the multi-year collaboration I have had with the State of Florida to provide early childhood educators with professional development

and for us to gather a lot of quantitative and qualitative data related to educators’ experience within this professional development program. In this work we have provided trainings on supporting language development to hundreds of preschool and kindergarten teachers across the state in both online and in person formats. These have been wellreceived by teachers and administrators across the state. Just as importantly, this project has given numerous students the opportunity to be hands-on in providing professional development and to get deeply involved in the mixed methods data collection we are completing.

Over the past year, in addition to having several new publications involving current and former students accepted, we have submitted numerous manuscripts including first author submissions and revised manuscripts from recent graduates Mike, Pam and Shiyi. Plus, we have completed many conference presentations and conference submissions led by me, Chelsea, Sisi, Lexi, Jessica, James, and Mike. Multiple additional papers with student first authors are coming close to being ready for submission. Some of the topics for these papers and presentations have included teachers’ pedagogical knowledge and attitudes related to how to support language development during early childhood, aspects of classroom management in small group and general classroom environments, quality and impact of teacherimplemented small-group interventions, peer-effects during small-group interventions, time use in early childhood classrooms, home environments and parent training, So you can tell, the Phillips team continues its tradition of exploring numerous aspects of early- and middle-childhood learning experiences at home and in school contexts.

I am very much looking forward to continuing these many group collaborations with existing data and with the new data we will be collecting this coming year!

DR. ALYSIA ROEHRIG

Over this past year I have transitioned from the Educational Psychology and Learning System department’s Associate Chair to Chair. I am excited about the opportunity to mentor junior faculty members and support the growth of the programs in our department! I am sad to be leaving the role of L&C Graduate Program Coordinator, but I know everyone will be in good hands with Drs. Turner and Phillips. I also continued in my role Co-Director of Research for the Florida Agricultural and Mechanical University (FAMU) Developmental Research School’s Freedom School, where we were totally in person this summer doing afternoon activities about STEM in a program we called Research is FUNdamental! with the young scholars. With our new round of PURPOSE funding, with Dr. Turner as PI, she and I began to transition into Co-Director roles for the research training program.

The goal of PURPOSE (Partners United for Research Pathways Oriented to Social Justice in Education) is to support the development of research skills in diverse students from FAMU and FSU, especially as it relates to social justice and culturally relevant research (visit PURPOSEtraining. org). It is funded by the Research Training Programs in the Education Sciences: Pathways Training Program competition. PURPOSE fellows from FSU and FAMU participate in mentoring regarding preparing for and applying to doctoral programs related to education to help increase the diversity of the doctorate in education. The program welcomed its fifth cohort of 14 fellows back in person this year!!

In addition, I am proud of my new PhD graduates, Drs. Cheyeon Ha and Guillermo Farfan, who are doing amazing post docs. See us at the hooding in my photos here! Regarding other ongoing research, Erik Rawls and Laura Jakiel are making great progress on their dissertations on PURPOSE fellow identity development in Freed Schools (Rawls) and an intervention to support the self-regulated writing practices of college students (Jakiel). July Diaz (Latina STEM identity development), Shawna Durtschi (public school media specialists experiences during the pandemic), Makana Craig (community building in online college programs), and Candace Norris-Holiwski (self-regulation and online learners) are making progress on their dissertation proposals. Mira Talpau Joos (heritage language learning and motivation), Camille Lewis (visual abstracts for engaging preservice teachers in reading research), and Jacourie Clark (Black undergraduates’ perceptions of course-based factors associated with lower academic stress) are almost done with

their preliminary studies. Tolu Jegede also is making excellent progress on his prelim proposal about educational trauma in college students. In addition, I welcomed two more new doc students in the fall, Shaniqua Pelham and Steven Williams (who was a PURPOSE fellow like Camille!). Last but not least, I wanted to say how thankful I was for Mr. Jacob Truett, who finished up his MS with us last year while he was also my son’s middle school science teacher—he made that class Aaron’s favorite!

DR. JEANNINE TURNER

This past year seemed to fly by faster than any other! In the fall, I submitted my materials to be considered for promotion to full professor, and everything went smoothly. I’m happy that I don’t have any more major hoops to jump through! My goal for this year is to figure out how I want to spend the rest of my FSU-time. I see my retirement on the horizon.

First, I’m thrilled to present Dr. Maipeng Wei, who defended her dissertation in December, and then returned for the hooding ceremony in August!

For my own research, I have continued to work with two faculty from Harding University who focus on studying shame. In the fall, Dr. James Huff and I conducted two different workshops at engineering education conferences to teach engineering faculty about shame experiences. Our goal was to have faculty (and students) know that shame is a ubiquitous emotion that we all experience. We want participants to be able to recognize shame when it happens and better understand how to resolve this emotion.

Dr. Huff also put together a symposium for AERA that brought in additional researchers who have been researching shame in medical education and teacher education. We had a wonderful set of presentations and discussions. Additionally, my other Harding University colleague—Dr. Jeremiah Sullins—presented at AERA on a study that focused on shame-proneness in science learning. My student, Juhee Kim and I helped with this research, which was a great experience for her. Based on this work, we are currently working on developing a manuscript for publication. Dr. Sullins and I are bringing in another student, Wenting Song, to develop conference presentations and publications that focus on 1) teaching students about shame so that they develop stronger resilience, and 2) linguistic analysis of shame interviews.

In the area of foreign language motivation, last year published a chapter in the Handbook of Second Language Acquisition and Individual Differences. In this chapter, I presented research on Goal Complexes (combinations of reasons and

goals) that I completed with Banban Li (my past visiting scholar from China), my current students Yanyu Pan and Juhee Kim, and my former student Yanyan Chen. I was honored to part of this Handbook, and excited to highlight the interesting work we have done. But, I must admit, it was one of the most difficult publications I’ve ever done! I’m so glad to have this published!

In addition to the book chapter, I published a specific article using Goal Complexes with Banban Li. Banban led this endeavor by collecting data with Chinese students learning English in China. Also, I’m thrilled that Darcey Liang and I published her prelim research. This grounded theory study investigated Chinese graduate students’ anxiety for English academic writing.

Regarding engineering students’ motivation, this summer I was able to interview many engineering students about their self-regulation strategies. Now the real work begins!

In addition to my research, I’m still knee-deep in program evaluation for a huge grant given to University of Florida and Florida State University Colleges of Medicine. This has multiple pieces to keep up with, and I feel like I’m in meetings all the time! Additionally, I’m the program evaluator for James Huff’s NSF-funded career grant (focused on professional shame in engineering). I collected survey data regarding the graduate and undergraduate students he mentors and provided a report. I’m also currently working with faculty in our own FAMU-FSU College of Engineering on their NSF grant proposals. Finally, I’m evaluating a USDA grant given to FSU and FAMU’s nutritional sciences. With all this grant work, I may need to retire and just complete program evaluations!

Finally, I am grateful that our PURPOSE grant has continued. Although I am technically the Principal Investigator, Alysia and I continue to lead this work together. This grant has a lot of pieces to hold together, so we need all the hands we can get! We had some publications this past year on our grant activities, so you should see Alysia’s piece for more information on that.

All in all, this year has been more productive than I expected. As I head into the new academic year, I am preparing to graduate several doctoral students and I have lots of manuscript-work waiting in the wings. Also, because Alysia is now the chair of our department, I’m leading the doctoral program. As always, we’ve got lots of great things going on!

PROFILES & UPDATES

TAYLOR GOINS

This is me and my three children (2.5 year old boy and 10 month old boy/girl twins). They completed Infant Swimming Resource Self-Rescue Program this summer. This is a swim lesson program that uses understanding of children’s development and physical abilities at specific ages to teach them to swim for survival purposes. My two year old is learning to swim then float and swim again until he finds a safe place to escape or is rescued. The babies are learning to float until they are rescued. It’s an amazing program! We go every day for 6 weeks. They each swim for just 10 mins a day. I am so grateful for you running the Learning & Cognition master’s program online, so I am able to advance my education and take care of my babies at the same time!

ANNA YARBROUGH

My name is Anna Yarbrough, and this is my first year in the Learning & Cognition PhD program. This past year, I work as a Graduate Assistant at the FSU Center for the Advancement of Teaching and as the TA Coordinator for the Slavic program. My current research interests include students’ motivation and anxiety about second language learning and the role of emotions in this process, specifically, the emotion of academic shame. I have just successfully defended my first-year Qualifying Review and I am excited about continuing my academic and professional journey.

ANDRIA COLE

I am a doctoral candidate in the Educational Psychology: Learning and Cognition program. My research focuses on Black male success in STEM fields. I successfully defended my preliminary study in November 2021 and am working on the prospectus with the desired defense date for either late summer or early fall 2022. My proposed topic is How Did I Get Here? The Decision-Making Process of Black Men Ph.D. Holders Currently Working in the Academy. Outside of school, I work full-time with the Florida Department of Education. I enjoy attending concerts, sporting events, and road trips with my husband in my spare time. I also enjoy gardening and teaching Bible study classes.

STEVEN C. WILLIAMS II

I am pleased to have completed my first year in the Learning & Cognition Ph.D. program and successfully defended my first-year Qualifying Review. This year, I’ve had great experiences serving as the L&C program coordinator assistant and PURPOSE graduate assistant. I had fun this summer was working with the PURPOSE team to design and implement a culturally-relevant Freedom-to-STEM curriculum at FAMU DRS Freedom School, exposing students to various forms of science! As I work on preparing my preliminary proposal, I am excited to delve deeper into my research surrounding concepts of wealth identity among historically marginalized individuals. After a better understanding of the motivation, beliefs, values, and behaviors towards wealth attainment and generational transfer, I look to eventually develop a culturally relevant intervention that aims to close the ever-increasing wealth gap, considering existing structural inequities.

JAMES HERNANDEZ

I successfully defended my master’s thesis exploring the role of culture in classroom management this past summer and thus graduated with my master’s degree. As a doctoral student, I defended my qualifying exam this past summer and this spring I defended my preliminary prospectus proposal. I am also very proud to have earned the Margaret Spearman Parkman Endowed Scholarship Fund. Last Fall Dr. Almond, Dr. Turner, and I presented a workshop at the National Council on Measurement in Education on EvidenceCentered Classroom Assessment Design.

WENTING SONG

Last Fall, I defended my prelim proposal, and I just wrapped up my follow-up interview data collection last month. I am planning to defend my result in the Fall. Finger crossed! Also, I will be starting a new job this coming Fall as the PIE associate for EPLS. I am excited to work with all the TAs in our department!

ERIK RAWLS

I am currently working on data analysis for my dissertation, which employs a phenomenological design to study the scholarly identity development of Partners United for Research Pathways Oriented to Social Justice (PURPOSE) research training fellows after participating in a service-learning research practicum at a local Children’s Defense Fund (CDF) Freedom Schools summer literacy and social action summer camp. I currently work as the program coordinator for PURPOSE. Outside of my academic endeavors, My wife Mallary and I welcomed our third child, Sula Mae Rose, on March 21, 2022. Sula has been moderately welcomed by sisters Odette June (2) and Neko Pearl (6) on their misadventures throughout North Florida. The girls also have three feline sisters, Butter, Marceline, and Olive, who are dangerously on the verge of adoption.

YANYU PAN

Beginning in the summer, I started a full-time job as an instructional specialist at ACE; so now I get to work with Holly Hunt teaching the self-regulation class! In addition to my new full-time job I got married this summer. I must say the last year has brought many wonderful changes to my life. Now, on to finishing my dissertation proposal!

GRADUATES

DR. GUILLERMO FARFAN

I defended my dissertation successfully last November, now adjusting to life after a Ph.D. I was lucky enough to get a Visiting Research faculty position at the Learning Systems Institute, where I’ve been working for the better part of the last three years. Glad to still be in the neighborhood! I’ve got several projects in the works and really enjoying my time there. I also got accepted to a very competitive program on clustered-randomized control trials at Northwestern this summer. This would mark the third time I visit the Chicago area in the past 5 years, which is great because I love that city. On a personal note, my wife and I got married last April, and we are happy to embark on this new chapter of our lives. I’m very grateful for my time in the L&C program.

DR. CHEYEON HA

I graduated with a Ph.D. in the summer. I presented my dissertation study at the L&C colloquium this fall and began a postdoctoral associate job at Yale Child Study Center in Connecticut. My research involves the social-emotional learning (SEL) intervention study designed for elementary students at schools in North East area.

DR. MAIPENG WEI

I’m working as a lecturer in the Psychology Department in the College of Social Sciences a San Jose State University. I’m teaching two sections of an undergraduate course, Psyc 100W Writing Workshop. This course is about how to write literature reviews and research reports. I’m also continue my research. Currently, I am working on a project on international PhD students’ emotional regulations with Min and Juhee, and a project on willingness to communicate with Wenting. I’m also trying to publish my dissertation study.

DR. PAMELA BURRIS

Although I officially graduated in 2021, I participated in the commencement ceremony at FSU this summer. It was great to be back on campus and catch up with my L&C family. I am currently the Executive Director of Kids On The Rise, a student mentoring and youth development program, located in my hometown of Crossville, TN. I am also teaching online sections of Methods of Educational Research as an adjunct for FSU. I have worked with Dr. Beth Phillips and her lab on several article and conference presentations and plan to continue helping with her ongoing research projects. This summer, I collaborated with Dr. Michael Mesa and colleagues on a study he presented at the SSSR Conference. I am currently working on two articles of my own and am interested in pursuing further research related to children’s early literacy development and preschool and parental interventions that support child growth.

DR. MIKE MESA

I am a IES-funded postdoctoral researcher at the Children’s Learning Institute at the University of Texas Health Science Center. I recently completed the IES Summer Research Training Institute on cluster-randomized trials in education sciences. I am an investigator in multiple early interventions within the context of research-practice partnerships. My research interests include examining factors that can maximize children’s academic and behavioral development, particularly in the context of small-group instruction

GRADUATION CELEBRATION

COLLOQUIA

DR. PAMELA BURRIS September 3, 2021

Examining Parent & Context Characteristics That Relate to the Home Literacy Environments of Hispanic/Latinx Families

JAMES HERNANDEZ October 1, 2021

A Grounded Theory Analysis of Culture in Classroom Management Beliefs

SISI DONG October 15, 2021

Home Literacy Environment and Children’s Phonological Awareness Development

CANDACE NORRIS-HOLIWSKI October 29, 2021

An Investigation of the Mediating Role of Self-Regulated Learning (SRL) between Conscientiousness and Online Course Performance in an Undergraduate Sample

JULIETH DIAZ November 12, 2021

A seed of change: Learning Assistants and STEM faculty members’ intentions to change teaching practices

ANDRIA COLE January 21, 2022

Identifying Factors contributing to the Success of Black Male STEM Doctoral Academicians

DR. GUILLERMO FARFAN February 4, 2022

Teaching Preparation and the Development of Mathematics Instruction Beliefs in Prospective Teachers

JUHEE KIM February 18, 2022

Unpacking the Complexity of Korean PhD Students’ Shame Experiences

DR. ALYSIA ROEHRIG March 4, 2022

Demystifying the Job Search

MIN TANG April 1, 2022

A Path Model of Engineering Undergraduates’ Proactive FeedbackSeeking Behaviors

FORWARD PROGRESS GRADUATIONS

NON-THESIS MASTERS GRADUATES:

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• Yi-Chien Chen

Carson Flowers

Phyllis Pancella

Lia Seirotti

Gilma Somarriba

Cara Soride

• Jacob Truett

Shea Wiley

DEFENSES

THESIS DEFENSES:

• Jessica M. Ritchie – Parent-Reported Anxiety Levels in Children with Special Education Classifications

1ST YEAR QUALIFIER DEFENSES:

• James A. Hernandez – Culturally responsive classroom management

• Lexi Bandemer – Examining the comprehension monitoring abilities of young children who read or hear expository tests through manipulating various features such as the presence of pictures and reading vs listening, along with exploring individual differences.

• Shaniqua Pelham – Interpersonal relationships; Teacher-student relationship influences for Black male students’ academic success; How the relationship between trainer/supervisor and the staff affects influences on learning, the motivation to learn, and ultimately job performance

• Anna Yarbrough – Students’ motivation and anxiety about second language learning and the role of emotions in this process, specifically, the emotion of academic shame

• Steven Craig Williams, II – The conceptualization of wealth identity among Black millennial individuals considering motivation, beliefs, values and behaviors towards wealth attainment and generational transfer.

PRELIMINARY PROPOSAL

DEFENSES:

• James Hernandez – Innovating on the Culturally Responsive Classroom Management Model

• Camille Lewis – The Impact of Translated Visual Abstracts on Preservice Teachers Interest in Research Articles

• Youngmin Oh – Developmental Trajectories in Listening Comprehension of Prekindergartners and Kindergarteners

• Michelle Peruche – The Effects of Microaggressions on Women and Minorities Majoring in Engineering

• Wenting Song – Chinese Heritage Language Learners’ Motivation and Intention to Continue Learning Mandarin

PRELIMINARY FINAL DEFENSES:

• Andria Cole – Identifying Factors Contributing to the Success of Black Male STEM Doctoral Academicians

• Juhee Kim – Unpacking the Complexity of Korean PhD Students’ Shame Experiences

• Candace Norris-Holiwski – An Investigation of Mediating Role of Self-regulated Learning (SRL) Between Conscientiousness and Online Course Performance in an Undergraduate Sample

• Min Tang – A Path Model of Engineering Undergraduates’ Proactive Feedback-Seeking Behaviors

DISSERTATION PROPOSAL DEFENSES:

• Julieth Diaz Benitez – Nurturing the Scientist Within: Latinas’ Testimonios on the Development of Science Identity and Mentoring Relationships with Faculty in the Community College Context

• Holly Hunt – Strategizing Their Benefits for Advanced Degrees: A Grounded Theory Analysis of Graduate Student Veterans’ Academic Decision Making

• Laura M. Jakiel – An Online Scaffold Writing Time Management Intervention to Reduce Writing Anxiety and Increase Writing Performance in Undergraduate Students: A Repeated Measures Random Control Trial

• Laith Jumah – An Exploratory Study of the Role of Epistemic Cognition in Self-Regulation in the Context of Calibration to Task Complexity

• Darcey Liang – A Path Analysis of Relationships Among Mindsets, Academic Writing Anxiety, and Academic Writing Self-Satisfaction of Chinese Graduate Students

DISSERTATION FINAL DEFENSES:

• Pamela W. Burris – Examining Parent & Context Characteristics That Relate to the Home Literacy Environment of Hispanic/Latinx Families

• Guillermo Farfan – Teacher Preparation and the Development of Mathematics Instruction Beliefs in Prospective Teachers

• Cheyeon Ha – Culturally Relevant Reading for Supporting Underserved Children’s Prosocial Selfefficacy and Reading Skills: A Transformative Socioemotional Learning Approach

• Mike Mesa – Behavior Management and Its Relation with Self-Regulation in a Small-group Literacy Intervention with Kindergarteners.

• Maipeng Wei – A Structural Equation Modeling Analysis of Chinese Undergraduate English Language Students’ Classroom Engagement

MEETINGS & CONFERENCES

Special Conference on Classroom Assessment of the National Council on Measurement in Education – Virtual Conference

• Russell Almond, James A. Hernandez, and Jeannine E. Turner – Evidence-centered Classroom Assessment Design (ECCA)

American Psychological Association - Minneapolis, Minnesota

• Jessica M. Ritchie and Beth M. Phillips – ParentReported Levels of Anxiety in Children with Special Education Classifications

Florida Educational Research Association (FERA)

• Camille Lewis – Student Teachers Perception of a Wellness Program within a Literacy Summer Camp

Society for the Scientific Study of Reading - Newport Beach, California

• Michael P. Mesa, Beth M. Phillips, Pamela W. Burris, Youngmin Oh, and Lexi Bandemer - Relation Between Two Types of Teacher Training and Students Outcomes Within a Literacy Intervention

• Lexi Bandemer, Beth M. Phillps, Jessica M. Ritchie, and Chelsea R. Funari – Comparing the Quality of Implementation of a Tier 2 Language Intervention Between Project Staff and School Personnel

• Sisi Dong and Beth M. Phillips – Exploring Profiles of Cultural Captial and the Relation to Fifth Grade Students Reading Achievements

American Educational Research Association – San Diego, California

• Chena Chen, Lara Perez-Felkner, Shouping Hu, and Kristen Erichsen – Why Fewer Girls Declare Computing Majors? A Longitudunal Study of Gender Differences in Competence-Related Belifs and CourseTaking Factors

• Jeannine E. Turner and Juhee Kim - Why Do HighAchieving Students Feel Shame and How Do They Recover?

• Jeremiah Sullins, Juhee Kim, and Jeannine E. Turner – Delving into the Impact of Shame-Related Variables on Students’ Leaning

• Chelsea Funari, Michael P. Mesa, Beth M. Phillps, Jessica M. Ritchie, and Youngmin Oh - What Do Presschool Teachers Do All Day?

• Chelsea R. Funari, Beth M. Phillps, and Shawna A. Durtschi –Exploring Profiles of Teacher Affective Demenaor in Early Elementary Classrooms

Eastern Educational Research Association – Clearwater Beach, Florida

• Juhee Kim and Jeannine E. Turner – Unpacking the Complexity of Korean PhD Students’ Shame Experiences

• Mira Talpau Joos – Exploring Dynamic Changes in Novice Heritage Language Writing

Conference on Academic Research in Education (CARE) –Virtual Conference /Las Vegas, Nevada

• Juhee Kim and Jeannine E. Turner – Case Studies: The Journet of Korean Ph.D. Students’ Shame Experiences

Marvalene Hughes Research in Education Conference –Tallahassee, Florida

• Russell Almong and James A. Hernandez – EvidenceCentered Classroom Assessment (ECCA)

• Mira Talpau Joos – Exploring Dynamic Changes in Writing Experiences

Center for Academic Retention and Engagement (CARE) Bridge Program

• Mira Talpau Joos – Building Academic Resilience

Florida Interdisciplinary Research Fellows in Education Sciences (FIREFLIES) Education Sciences Colloquium –Tallahassee, Florida

• James A. Hernandez – A Grounded Theory Analysis of Culture in Classroom Management Beliefs

PUBLICATIONS

Florida Journal of Educational Research

• Cheyeon Ha, Shawna Durschi, Alysia Roehrig, Jeannine Turner, Makana Craig, Michael P. Mesa, and Chelsea Funari – Promoting children’s reading motivation with culturally relevant reading education

• Michael P. Mesa, Alysia Roehrig, Chelsea Funari, Shawna Durschi, Cheyeon Ha, and Eric Rawls – Young African American scholors make reading gains at literacy-focused, culturally relevant summer camp that combats summer reading loss

• Steven C. Williams, II, and Novel E. Tani – Capital identity projection and academic performance among Historically Black College and University (HBCU) students

Learning and Individual Differences

• Jeannine E. Turner, Banban Li, and Maipeng Wei –Exploring effects of culture on students’ achievement motives and goals, self-efficacy, and willingness for public performances: The case of Chinese students’ speaking English in class

• Cheyeon Ha and Alysia D. Roehrig – Contribution of children’s reading motivation and prosocial efficacy to reading growth

Journal of Ethnographic & Qualitative Research

• Fiang Liang and Jeannine E. Turner – Writing anxiety among chinese graduae students in American educational setting

School Psychology

• Tim Pressley, Cheyeon Ha, and Emily Learn – Teacher stress and anxety dring COVID- 19: An empirical study

Teacher and Teacher Education

• Tim Pressley and Cheyeon Ha – Teaching during a pandemic: United States teachers’ self-efficacy during COVID-19

Handbook of Second Language Acquisition

• Jeannine E. Turner, Banban Li, Yanyu Pan, Juhee Kim, and Yanyan Chen – Goal complexes

Reading and Writing

• Beth M. Phillips, Chelsea Funari, Felesa Oliver, Jennifer Berrien, Pamela W. Burris, Mchael P. Mesa – Joint contributions of teacher’s pedagogical content knowledge and book reading to preschooler’s growth in language skill

ABOUT

LEARNING & COGNITION

MISSION STATEMENT

As a graduate-level program, Learning and Cognition’s mission is to provide cutting-edge, individualized training for those who wish to earn graduate degrees focused on theory, research, and application in the areas of cognition, learning, and human development. We serve students who come from many backgrounds to apply Learning and Cognition in research, classroom, government, or organizational settings. Our program is highly flexible, allowing students to select the training that meets their needs. Through close mentorship and apprenticeship, we provide an excellent grounding in research to support evidence-based practice and contribute to the free, open-access of innovative research that informs teaching and learning wherever it happens.

CORE VALUES

As a program, all aspects of our work (teaching, research, and service) are guided by the following values. We seek to instill these values in our students as well:

• Ethics – interacting with students and participants, ensuring data security and integrity of data collection, analyses, and reporting of research

• Community of practice – engaging in respectful collaboration with peers/faculty, and with stakeholders in the applied community

• Critical thinking & lifelong learning – supporting engagement, mastery learning, and knowledge acquisition

• Inclusiveness – maintaining an interdisciplinary focus and appreciation for diversity

IN TOUCH

SHARE YOUR UPDATES

Please consider sharing your own update for the next newsletter! By sharing and making connections through information submitted by members of our community, we are better able to help graduates identify career tracks, job openings, research collaborators, and even funding. Send your information to Dr. Alysia Roehrig at aroehrig@fsu.edu.

• Alumni: Please share your title/current position, major/degree, major professor/year of graduation, contact info, any particular research or professional interests you would like to share/get assistance with, personal news, any opportunities or requests for current students or faculty in terms of collaboration, etc.

• Current students: Please share your major/degree, major professor, ongoing or future research projects, assistance needed, etc.

MENTOR/COLLABORATE WITH A STUDENT

Please consider mentoring and/or collaborating with a current student. Our students and alumni do many amazing things, as evidenced by the updates in this newsletter. We can further this work even more by sharing and making connections across faculty, alumni, and current students. Take a look at the research current students are doing to see if you can find a new collaborator. Connecting alumni to current students allows for tremendous networking opportunities for our current students while keeping alumni plugged in and providing an opportunity to support our current students. We look forward to expanding this process and are excited about the opportunities ahead! If interested, please contact Dr. Alysia Roehrig at aroehrig@fsu.edu and she will help connect you.

GIVE TO L&C

We are working very hard to build an endowment that can be self-sustaining. With your help, we will be able to accomplish this goal and make it possible to more significantly support an increased number of deserving students. Please consider making a donation to support current and future Learning & Cognition graduate students’ research and conference travel! You can make secure donations online at fla.st/GUINVGYY. Checks may be mailed to the College of Education (1114 West Call St.; Tallahassee, FL 32306-4450) or the University Foundation Office (2010 Levy Ave # 300, Tallahassee, FL 32310). You can pay online or by check, just be sure to specify Learning & Cognition Student Support Fund or Fund # F08101 in the memo/tribute line. You can also contact our foundation officer, Kevin Derryberry, at (850) 228-5021 or via email at kderryberry@foundation.fsu.edu