Evidence for Education

On this episode of the E4E podcast, we are joined by Dr. Allison Karpyn and Dr. Valerie Earnshaw. Dr. Allison Kapryn is the Co-Director of the University of Delaware at the Center for Research in Education and Social Policy (CRESP) and Professor in the Department of the Human Development and Family Sciences at the University of Delaware. Her work includes program evaluation methods, topics related to hunger, obesity, school food, supermarket access, and food insecurity. Dr. Valerie Earnshaw is an associate professor at the University of Delaware. Her work focuses on addressing associations between stigma and health inequities across the lifespan, particularly how stigma undermines health outcomes and what moderates these relationships. Today, Allison and Valerie will be discussing their research on the role of stigma in food inequalities, as well as the policy, practice, and research implications of that relationship.

More Information Section

Allison Karpyn:

UD Faculty Page: https://www.cehd.udel.edu/faculty-bio/allison-karpyn/

email: [email protected]

Twitter: @AllisonKarpyn

Allison’s Work:

1. Pandemic-Era WIC Participation in Wilmington, Delaware: Participants’ Experiences and Challenges. - Center for Research in Education & Social Policy

2. Halverson, M. M., & Karpyn, A. (2022). WIC Participants’ Perceptions of the Cash-Value Benefit Increase during the COVID-19 Pandemic. Nutrients, 14(17), 3509.

   Allison was on two other episodes of the E4E podcast:

   1. Increasing food security: a look at the importance of nutritional equity for students and families with Dr. Allison Karpyn (S01 - E06)

   2. Beyond More Benefits: A Look at the Evidence on the Effects of Increased Cash Value Benefits During The COVID-19 Pandemic on WIC-Participating Delaware Families (S04 - E01)

Valerie Earnshaw:

UD Faculty Page: https://www.cehd.udel.edu/faculty-bio/valerie-earnshaw/

Personal Website: https://earnshawlab.org/

email: [email protected]

Valerie’s Work:

1. Implementing Stigma Reduction Tools via a Popular Teletraining Platform to Reduce Clinician Stigma and Disparities in HIV Testing, Prevention, and Linkage to Care in Malaysia

2. Bamgbose Pederson, A., Earnshaw, V. A., Lewis-Fernández, R., Hawkins, D., Mangale, D. I., Tsai, A. C., Thornicroft, G. (in press). Religiosity and stigmatization related to mental illness among African-Americans and Black immigrants: cross-sectional observational study and moderation analysis. Journal of Nervous and Mental Disease.

Valerie also co-hosts the podcast, Sex, Drugs & Science

@sexdrugsscience on Instagram for updates

On this episode of the E4E podcast, we are joined by Dr. Allison Karpyn and McKenna Halverson. Dr. Allison Kapryn is the Co-Director of the University of Delaware at the Center for Research in Education and Social Policy (CRESP) and an Associate Professor in the Department of the Human Development and Family Sciences at the University of Delaware. Her work spans from program evaluation methods, topics related to hunger, obesity, school food, supermarket access, food insecurity, and healthy corner stores, to strategies to develop and maintain farmer’s markets in low-income areas. McKenna Halverson is a second year Ph.D. student in the Human Development and Family Sciences program at the University of Delaware. McKenna’s research focuses on the individual-, family-, and community-level factors that influence the well-being of families with young children who are experiencing poverty. Allison and Mckenna will be discussing their recent work which captures WIC participants’ perceptions of the increased Cash-Value benefits during the COVID-19 Pandemic.

More Information:

Allison’s UD Faculty Page: https://www.cehd.udel.edu/faculty-bio/allison-karpyn/

McKenna’s UD Page: https://www.hdfs.udel.edu/grad-student/mckenna-halverson/

Halverson, M. M., & Karpyn, A. (2023). Pandemic-Era WIC Participation in Wilmington, Delaware: Participant Experiences and Challenges. Nutrients, 15, 520. https://doi.org/10.3390/nu15030520

Pandemic-Era WIC Participation in Wilmington, Delaware: Participants’ Experiences and Challenges. - Center for Research in Education & Social Policy

In the final episode of season three of the E4E podcast, we catch up with Dr. Lynsey Gibbons, an assistant professor at the University of Delaware's School of Education and Dr. Sam Prough, a postdoctoral fellow in mathematics education, to highlight their work on math learning labs and the utilization of a professional learning routine known as teacher time out (TTO). They discuss how teachers can use these methods to best foster student learning and collaboration with equity in mind.

More Information Section:

Dr. Lynsey Gibbons

Faculty page- https://www.cehd.udel.edu/faculty-bio/lynsey-gibbons/

Lynsey’s Twitter- @lynseymathed

Lynsey’s email- [email protected]

Projects that Lynsey is working on:

1. https://www.sciencedirect.com/science/article/pii/S0732312316300967 is?via%3Dihub

2. https://www.tandfonline.com/doi/full/10.1080/19477503.2022.2139094

Lynsey’s Work:

Gibbons, L. K., Lewis, R. M., Nieman, H., & Resnick, A. F. (2021). Conceptualizing the work of facilitating practice-embedded teacher learning. Teaching and Teacher Education, 101, 103304.

https://www.sciencedirect.com/science/article/abs/pii/S0742051X21000287

Dr. Sam Prough

DASL Webinar #2: Helping Children Find Their Voices Again with Sam Prough and Dr Lynsey Gibbons https://www.youtube.com/watch?v=9lFAreusXOQ

Projects that Sam is working on:

1. https://www.ajqr.org/article/whose-interpretation-matters-centering-participants-through-observation-debrief-12440

2. https://amte.net/sites/amte.net/files/Connections_Prough_0.pdf (AMTE Connections Newsletter, can use if desired)

Sam’s twitter: @Sam_Prough

In this episode of the E4E podcast, Dr. Henry May, the Director of the Center for Research in Education and Social Policy (CRESP), the Principal Investigator (PI) for the Center for Research Use in Education, and Associate Professor specializing in Evaluation, Measurement, and Statistics in the School of Education at the University of Delaware, and Dr. Lauren Bailes, an assistant professor in the University of Delaware's School of Education, discuss the impact of early elementary school absenteeism on student achievement and the impact of absenteeism at the school level. Henry and Lauren also delve into the implications of early elementary absenteeism on education policy and practical interventions.

Henry's Faculty Page: https://www.cehd.udel.edu/faculty-bio/henry-may/

Email: [email protected]

Check out some of Henry's work:

Reading Recovery Follow-Up Study and list of publications https://www.cresp.udel.edu/research-project/efficacy-follow-study-long-term-effects-reading-recovery-i3-scale/

Policy Brief: Evidence for Early Literacy Intervention: The Impacts of Reading Recovery https://www.cpre.org/evidence-early-literacy-intervention-impacts-reading-recovery

Lauren's Faculty Page: https://www.cehd.udel.edu/faculty-bio/lauren-bailes/

Email: [email protected]

Check out our other podcasts with Lauren:

S03 E02 - Diversity in Teacher Hiring: A Look at the Evidence on Student Body Demographics and the Likelihood of Hiring a Teacher of Color with Dr. Lauren Bailes and Ann Hlabangana-Clay

S01 E05 - Identifying sources of disciplinary inequity: a look at the research on school discipline policy and implementation with Dr. Lauren Bailes

Check out some of Lauren's work:

Bailes, L.P., Vitale, M. N. (2022) Policy Brief: Parent Engagement and Information Use

Bailes, L. P., Eruslu, D. (2020). Families and schools: How principals shape contexts for engagement. Partnerships in Public Education: Community Engagement Initiative. University of Delaware.

Featured in UDaily Article, "Learning with Educational Leaders"

Dr. Jessica Namkung is an associate professor at the University of Delaware’s School of Education. Her work specializes in identifying underlying factors (e.g., cognitive processes, math anxiety) that contribute to math learning difficulties and improving math outcomes for struggling students. Her recently published work looks at the impact the COVID-19 pandemic has had on student learning and opportunity gaps.

Dr. Jessica Namkung’s research has been published in the Review of Educational Research, Elementary School Journal, Journal of Educational Psychology, Journal of Learning Disabilities, and Learning Disabilities Quarterly. Her current research focuses on understanding underlying mechanisms of prealgebra competence for students with and without math learning difficulties. In her IES-funded research, Project PAC, she looks at factors that impact student performance, including math-related anxiety, language, foundational math skills, and executive functions to develop more effective math interventions.

You can find more information about Jessica and her work in her UD faculty bio linked below:

https://www.cehd.udel.edu/faculty-bio/jessica-namkung/

Episode based on:

Namkung, J. M., Goodrich, J.M., & Hebert, M. (2022). Impact of the COVID-19 pandemic on student learning and opportunity gaps across the 2020-2021: A national survey of teachers. Frontiers in Education.

Namkung, J. M., Peng, P., & Xin, L. (2019). The relation between mathematics anxiety and mathematics performance among school-aged students: A meta-analysis. Review of Educational Research, 89, 459-496.

Projects the Guest is working on:

Namkung, J. M., Peng, P., & Goodrich, M. (In progress). The relation between mathematics anxiety and pre-algebra competence for students with versus without mathematics learning difficulties

Namkung, J. M., Goodrich, J. M., & Lee, K. (In progress). Factor structures of mathematics anxiety: Cognition vs. affect.

Resources mentioned:

IES Practice Guides: https://ies.ed.gov/ncee/wwc/Math/

National Center on Intensive Intervention: https://intensiveintervention.org/

On this episode of the E4E podcast, Dr.Janine de Novais discusses Brave Community, the pedagogical framework she developed for teaching, learning, and discussing race and racism. We also have Dr. Nathalie Princilus, the Supervisor of Unique Programs, Equity, Student and Staff Support in the Christina School District, and Monique Martin, the Equity Education Associate of the Office of Equity and Innovation in the Delaware Department of Education here, to discuss what the Brave Community method looks like in the context of Delaware schools and communities.

Dr. Janine de Novais’ work focuses on the intersection of race, culture, education, and democracy. You can email her at: [email protected].

More information about her work, including details on her upcoming book, is featured in the links below:

1. Janine’s book, Brave Community: Teaching for a Post-Racist Imagination, is available for pre-order on Amazon and Barnes & Noble

2. Brave Community: teaching and learning about racism in college. International Journal of Qualitative Studies in Education, 1–14. https://doi.org/10.1080/09518398.2021.1942302

You can find Dr. Nathalie Princilus and the Christina School District on Twitter @NatPrincilus and @ChristinaK12.

The Delaware Department of Education, where Monique Martin is the Equity Education Associate in the Office of Equity and Innovation, can also be found on Twitter, @DEDeptofEd.

In this episode of the E4E podcast, Dr. Lauren Bailes, an assistant professor at the University of Delaware's School of Education, and Ann Hlabangana-Clay, the Education Associate of ​​Educator Equity & Recruitment (who is part of the Educator Excellence Team) for the Delaware Department of Education, discuss the relationship between student body demographics and the likelihood of a nonwhite teacher hire. They also offer policy and practice recommendations for hiring principals and school systems to better sustain a diverse teaching force.

More Information about Lauren Bailes' work: Dr. Lauren Bailes' work focuses on how organizational, social-cognitive, and leadership theories unite to promote the success of school leaders and K12 students. For more information on Lauren's work, please see the links below.

Work Discussed in this episode: "Disappearing Diversity and the Probability of Hiring a Nonwhite Teacher: Evidence from Texas."

Additional work from Dr. Lauren Bailes:

"Held Down and Held Back: Systematically Delayed Principal Promotions by Race and Gender"

Write up on the above study by Dr. Bailes written by Jessica Henderson for UD School of Education

Check out PPE Policy Briefs of Parent Engagement and Information Use and How Principals Shape Contests for Engagement.

UDaily Article, "Learning with Educational Leaders"

More Information on Ann Hlabangana-Clay: Ann Hlabangana-Clay also has her own podcast, Coaching You Through All Things Education, and has been featured in Delaware Public Media (DPM) podcast episodes, "While teacher shortage issue is a statewide problem, northern schools have more openings" and "Improving teacher diversity is a goal for Delaware's Dept. of Education." All of these resources and her email are linked below.

Ann’s email: [email protected]

Coaching You Through All Things Education

DPM Podcast:

"While teacher shortage issue is a statewide problem, northern schools have more openings."

"Improving teacher diversity is a goal for Delaware's Dept. of Education."

In this episode of the E4E podcast, Dr. Leigh McLean discusses the significance of teacher well-being, from pathways for improving student educational outcomes to career longevity and positive self-efficacy amongst educators. Dr. McLean also identifies several external factors that have been shown to impact teacher well-being.

For more information on Dr. McLean's projects and the work being done by the Teacher Emotions, Characteristics, and Health (TECH) Lab at the University of Delaware School of Education, see the links below.

Dr. Leigh McLean's Website: https://www.leighmclean.com

Dr. Leigh McLean's Faculty Bio: https://www.cehd.udel.edu/faculty-bio/leigh-mclean/

TECH Lab Website: https://www.cresp.udel.edu/affiliated-labs/teacher-emotions-characteristics-health-lab/

Projects Dr. McLean is working on:

1. Exploring Elementary Teachers' Feelings, Beliefs, and Effectiveness across Mathematics, Science, and Literacy (Project TEAS: Teachers' Effectiveness Across Subjects)

2. The Impacts of Preservice Supervised Field Experiences on Elementary Mathematics Teachers' Retention and Effectiveness (TP2C: Teacher Prep to Career)

EdWeek Article Featuring Dr. McLean's work: "School Districts Move to Ease Teacher Stress, Burnout."

https://www.edweek.org/leadership/school-districts-move-to-ease-teacher-stress-burnout/2022/08

https://apnews.com/article/teacher-stress-burnout-f7fa2b061a25849565148a39074722f2

In this episode, Dr. Rachel Karchmer-Klein, Lauren Boulden, and Dr. Maureen McDonald discuss the criticality of preparing K-12 students to be digitally literate. They share lessons from their new book, Next-Level Digital Tools and Teaching, including evidence-informed strategies in an effort to create instructional coherent technology-integrated instruction in the classroom, within a team, and across a district.

Next Level Digital Tools and Teaching:

https://www.tcpress.com/next-level-digital-tools-and-teaching-9780807766545

Improving Online Teacher Education:

https://www.tcpress.com/improving-online-teacher-education-9780807763681

In this episode of the E4E podcast, Dr. Martha Buell discusses the impact of exclusionary discipline on young children and offers policy and practice considerations for early childhood education stakeholders.

For more information about Dr. Martha Buell please visit: https://www.cehd.udel.edu/faculty-bio/martha-buell/

For more information about Dr. Buell’s work on disciplinary suspension and expulsion, please visit: https://www.dieec.udel.edu/wp-content/uploads/2022/01/Suspension_expulsion_mjb-03.pdf