November 2020 Newsletter
Next Generation Undergraduate Success Measurement Project team presents research findings
Members of the Next Generation Undergraduate Success Measurement project presented initial research findings at the University of Michigan's College and Beyond II: Liberal Arts and Life colloquium series. The project, supported by the Andrew W. Mellon foundation and led by School of Education Dean Richard Arum, is improving our understanding of the value of undergraduate educational experiences, and promoting evidence-based models of undergraduate student success
Spencer Foundation awards grant to address needs of foster youth in Orange County
Associate Professor June Ahn and his team seek to provide resources for more than 2,000 housing-insecure and foster youth.
IES names Distinguished Prof. Farkas co-PI on grant analyzing special education service
George Farkas and his research team will examine change in racial disproportionality in special education and the effects on student outcomes.
Dean Arum presents proposal to support higher education, workforce needs at Hamilton Project event
Richard Arum's proposal ensures universities and colleges respond to the acute learning needs brought on by the pandemic and successfully prepare the future workforce.
Doctoral students present research at virtual poster session
The UCI School of Education hosted its annual Ph.D. Poster Session on November 13. Normally held in the hallowed halls of the School of Education building, the event entered a virtual space for the first time in its history.
Learn more about the UCI School of Education
Looking to learn more about the School of Education and its programming, community and research? Below, you can find the 2020 issue of our annual magazine, Advancing; a rundown of what's new this fall; and information on our faculty, Master of Arts in Teaching + Credential program, and Ph.D. in Education program.
Alumni News
Congrats to our Alumni - Teachers of the Year!
State Superintendent of Public Instruction Tony Thurmond named UCI School of Education alumni Laura Gomez and Jim Klipfel 2021 California Teachers of the Year, the state's top honor for educators. Gomez and Klipfel are two of five educators to be named a Teacher of the Year. Klipfel was also nominated as California’s representative for the National Teacher of the Year competition. Klipfel will compete against other state nominees, and the 2021 National Teacher of the Year will be announced in the spring.
Laura Gomez '95
3rd Grade Teacher
Martin Elementary School
Santa Ana Unified School District
Jim Klipfel '93
9th-12th Grade Teacher
Saugus High School
William S. Hart High Union School District
IUSD bestows Danielle Cross with Teacher of Promise honor
The annual honor goes to first- or second-year instructors who go above and beyond while demonstrating professional curiosity and enthusiasm for teaching.
The Center for Educational Partnerships (CFEP) - a robust unit within the School of Education - creates collaborations that support student preparation for and success in higher education. Its programs support K-12 teacher and student development, transfer students, and UCI undergraduates from all majors. With the support of the CFEP, the School of Education is creating opportunities for students to achieve the American dream.
The Edge
The Edge is an annual magazine for high school staff and students looking for college guidance.

In this 11th annual issue: Navigating a College Journey in a Virtual World.
CFEP, BLAC award Annique Session BLAC Scholarship
Session, a first-generation Business Administration major, is co-chair of the UCI Black Student Union and an apprentice director for the Center for Black Cultures, Resources & Research.
Hispanic Heritage Month Feature: George Vazquez ('14)
An alumnus of the UCI Math Department, Vazquez works for the School of Education's California Alliance for Minority Participation (CAMP) program. "I’m a first-generation Chicano graduate who was raised in low-income communities, so I never imagined my life would end up the way it has."
NOVEMBER 18, 2020
4:00 - 5:00 p.m. PT

Featuring Dr. Jeff Duncan-Andrade, Professor of Latina/o Studies and Race and Resistance Studies at San Francisco State University (right). This event will feature a Q&A discussion to consider how to foster humanizing pedagogical practices in the classroom both during and after remote instruction. We invite attendees to submit questions before and during the event. The discussion will be moderated by Dr. Elizabeth van Es and Dr. Nicole Gilbertson, the leadership of the Teacher Academy, and second-year doctoral student Jonathan Montoya.
  • November 23 - Brownbag Guest Speaker: Natascha Buswell, UCI School of Engineering: Revealing problematic notions of teaching using document elicitation in interviews

  • December 10 - "Using the Notice and Note Signposts to Create Empowered Readers - Even from a Distance", presented by the WRITE Center

For more information on upcoming professional development opportunities,
please visit the UCI Teacher Academy.
In the News

Dean Richard Arum's Learning Opportunity Credits proposal cited in Chronicle of Higher Education

Chancellor's Professor Emerita Deborah Vandell (pictured, right) in Newsweek: COVID-19 Is Exposing the Child Care Crisis. And Grandparents Aren't the Solution.

Chancellor's Professor Emerita Deborah Vandell in American Psychological Association Special Report: How 2020 Changed Us

Associate Professor Susanne Jaeggi in Scientific American: Does "Brain Training" Actually Work?

Op-Ed from Mimi Ito, Director of the Connected Learning Lab in EdSurge: The "Enrichment Gap" Is Widening. Students’ Social-Emotional Development Is at Risk.
New Publications
Recent publications by our faculty and graduate students
Second-year doctoral student Daniela Alvarez-Vargas, third-year doctoral student Sirui Wan, Associate Professor Drew Bailey: "Hedges, Mottes, and Baileys: Causally Ambiguous Statistical Language can Increase Perceived Study Quality and Policy Relevance" in PsyArXiv
Postdoctoral scholar Jissel B. Anaya, Professor Elizabeth D. Peña: “That’s hard! Item difficulty and word characteristics for bilinguals with and without developmental language disorder” in International Journal of Bilingual Education and Bilingualism 
Associate Professor Drew Bailey, Distinguished Professor George Farkas: “Reciprocal effects of reading and mathematics? Beyond the cross-lagged panel model” in APA PsychNet
Professor Gustavo Carlo (pictured, left): “The interplay of community and family risk and protective factors on adjustment in young adult immigrants” in International Journal of Psychology

Professor Gustavo Carlo: “Parenting and children’s negative emotionality, self‐regulation, and academic skills: The moderating role of fathers’ residency” in Social Development
Professor Gustavo Carlo: “Relations among acculturative stress, internalizing symptoms, and prosocial behaviors in Latinx college students” in Journal of Latinx Psychology
Professor Gustavo Carlo: “Relations between stress, coping strategies, and prosocial behavior in U.S. Mexican college students” in Journal of American College Health
Professor Gustavo Carlo, postdoctoral scholar Zehra Gülseven: “Direct and indirect effects of parental involvement, deviant peer affiliation, and school connectedness on prosocial behaviors in U.S. Latino/a youth” in Journal of Social and Personal Relationships
Associate Professor Penelope Collins, alumna Tien Thuy Ho (Ph.D. ‘19): “Bilingualism and Bilteracy” (chapter) in Oxford Encyclopedia of Educational Psychology
Distinguished Professor Jacquelynne Eccles: “Cross-Domain Trajectories of Students’ Ability Self-Concepts and Intrinsic Values in Math and Language Arts” in Child Development
Distinguished Professor Jacquelynne Eccles: "The effect of COVID-19 on general anaesthesia rates for caesarean section: A cross-sectional analysis of six hospitals in the north-west of England" in Anaesthesia 2020
Distinguished Professor George Farkas: “District-level Achievement Gaps Explain Black and Hispanic Over-representation in Special Education” in Exceptional Children

Assistant Professor Brandy Gatlin-Nash (pictured, right): “Linguistic differences and learning to read for nonmainstream dialect speakers” in Perspectives on Language and Literacy
Postdoctoral Scholar Zehra Gülseven, Professor Gustavo Carlo: "The Roles of Perspective Taking, Empathic Concern, and Prosocial Moral Reasoning in the Self-Reported Prosocial Behaviors of Filipino and Turkish Young Adults" in Journal of Cross-Cultural Perspective 
Fourth-year doctoral student Sharin Jacob, third-year doctoral student Ha Nguyen, second-year doctoral student Leiny Garcia, Professor Emerita Debra Richardson (ICS), Professor Mark Warschauer: “Teaching Computational Thinking to Multilingual Students through Inquiry-based Learning” in ResearchGate Preprint
Fourth-year doctoral student Su Jiang, Professor Sandra Simpkins, Distinguished Professor Jacquelynne Eccles: “Individuals’ math and science motivation and their subsequent STEM choices and achievement in high school and college: A longitudinal study of gender and college generation status differences” in Developmental Psychology
Third-year doctoral student Ha Nguyen, second-year doctoral student Leiny Garcia, fourth-year doctoral student Sharin Jacob, Professor Emerita Debra Richardson (ICS), Professor Mark Warschauer: “Teachers' Use of Video Reflections to Reinforce Computer Science Language and Concepts” in RESPECT 2020
Alumna Wendy Ochoa (Ph.D. ’19), Associate Professor Stephanie Reich: “Parents' Beliefs About the Benefits and Detriments of Mobile Screen Technologies for Their Young Children's Learning: A Focus on Diverse Latine Mothers and Fathers” in Frontiers of Psychology
Professor emerita Carol Booth Olson (pictured, left), alumna Lauren Godfrey (Ph.D. ’19), Rebecca Black, project scientist/alumnus Huy Chung (Ph.D. ‘15), alumna Tina Matuchniak (Ph.D. ‘13), assistant professor, CSU Long Beach; affiliated professor Robin Scarcella: “The Pathway to Academic Success: Scaling Up a Text-Based Analytical Writing Intervention for Latinos and English Learners in Secondary School” in Journal of Educational Psychology
Postdoctoral Scholar Anja Pahor: "N-Back Related ERPs Depend on Stimulus Type, Task Structure, Pre-processing, and Lab Factors" in Frontiers in Human Neuroscience
Professor Elizabeth Peña: “Identifying Developmental Language Disorder in School Age Bilinguals: Semantics, Grammar, and Narratives" in Language Assessment Quarterly
Associate Professor Kylie Peppler, doctoral student Mishael Sedas: “Making at Home: Interest-driven Practices and Supportive Relationships in Minoritized Homes” in Young Children, Maker Literacies and Social Change

Postdoctoral scholar Amy Pratt, postdoctoral scholar Ashley Adams, Professor Elizabeth Peña: "Exploring the Use of Parent and Teacher Questionnaires to Screen for Language Disorders in Bilingual Children" in Topics in Early Childhood Special Education
Postdoctoral scholar Amy Pratt, Professor Elizabeth Peña: “Sentence repetition with bilinguals with and without DLD: Differential effects of memory, vocabulary, and exposure” in Bilingualism: Language and Cognition
Associate Professor Lindsey Engle Richland: "Bias and Sensitivity to Task Constraints in Spontaneous Relational Attention" in Journal of Experimental Child Psychology
Doctoral candidate Carlos Sandoval, Professor Elizabeth van Es, Assistant Professor Shanyce Campbell, Professor Rossella Santagata: “Creating Coherence in Teacher Preparation: Examining Teacher Candidates' Conceptualizations and Practices for Equity” in Teacher Education Quarterly
Professor Sandra Simpkins (pictured, right): “The complexities of culturally responsive organized activities: Latino parents’ and adolescents’ perspectives” in Journal of Adolescent Research

Professor Sandra Simpkins, fourth-year doctoral student Kayla Puente: “Latino and White adolescents’ reasons behind organized activity participation: The connections with cultural orientations, psychological engagement, and activity experiences” in Applied Developmental Science

Professor Sandra Simpkins, alumnus Nestor Tulagan (Ph.D. ’20), third-year doctoral student Glona Lee, Chancellor’s Professor Emerita Deborah Vandell: “Youth’s developing work habits from middle childhood to early adolescence: Cascading effects for academic outcomes in adolescence and early adulthood“ in Developmental Psychology
Fourth-year doctoral student Kimberly Telfer-Radzat: “Shifting Paradigms: From screen-free to fully digital during a worldwide pandemic” (chapter) in Corona Chronicles: in Necessary Narratives in Uncertain Times
Lecturer Viet Vu (Ph.D. '17), fifth-year doctoral student Yenda Prado, alumna Soobin Yim (Ph.D., '17), alumna Phuong Le (B.S. '19): “Digital storytelling for academic literacy: Culturally responsive multimodal composition course design” (chapter) in Learning critical thinking skills beyond 21st century for multidisciplinary courses: A human right perspective in education
Assistant Professor Adrianna Villavicencio (pictured, left): “Building Teacher Capacity to Interrupt Racism in Schools: Studying the Work of the Center for Racial Justice in Education” (report) in The Research Alliance for New York City Schools
Assistant Professor Adrianna Villavicencio: “’You can’t close your door here:’ Leveraging teacher collaboration to improve outcomes for immigrant English Learners” in Teaching and Teacher Education 
Associate Professor Di Xu, fifth-year doctoral candidate Ying Xu: "The ambivalence about distance learning in higher education: Challenges, opportunities, and policy implications," in Higher Education: Handbook of Theory and Research

Director of UCI’s CalTeach Program Doron Zinger (Ph.D. ‘18), Professor Judith Haymore Sandholtz: “Teaching Science in Rural Elementary Schools: Affordances and Constraints in the age of NGSS” in The Rural Educator
Director of UCI’s CalTeach Program Doron Zinger (Ph.D. ‘18), Dr. Therese Shanahan, CalTeach Master Teacher/Math Coordinator Kris Houston: “Promoting Early Career Teacher Resilience Through a CalTeach Preparation Program” (chapter) in Preparing STEM Teachers: The UTeach Replication Model