2018 NAEd/SPENCER POSTDOCTORAL FELLOWS
From Retributive to Restorative: Alternative Approaches to Shaping Behavior
Lockean Legacies: John Locke in American Education, Thought, and Culture
Always an “English Learner”: Learning From the Veterans of EL Educational Systems
Statistical Dynamic Analysis of Complex Problem-Solving Items: Inference, Prediction, and Intervention
This project has three interrelated research goals. The first is to develop dynamic regression tools for analyzing CPS process data, which have the potential to greatly benefit educational research on non-cognitive abilities in general and CPS ability in specific. The second is to analyze real data from large-scale international assessments and make statistical inferences, whose results can be used to validate and improve the designs of CPS items. Finally, based on the learned dynamic regression model, an automatic hint system will be designed and evaluated via simulation study that provides real-time hints to help students improve their CPS ability. Such a system may significantly contribute to the personalized and technology-enabled learning of CPS.
Simulations in Teacher Education: Analyzing the Potential of a New Tool for Teacher Development and Assessment
Despite the rapid roll-out of VRS into teacher preparation programs, little research has examined how VRS support prospective teachers’ development and/or relate to practice in real classrooms with real students. Avoiding the trap of technology for technology’s sake necessitates systematic empirical research into how these technologies are being used, and the degree to which and ways in which the technology supports the purported goals. This mixed-methods study will trace the development of teaching practices in VRS over the course of a two-year teacher preparation program, and analyze the relationship between the skills candidates exhibit in VRS and those they display in real classrooms.
Confined Learning: Who Participates in Education While Incarcerated and What are the Benefits?
The History of Educational Planning in Developing Countries Through the Lens of the International Institute for Educational Planning (IIEP)
Gatekeepers: Do School Counselors Exhibit Racial or Gender Bias in Recommending Students for Advanced Placement Calculus?
Overcoming the Geography of Disadvantage: A Spillovers Framework to Identify Structural Means to Enhance Community College Students’ Educational Outcomes Despite Their Location
This larger purpose entails three subpurposes. The first is to provide a conceptual and analytic framework to detect public two-year institutions across the contiguous United States that have public and private nonprofit four-year institutions within commuting distance. The second subpurpose is to apply the proposed analytic framework to recognize institutions in which their students tend to have better academic outcomes (transfer rates and eventual four-year degree attainment). This subpurpose will also enable the quantitative measurement of the characteristics of students, institutions, and locality that are related to increases in students’ likelihood of academic success. The third subpurpose is to identify the contextual and procedural characteristics of the four community colleges with the strongest positive effects observed in the quantitative part of the study. Two of these colleges will have at least one four-year college within commuting distance, and the other two will not have these neighbors. Using these colleges as case studies will allow for a better understanding of practices and processes that take place in these institutions that are arguably different based on their location. For this last purpose, I will use ethnographic methods based on on-site participant observations and interviews with advisors, faculty, and students. This will enable a better understanding of institution-level practices and culture, as well as analysis of their situated contexts as identified in the proposed analytic model. As a result of this study, successful community colleges’ processes and strategies in overcoming concentrated disadvantage barriers will be identified. Plans of actions and future research will be recommended to replicate these successful practices.
There Goes the Neighborhood: Examining School-Level Impacts and Responses to Gentrification in Three Urban Districts
As such, this study will compare how neighborhood gentrification plays out and influences public schools in three U.S. cities (total) with early, moderate, and extreme stages of neighborhood gentrification to better understand the complexities of gentrification across place and time. The study will also examine how school-based actors understand and respond to the impacts of neighborhood gentrification on local schools. Finally, findings from this study can help policymakers as well as district and school leaders develop effective policies and practical interventions for urban schools located in gentrifying neighborhoods.
Situating the Promise of a Growth Mindset within the Structure of School Curricular Opportunities
Development of the Science Dialogue Heuristic: A Framework for Supporting Oral Argumentation
Long-Term Relationships: How Longitudinal Datasets Shaped our Views of Educational Attainment, Inequality, and the American School System
“I just had to be there”: Native College Student Activists and Their Relationships to the #NoDAPL Movement
The Role of Trust in Building Science Knowledge: Exploring the Relational Dimension of Epistemological Development
Methodology for Studying Treatment Effect Heterogeneity in Education
Digital Democratic Dialogue: Re-Imagining Youth Civic Engagement through Participatory Politics
Generating and Preventing Violence: Schools’ Responses to School Violence Against Students with Disabilities in Zambia
From Undocumented to Lawfully Present: Do Changes to Legal Status under the Deferred Action for Childhood Arrivals (DACA) Program Impact Educational Inequality among Immigrant Youth?
Before & After School: Using Administrative Records to Support Teacher Recruitment & Retention
Cultivating Inclusive Ecologies of Learning through Making and Gaming: Interrogating Culturally-Sustaining Pedagogical Approaches and Technology-specific Material Affordances for Learning and Diverse Engagement
Lessons of Indigeneity: Intergenerational Learning between Native American Parents and Their Children
Laying Bare the Hidden Curriculum: The Effect of Institutional Practices and Policies on Vertical Transfer from Community Colleges
School Wreckers: A History of Destruction in American Education
The Struggle for Schools: Education and Sovereignty in Nineteenth-Century Indian Territory
Education for Imprisonment: School Desegregation and the Roots of Mass Incarceration in the World’s Prison Capital
Black students were at the center of this innovative phase of the Civil Rights Movement, and in New Orleans and nationally they organized around a remarkably similar set of issues: against discriminatory disciplinary policies, police surveillance, and unequal academic and extracurricular opportunities and for Black History and the formation of Black Student Unions. While white students often responded violently to black activism and assertiveness, white and black adults regularly misunderstood—or actively dismissed—black students’ grievances. By harshly penalizing black youth and expanding security and police surveillance within and outside of public schools, school, municipal, state, and federal officials laid the groundwork for mass incarceration.
This study draws upon previously unavailable archival sources to explore life inside desegregating and resegregating high schools during a period when the future of the Civil Rights Movement and American liberalism hung in the balance. The heart of the project is a micro-history of one formerly white New Orleans public high school from 1967, which was the year it first admitted black students, to 1975, which was the year its last white students left. Expanding upon recent historical scholarship on the local, state, and federal initiatives that spawned mass incarceration and the school-to-prison pipeline, this book project explores the following question: in the state with the industrialized world’s highest incarceration rate, how did conditions inside desegregating public high schools affect the development of punitive policies within and outside of schools, and what were the consequences of those policies for students, schools, and their communities?
Teacher Activism Across the Americas: Union Politics and Educational Change in Brazil, Mexico, and the United States
Learning On-the-Move for More Equitable Communities: A Comparative Investigation of Youth Civic Participation in Nonmetropolitan and Urban Areas
Sepehr Vakil, Northwestern University
Sepehr Vakil is an assistant professor of Learning Sciences in the School of Education and Social Policy at Northwestern University. Previously he was Assistant Professor of STEM Education and the Associate Director of Equity & Inclusion in the Center for STEM Education at the University of Texas at Austin. His research draws on critical ethnographic, historical, as well as participatory design-based methodologies to examine the politics of learning and the politics of knowledge production in STEM disciplines, with a focus on engineering and computer science. His work has appeared in the Harvard Educational Review, Journal of the Learning Sciences, Cognition and Instruction, Equity & Excellence in Education, and Teachers College Record. Dr. Vakil received his M.S. in Electrical Engineering from UCLA, and a Ph.D. in Education with a focus on mathematics, science, and technology from UC Berkeley.