Research, Innovation, and Engagement

Research Title:  Predictors of Native American Children's Social Emotional Outcomes: A Strength-Based Approach

Author: Dr. Amy Encinger

Link:https://www.acf.hhs.gov/opre/grant-funding/secondary-analyses-head-start-data-grant-recipients-2024-2026-abstracts

Description: Culture plays an important role in helping children develop resilience and social-emotional skills. For Native American communities, traditions and strong family and community connections provide essential support for children’s growth and identity. However, historical events like the forced removal of Native children to boarding schools caused lasting harm, disrupting families and cultural traditions. Today, many tribes are working to restore their languages and traditions by involving families and schools in the process. This project explores how exposure and engagement with Native language and culture affects young children in AI/AN Head Start programs. By studying family, community, and classroom connections, we aim to understand how cultural engagement influences children’s development and education. These findings will help schools, policymakers, and community leaders create programs that honor Native culture and support families, giving children a stronger foundation for their future.

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Research Title: New & Related Services Division WACTE Board Member

Research Title: A self-assessment strategy for writing and publishing a quantitative research article

Author:  Marissa Macy

Link: https://doi.org/10.1007/s10643-024-01829-z

Description: Shows a strategy to write and publish a quantitative research paper. Publishing scholarly papers can be difficult and authors may not get their work published due to technical flaws with their writing (e.g., literature review, methodology, results, or discussion). This article provides a self-assessment strategy for writing a quantitative research article. It outlines ten technical aspects of a quantitative research manuscript and provides a checklist for writing and reviewing a journal article. The final section shares recommendations for supporting the writing process. This article is meant to be used by authors, reviewers, and graduate students for creating scholarly writing that gets published in an academic journal.

 

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Research Title:  SEP-Driven Learning Intentions: Writing Learning Intentions That Promote Student Sensemaking and Three-Dimensional Learning

Author: Martha Inouye, Ana Houseal, Clare Gunshenan

Link: https://www.tandfonline.com/doi/full/10.1080/08872376.2024.2433782#abstract

Description: Shifting to phenomenon-based teaching and student-driven learning under the Next Generation Science Standards (NGSS) has transformed classrooms. But how do these changes align with district mandates for clearly articulated learning intentions? Many traditional practices narrowly focus on content goals, unintentionally limiting student sensemaking and three-dimensional learning. This article offers a fresh approach by reframing learning intentions through the lens of Science and Engineering Practices (SEPs). By emphasizing what students should do (SEPs) and understand (crosscutting concepts) within the context of a phenomenon, teachers can maintain clarity while fostering deeper engagement and conceptual understanding. This strategy balances district expectations with the NGSS vision, empowering students to think critically and connect ideas across disciplines.

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Research Title: Designing Coherent Three-Dimensional Assessment Prompts to Drive Student Sensemaking Across a Unit

Author: Clare Gunshenan, Ana Houseal, and Martha Inouye

Link:  https://innovations.theaste.org/publication/volume-10/issue-1-25/

Description:  Across instruction and assessment, best practices for science teaching and learning suggest that teachers ground students’ learning in practices, big ideas, and content to better mimic what scientists and engineers do. All of this learning should be in service of helping students make sense of their world. Aligned instructional and assessment resources have been increasing in number and availability, but they are not yet pervasively accessible due to a number of barriers. Our team proposes a concise process for teacher educators to use in preservice and in-service learning settings to help boost this access and bridge instruction and assessment. The scaffolded process is designed to yield both teacher learning and usable prompts for students. This article describes the process, provides suggestions for teacher educators to use it, and embeds an example middle school prompt set collaboratively developed by teacher educators and a teacher.

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Research Title: Teacher mental health and district employee support in rural communities: A sequential exploratory mixed methods study

Author: Amanda DeDiego

Link:  https://doi.org/10.1177/08959048241305528 

Description: Although existing research explores the need for mental health for students in P-12 schools, scholarship regarding mental health needs and support for teachers is lacking, particularly in rural contexts. This study used sequential exploratory mixed methods to explore mental health needs and support in school districts in a predominantly rural state. Analysis included qualitative survey data from P12 teachers in school districts about how teaching impacts mental health, and a quantitative analysis of employee assistance programs in participant school districts. Findings demonstrated teachers struggling with mental health, and a lack of employee support available. Implications and exploration of district policy are discussed.