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Faculty Grants& ScholarshipU N I V E R S I T YO FC A L I F O R N I A ,I R V I N E
UCI School of Education Faculty Research Highlights 96 million - Active grant funding, among all faculty95 - Active grants, among 39 full-time faculty20 - Active grants from the National Science Foundation16 - Active grants from the National Institutes of Health12 - Active grants from the Institute of Education Sciences6 - Active grants from the U.S. Department of Education5 - Members of the National Academy of Education4 - NAEd/Spencer Postdoctoral Fellowships awarded to facultyin the past three years – most awarded to any school of educationin the nationLeading FacultyDear Colleagues,The University of California, Irvine School of Education is home to a diverseand internationally recognized group of faculty dedicated to research that advanceseducational science, learning outcomes and equity for all students. Our faculty’sresearch interests are wide-ranging; they include developmental psychology,learning analytics, immigration, STEM participation, afterschool activities, and more.As of June 2020, UCI School of Education faculty were principal investigators ongrants whose combined total exceeded 96 million. This is a testament to ourfaculty’s ability to produce novel, innovative research that is at the forefront ofthe field.In many instances, our faculty’s research and scholarship proved to be atremendous resource to communities struggling with the COVID-19 pandemic andthe shift to remote instruction. Since March, our faculty has produced additionalscholarship and been awarded new research grants that focus on the current crisisin education and society.This booklet includes a small sample of our faculty’s recent scholarship, alongwith their current grants. Please enjoy learning more about our faculty and theirresearch interests.I also hope this information can be passed on to undergraduate students at yourinstitution who are considering graduate school.Sincerely,2 - Active NSF Early CAREER grants59.4% - Percentage of faculty who held awards or editorshipsamong selected education journals, averaged over 2018 and 2019,Richard ArumDean and ProfessorUCI School of Education3rd most in nation 669K – Research expenditures per faculty, averaged overfiscal year 2018 and 2019, 8th most in nation among publicschools of educationAll Data as of June 2020UNIVERSITY OF CALIFORNIA, IRVINE SCHOOL OF EDUCATION
June AhnAssociate Professor; Faculty Director, Orange County EducationalAdvancement Network (OCEAN), Networked Improvement CommunityInitiativeEducation:A.B., Computers in Education, Brown UniversityM.A., Computing and Education, Columbia UniversityPh.D., Urban Education Policy, University of Southern CaliforniaAreas of Expertise:Learning Technologies; Research-Practice Partnerships; Human-ComputerInteraction; Educational Technology; Data Use and AnalyticsRepresentative Publications: Ahn, J., Campos, F., Hays, M., & DiGiacomo, D. (2019). Designing incontext: Reaching beyond usability in learning analytics dashboarddesign. Journal of Learning Analytics, 6(2), 70-85. Ahn, J., Clegg, T., Yip, J., Bonsignore, E., Pauw, D., Cabrera, L., Hernly, K.,Pitt, C., Mills, K., Salazar, A., Griffing, D., Rick, J., & Marr, R. (2018). ScienceEverywhere: Designing public, tangible displays to connect youth learningacross settings. In Proceedings of the 36th Annual ACM Conference onHuman Factors in Computing Systems – CHI 2018. New York, NY: ACM. Ahn, J., & McEachin, A. (2017). Student enrollment patterns andachievement in Ohio’s online charter schools. Educational Researcher,46(1), 44-57.Active Grants: Designing Crowdsourced Mentorship to Support Low Income High SchoolStudents’ College Enrollment – Institute of Education Sciences. Collaborative Research: Improving the Implementation of RigorousInstructional Materials in Middle-Grades Mathematics: Developing aSystem of Practical Measures and Routines – National Science Foundation. Reimagining Educational Equity and Opportunity during the COVID-19Pandemic - UCI Office of Inclusive Excellence Orange County Educational Advancement Network: Facilitating a Networkof RPPs at County Scale to Better Support Housing Insecure and FosterYouth - Spencer Foundation Occupational Identity RPP Evaluation and Measurement - Gates FoundationRichard ArumDean and Professor; Professor, Sociology, Criminology, Law and Society(courtesy)Education:B.A., Political Science, Tufts UniversityM.Ed., Teaching and Curriculum, Harvard University Graduate School ofEducationPh.D., Sociology, University of California, BerkeleyAreas of Expertise:Legal and Institutional Environments of Schools; Social Stratification;Digital LearningRepresentative Publications: Arum, Richard, Josipa Roksa, and Amanda Cook. Improving quality inAmerican higher education: Learning outcomes and assessments for the21st century. John Wiley & Sons, 2016. Arum, Richard and Amanda Cook. 2018. “What’s Up with Assessment?”in Jal Mehta and Scott Davies, eds. Education in a New Society: Renewingthe Sociology of Education (Chicago: University of Chicago Press);pp. 200-19. Arum, Richard, Josipa Roksa, Jacqueline Cruz and Blake Silver. 2018.“Student Experiences in College” in Barbara Schneider and Guan Saw,eds. Handbook in the Sociology of Education (Springer); pp. 385-404.Drew BaileyAssociate Professor; Faculty, School of Social Sciences, Department ofCognitive Sciences (courtesy); Faculty Director, Undergraduate ProgramEducation:B.A., Psychology, University of Texas, AustinPh.D., Developmental Psychology, University of Missouri, ColumbiaAreas of Expertise:Developmental Psychology; Individual Differences; Longitudinal DataAnalysisRepresentative Publications: Bailey, D. H., Duncan, G. J., Watts, T.,Clements, D., & Sarama, J. (2018).Risky business: Correlation and causation in longitudinal studies of skilldevelopment. American Psychologist, 73, 81-94. Bailey, D. H., Duncan, G. J., Cunha, F., Foorman, B. R., & Yeager, D. S.(in press). Persistence and Fadeout of Educational Intervention Effects:Mechanisms and Potential Solutions. Psychological Science in the PublicInterest. Bailey, D. H., Jenkins, M., & Alvarez-Vargas, D. (2020). Complementaritiesbetween Early Educational Intervention and Later Educational Quality?A Systematic Review of the Sustaining Environments Hypothesis.Developmental Review, 56, 100910.Active Grants: Identifying Targets for Generating Persistent Effects from MathematicsIntervention – Jacobs FoundationRachel BakerAssistant ProfessorEducation:B.A., Psychology, Dartmouth CollegeM.A., Economics, Stanford UniversityPh.D., Economics, Stanford UniversityAreas of Expertise:Higher Education Policy; Student Success, Persistence and Efficiency;Institutional Policies; Community Colleges; Transfer PoliciesRepresentative Publications: Baker, R. (2016). The effects of structured transfer pathways incommunity colleges. Educational Evaluation and Policy Analysis, 38(4),626-646. Baker, R. (2018). Understanding college students’ major choices usingsocial network analysis. Research in Higher Education, 59(2), 198-225. Baker, R., Evans, B., Li, Q., & Cung, B. (2018). Does inducing students toschedule lecture watching in online classes improve their academicperformance? An experimental analysis of a time managementintervention. Research in Higher Education, 1-32.Active Grants: Structural Barriers to Academic Success: The Case of Complex CurricularRequirements in Community Colleges – National Academy of Education Improving the Transition of Community College Students into UniversitySTEM Programs Through Cross-Enrollment – National Science FoundationActive Grants: Next Generation Undergraduate Success Measurement Project –Andrew W. Mellon FoundationUNIVERSITY OF CALIFORNIA, IRVINE SCHOOL OF EDUCATION
Liane BrouilletteShanyce CampbellEducation:A.B., Philosophy, Rice UniversityM.S., Secondary Education, University of Southern CaliforniaPh.D., Educational Foundations, Policy and Practice, University of Colorado,BoulderEducation:B.S., Accounting, North Carolina A&T State UniversityPh.D., Public Policy, University of North Carolina, Chapel HillProfessor; Managing Editor, Journal for Learning through the ArtsAssistant ProfessorAreas of Expertise:Arts Integration and Educational PolicyAreas of Expertise:Learning Opportunities for Marginalized Students; Educational Inequity;Quantitative Research Methods; Mixed Methods Research Methods;Program EvaluationRepresentative Publications: Brouillette, L. (2019). Arts integration in diverse K-5 classrooms:Cultivating literacy skills and conceptual understanding. New York:Teachers College Press. Gara, T., Brouillette, L. & Farkas, G. (2018). Did the frequency of earlyelementary classroom arts instruction decrease during the No Child LeftBehind era? If so, for whom? Early Childhood Research .004 Greenfader, C. M. & Brouillette, L. (2017). The arts, the common core,and English language development in the primary grades. TeachersCollege Record 119(8): http://www.tcrecord.org/library ID Number: 21915Representative Publications: Campbell, S. L. (2018). Forgive Them Father: Understanding Acts ofViolence Towards Black Women in Higher Education. In Sankofa Waters,M., Evans-Winters, V. E., & Love, B. L. (Eds.). Celebrating Twenty Years ofBlack Girlhood: The Lauryn Hill Reader. Bern, Switzerland: Peter Lang U.S. Campbell, S. L., & Ronfeldt, M. (2018). Observational evaluation ofteachers: Measuring more than we bargained for? American EducationalResearch Journal, 55(6), 1233–1267. Ronfeldt, M., Brockman, S., & Campbell, S. L. (2018). Does cooperatingteachers’ instructional effectiveness improve preservice teachers’ futureperformance? Educational Researcher, 47(7), 405-418.Andres BustamanteActive Grants A Mixed Methods Study of Teacher Education Programs’ Role in FosteringCandidates’ Equity Dispositions - National Academy of EducationAssistant ProfessorEducation:B.A., Developmental Psychology, Emmanuel CollegeM.S., Developmental Psychology, University of MiamiPh.D., Developmental Psychology, University of MiamiAreas of Expertise:Early Childhood STEM EducationRepresentative Publications: Bustamante, A. S., Schlesinger, M., Begolli, K. N., Golinkoff, R. M, Shahidi,N., Zonji, S., Riesen, C., Evans, N. & Hirsh-Pasek, K. (2020). More than Justa Game: Transforming Social Interaction and STEM play with Parkopolis.Developmental Psychology. https://doi.org/10.1037/dev0000923 Bustamante, A. S., Hassinger-Das, B., Hirsh-Pasek, K, & Golinkoff, R. M.(2019). Learning Landscapes: Where the science of learning meetsarchitectural design. Child Development Perspectives, 13(1), 34-40.https://doi.org/10.1111/cdep.12309 Bustamante, A. S. & Hindman, A. H. (2018). Construyendo en la fuerza:Approaches to learning and school readiness gains in Latino childrenserved by Head Start. Early Childhood Research .003Active Grants: Moderating Effects of Early Childcare Quality on Long-Term STEMOutcomes for Children from Low-Income Families - AERA Fractions in the School Yard: Play-based Executive Function and MathLearning - NewSchools Venture Fund Playful Learning Landscapes: Promoting Informal STEM Learning in PublicSpaces - National Science FoundationGustavo CarloProfessorEducationB.A., Psychology, Florida International UniversityM.A., Developmental Psychology, Arizona State UniversityPh.D., Developmental Psychology, Arizona State UniversityAreas of Expertise:Prosocial and Moral Development; Child and Adolescent Development;Parenting and Families; Risk and Resilience; Cross-National and CrossCultural ResearchRepresentative Publications Streit, C., & Carlo, G. (2020). Nativity as a moderator of familial andnonfamilial correlates of Latino/a youth prosocial behaviors. Journal ofResearch on Adolescence, 30, 285-297. Laible, D., Carlo, G., & Padilla-Walker, L. (Eds.) (2019). The OxfordHandbook of Parenting and Moral Development. New York: OxfordUniversity Press. Carlo, G., White, R. M. B., Streit, C., Knight, G. P., & Zeiders, K. H. (2018).Longitudinal relations among parenting styles, prosocial behaviors,academic outcomes in U.S. Mexican adolescents. Child Development, 89,577-592.Active Grants Health and Safety Risks Among Immigrant Feedlot Workers in Nebraskaand Kansas - National Institute for Occupational Safety and Health Early Risk, Parenting, and Self-Regulation as Predictors of Parent-ChildDiscourse Styles in Low-Income Families - National Institute of HealthUNIVERSITY OF CALIFORNIA, IRVINE SCHOOL OF EDUCATION
Penelope CollinsAnneMarie ConleyEducation:B.A., Psychology, University of Western OntarioM.A., Psychology, University of TorontoPh.D., Education, Ontario Institute for Studies in Education/Universityof TorontoEducation:B.A., Psychology, University of California, BerkeleyPh.D., Education & Psychology, University of MichiganAssociate ProfessorAreas of Expertise:Literacy from Early Childhood Through College; Language and LiteracyDevelopment Among Language Minority StudentsRepresentative Publications: Collins, P., & Ho, T. R. (forthcoming). “Bilingualism and Biliteracy.” InLi-fang Zhang (Ed.), Educational Psychology. New York: Oxford UniversityPress. doi:10.1093/acrefore/9780190264093.013.ORE EDU-00876.R2 Maamuujav, U., Krishnan, J. A., & Collins, P. (2019). The utility ofinfographics in L2 writing classes: A practical strategy to scaffold writingdevelopment. TESOL Journal. doi:10.1002/tesj.484 Collins, P., Tate, T., & Warschauer, M. (2019). Technology as a lever foradolescent writing. Policy Insights from the Behavioral and Brain Sciences,6, 194-201. doi: 10.1177/2372732219836440Gil ConchasProfessor; Director, Community Engagement and Student SuccessEducation:B.A., Sociology, University of California, BerkeleyM.A., Sociology, University of MichiganPh.D., Sociology, University of MichiganAreas of Expertise:Comparative Race and Ethnicity; Latinx Community Studies; SocioculturalStudies in Education; Immigration and Education; School-CommunityPartnerships; P-20 Policy and ReformRepresentative Publications: Conchas, G. Q. and Acevedo-Gil, N. (2020). The Chicanx/o/a Dream:Hope, Resistance, and Educational Success. Cambridge: Harvard EducationPress Conchas, G. Q., Hinga, B., Abad. M. N., and Gutiérrez, K. (2019). TheComplex Web of Inequality in North America: Investigating EducationalPolicies for Social Justice. London: Routledge. Conchas, G. Q., Lee, J., Cambero, S., Acevedo-Gil, N. (2019). “TheChicana/o/x Promise: Testimonios of Educational Empowerment throughthe Enactment of La Facultad among First-Generation College Students.”Journal for Leadership, Equity and Research (JLER).Associate ProfessorAreas of Expertise:Motivation in Education; STEM Motivation; Adolescent Development;Person-Centered Approaches to Studying ChangeRepresentative Publications: Lam, A. C., Schenke, K. S., Ruzek, E. R., Conley, A. M., & Karabenick, S. A.(2015). Student perceptions of classroom achievement goal structure: Isit appropriate to aggregate? Journal of Educational Psychology, 107(4), 1102. Simzar, R. M., Martinez, M., Rutherford, T., Domina, T. A., Conley, A. M.(2015). Raising the stakes: How students’ motivation for mathematicsassociates with high-and low-stakes test achievement. Learning andIndividual Differences, 39, 49–63. Penner, A. M., Domina, T. A., Penner, E. K., & Conley, A. M. (2015).Curricular policy as a collective effects problem: A distributionalapproach. Social Science Research, 52, 627–641.Shayan DoroudiAssistant Professor; Assistant Professor, Informatics (courtesy)Education:B.S., Computer Science, California Institute of TechnologyM.S., Computer Science, Carnegie Mellon UniversityPh.D., Computer Science, Carnegie Mellon UniversityAreas of Expertise:Educational Data Sciences; Educational Technology; Learning Sciences;Learning TechnologiesRepresentative Publications: Doroudi, S., Holstein, K., & Johanes, P. (2020). Probing learning scientists’beliefs about learning and science. In Gresalfi, M. and Horn, I. S. (Eds.),The Interdisciplinarity of the Learning Sciences, 14th InternationalConference of the Learning Sciences (ICLS) 2020, Volume 1 (pp. 317-324).International Society of the Learning Sciences. Doroudi, S., & Brunskill, E. (2019, March). Fairer but not fair enough onthe equitability of knowledge tracing. In Proceedings of the 9thInternational Conference on Learning Analytics & Knowledge (pp. 335-339).ACM. Doroudi, S., Kamar, E., Brunskill, E., & Horvitz, E. (2016). Toward a learningscience for complex crowdsourcing tasks. In Proceedings of the 2016 CHIConference on Human Factors in Computing Systems (pp. 2623-2634).Active Grants: NSF2026: EAGER: Involving the Public in the Discovery of UndiscoveredPublic Knowledge - National Science FoundationUNIVERSITY OF CALIFORNIA, IRVINE SCHOOL OF EDUCATION
Nia DowellJacquelynne EcclesEducation:B.A., Psychology, University of MemphisPh.D., Cognitive Psychology, University of Memphis & Institute forIntelligent SystemsEducation:B.A., Psychology, University of California, BerkeleyPh.D., Psychology, University of California, Los AngelesAssistant ProfessorAreas of Expertise:Learning Analytics; Computer-Mediated Collaborative Interaction;Computational LinguisticsRepresentative Publications: Dowell, N. M., Lin, Y., Godfrey, A., & Brooks, C. (2020). Exploring therelationship between emergent sociocognitive roles, collaborativeproblem-solving skills and outcomes: A Group Communication Analysis.Journal of Learning Analytics, 7 (1), 38-57. doi: https://doi.org/10.18608/jla.2020.71.4 Dowell, N. M., Nixon, T., & Graesser, A. C. (2018). Group communicationanalysis: A computational linguistics approach for detectingsociocognitive roles in multi-party interactions. Behavior ResearchMethods, 51(3),1007– 1041. doi:10.3758/s13428-018-1102-z Dowell, N. M., Lin, Y., Godfrey, A., & Brooks, C. (2019). Promotinginclusivity through time-dynamic discourse analysis in digitallymediated collaborative learning. In B. McLaren & R. Luckin (Eds.),Proceedings of the 20th International Conference on Artificial Intelligencein Education (pp. 207–219). Chicago, IL: ACM.Active Grants: Learning Engineering Post-doctoral Fellowship - Gates FoundationGreg DuncanDistinguished ProfessorAreas of Expertise:Psychology; Motivation; Human DevelopmentRepresentative Publications: Simpkins, S. D., Fredricks, J. A., & Eccles, J. S. (2015). The role of parents inthe ontogeny of achievement-related motivation and behavioral choices.Monographs of the Society for Research in Child Development. Eccles, J. S., Karabenick, S. A., Lam, A. C., Ruzek, E., & Schenke, K. (2017).Heterogeneity of student perceptions of the classroom climate: A latentprofile approach. Learning Environments Research, 20(3), 289-306. Eccles, J. S., & Wang, M. T. (2016). What motivates females and males topursue careers in mathematics and science? International Journal ofBehavioral Development, 40(2), 100-106.Active Grants: IMPROVE Teaching, Motivational Beliefs, and Emotion in Higher Education– UCI Education Research Initiative Hispanics in the Pipeline: Foundations of Persistence from Middle School toSTEM Careers – National Science Foundation It’s Worth It! Securing Persistence, Performance and Progress withinPostsecondary Gateway Science Courses through Utility Value Interventions– Institute of Education SciencesGeorge FarkasDistinguished ProfessorDistinguished Professor; Director, UCI Reading One-to-One TutoringProgram, Santa Ana Unified School DistrictEducation:B.A., Economics, Grinnell CollegePh.D., Economics, University of MichiganEducation:B.A., Mathematics, Columbia UniversityPh.D., Sociology, Cornell UniversityAreas of Expertise:Social Policy; Early Childhood Education; Poverty and Child DevelopmentAreas of Expertise:Sociology of Education; Educational Inequality and Interventions to ReduceIt; Program Evaluation; Quantitative MethodsRepresentative Publications: Bailey, D. H., Duncan, G. J., Watts, T., Clements, D. H., & Sarama, J. (2018).Risky business: Correlation and causation in longitudinal studies of skilldevelopment. American Psychologist, 73(1), 81. Watts, T. W., Duncan, G. J., & Quan, H. (2018). Revisiting the marshmallowtest: A conceptual replication investigating links between early delay ofgratification and later outcomes. Psychological Science, 29(7), 1159-1177. Duncan, G. J. & Le Menestral, S. (2019) A Roadmap to Reducing ChildPoverty. National Academies of Sciences, Engineering, and Medicine.Washington, DC: The National Academies Press.Active Grants: Household Income and Child Development in the First Three Years of Life National Institute of Child Health and Human Development Human Capital Investments, Life Events and Health within and acrossGenerations - National Institute of Child Health and Human Development Early Career Mentoring and Research Capacity for the Baby’s First YearsStudy – Brady Education FoundationRepresentative Publications: Bailey, D., Oh, Y., Farkas, G., Morgan, P. & Hillemeier, M. (in press).Reciprocal Effects of Reading and Math? Beyond the Cross-LaggedModel. Developmental Psychology. Farkas, G., Morgan, P.L., Hillemeier, M.M., Mitchell, C., & Woods, A.(2020). District-level Achievement Gaps Explain Black and HispanicOver-representation in Special Education. Exceptional Children, 1-19. Farkas, George (2018). “Family, Schooling, and Cultural Capital.” ChapterOne (pp. 3 – 38) in B. Schneider (Ed.) Handbook of the Sociology ofEducation in the 21st Century. New York: Springer.Active Grants: The Role of Executive Function in Mathematics and Science LearningDifficulties of Students with Disabilities – National Science Foundation Vocabulary and Reading Difficulties in Preschool and 1st Grade and theirConsequences for Mathematics and Science Achievement in 1st-5th Grade –National Science Foundation Who Receives and Benefits from Special Education in the U.S.? Analysesof Longitudinal and Repeated Cross-Sectional Data – Institute ofEducation SciencesUNIVERSITY OF CALIFORNIA, IRVINE SCHOOL OF EDUCATION
Brandy Gatlin-NashAssistant ProfessorEducation:B.S., Special Education, Florida State UniversityM.S., Special Education, Florida State UniversityPh.D., Curriculum & Instruction – Special Education, Florida State UniversityAreas of Expertise:Language and Literacy; Nonmainstream Varieties of EnglishRepresentative Publications: Terry, N. P., Gatlin, B., & Johnson, L. (2018). Same or different: Howbilingual readers can help us understand bidialectal readers. Topics inLanguage Disorders, 38(1), 50-65.doi:10.1097/TLD.0000000000000141 Gatlin, B. & Wanzek, J. (2017). Elementary students’ use of dialect andreading achievement: Examining students with disabilities. ExceptionalChildren, 84(1), 97-115. doi: 10.1177/0014402917727248 Gatlin, B. & Wanzek, J. (2015). Relations among children’s use of dialectand literacy skills: A meta-analysis. Journal of Speech, Language, andHearing Research, 58(4), 1306-1318. doi:10.1044/2015 JSLHR-L-14-0311.PMCID: PMC4765162Shane GoodridgeAssistant Teaching Professor; Faculty Director, Student AffairsEducation:B.A., History, Simon Fraser UniversityM.A., History, University of LondonPh.D., Education, University of VictoriaAreas of Expertise:American Education: History, Philosophy & School Choice; EducationalEquity for Marginalized PopulationsRepresentative Publications: Goodridge, S. (2019). Tracing the Historical DNA and Unlikely Alliancesof the American Charter School Movement. Journal of Policy History, 31(2),273-300. doi:10.1017/S0898030619000058Constance IlohAssistant ProfessorEducation:B.A., Psychology & Communication, University of Maryland, College ParkM.A., Business Management, Wake Forest UniversityPh.D., Urban Education Policy, University of Southern CaliforniaSusanne JaeggiAssociate Professor; Director, Working Memory & Plasticity Lab; Fellow,Center for the Neurobiology of Learning and Memory; Faculty, School ofSocial Sciences, Department of Cognitive Sciences (courtesy)Education:Ph.D., Psychology, University of Bern, SwitzerlandPh.D., Neuroscience, University of Bern, SwitzerlandHabilitation (Venia Docendi), Psychology, University of Bern, SwitzerlandAreas of Expertise:Working Memory; Executive Functions; Individual Differences; CognitiveTraining; Aging; Lifespan DevelopmentRepresentative Publications: Zhang, Q., Wang, C., Zhao, Q., Yang, L., Buschkuehl, M., & Jaeggi, S. M.(2019). The malleability of executive function in early childhood: Effectsof schooling and targeted training. Developmental Science, 22(2), e12748. Ramani, G. B., Daubert, E. N., Lin, G. C., Kamarsu, S., Wodzinski, A., &Jaeggi, S. M. (2019). Racing dragons and remembering aliens: Benefits ofplaying number and working memory games on kindergartners’numerical knowledge. Developmental Science, e12908. Jaeggi, S. M., Buschkuehl, M., Parlett-Pelleriti, C. M., Moon, S. M., Evans,M., Kritzmacher, A., Reuter-Lorenz, P. A., Shah, P., & Jonides, J. (2019).Investigating the Effects of Spacing on Working Memory TrainingOutcome: A Randomized, Controlled, Multisite Trial in Older Adults.The Journals of Gerontology: Series B.Active Grants: Examining the Potential for Placebo Effects in Cognitive Training –National Institute on Aging Developing Low-Cost Mobile App Technology to Assess Ability andFluctuations in Executive Functions and Math Learning – NewSchoolsVenture Fund Combined Cognitive and Motivational Interventions for ADHD Individuals:Achievement and Classroom Behavior Outcomes – Institute of EducationSciences Collaborative Research: Domain-General and Domain-Specific Training toImprove Children’s Mathematics – National Science Foundation Working Memory Training in Older Adults – National Institute on Aging Understanding Mediating and Moderating Factors that Determine Transferof Working Memory Training – National Institute of Mental Health Cognitive Training and Brain Plasticity - Towards an Understanding ofMediators and Moderators – National Institute on Aging MathicSTEAM: A Novel Whole-Child Mathematics Learning Platform NewSchools Venture FundAreas of Expertise:Educational Inequities; College Access; College Opportunity; Stratification;College “Choice”; Privatization; The Iloh Model of College-Going Decisionsand Trajectories; Institutional Culture; Social ContextRepresentative Publications: Iloh, C. (2019). An alternative to college “choice” models and frameworks:The Iloh Model of College-going Decisions and Trajectories. College andUniversity, 94(4), 2-9. Iloh, C. (2018). Toward a new model of college “choice” for a twentyfirst-century context. Harvard Educational Review, 88(2), 227–244. Iloh, C. (2018). Neighborhood cultural heterogeneity and the collegeaspirations of low-income students of color. Children, Youth, andEnvironments, 28(1), 9–29.Active Grants: An Exploration of the Trajectories and Challenges of ‘Some CollegeExperience, No Degree’ Returning Adult Students – Hellman Fellows Fund Exploring the COVID-19 College Realities of Low-Income Black and LatinxStudents Using the Iloh Model of College-Going Decisions and Trajectories UCI Office of Inclusive ExcellenceUNIVERSITY OF CALIFORNIA, IRVINE SCHOOL OF EDUCATION
Jade JenkinsAssistant Professor; Director, Restricted Data Project OfficeEducation:B.S., Family, Youth, and Community Sciences, University of FloridaM.S., Family, Youth, and Community Sciences, University of FloridaPh.D., Public Policy, University of North Carolina, Chapel HillAreas of Expertise:Early Childhood Development and Education; Child and Family Policy;Policy Analysis and Management; Program EvaluationRepresentative Publications: Jenkins, J. M. & Handa, S. (2019). Parenting skills and early childhooddevelopment: Production function estimates from longitudinal data.Review of Economics of the Household, 17(1), 121-147. Jenkins, J. M., Auger Whitaker, A., Nguyen, T., Yu, W. (2019). Distinctionswithout a difference? Preschool curricula and children’s development.Journal of Research on Educational Effectiveness , 12(3), 514-549. Jenkins, J. M., Watts, T., Magnuson, K., Gershoff, E., Clements, D.,Sarama, J., & Duncan, G. J. (2018). Do High-Quality Kindergarten andFirst-Grade Classrooms Mitigate Preschool Fadeout? Journal of Researchon Educational Effectiveness, 11(3), 339-374.Active Grants: The Returns of an Additional Year of Schooling: The Case of State-mandatedKindergarten – Spencer Foundation The Impacts of State Early Childhood Policies on Children with Disabilities –Hellman Fellows Fund A Mixed-Methods Examination of the Effects of Early Head Start – U.S.Department of Health and Human Services Administration for Children& Families Office of Planning Research and Evaluation Factors in Persistence Versus Fadeout of Early Childhood InterventionImpacts – National Institute of Child Health and Human DevelopmentHosun KangAssociate Professor; Faculty Director, Teacher EducationEducation:B.A., Biology Education, Seoul National UniversityM.A., Science Education, Seoul National UniversityPh.D., Curriculum, Instruction and Educational Policy, Michigan StateUniversityAreas of Expertise:Science Education; Teaching and Teacher Education; Race, Culture, andIdentities; Equity; Teacher Learning; Research-Practice PartnershipsYoung-Suk KimProfessor; Sr. Associate Dean; Director, Language, Literacy, and Learning(L3) Lab; Faculty, Asian Studies, School of Humanities (courtesy)Education:B.A., English Linguistics and Literature, KyungPook National UniversityM.A., Teaching English to Speakers of Other Languages, San FranciscoState UniversityEd.M., Human Development and Culture, Harvard UniversityEd.D., Human Development and Psychology, Harvard UniversityAreas of Expertise:Reading Development and Instruction Across Languages; WritingDevelopment and Instruction Across Languages; Language Developmentand Instruction; Academic Language; Cognition; Dyslexia; Dysgraphia;Learners from diffe
UCI School of Education Faculty Research Highlights 96 million - Active grant funding, among all faculty 95 - Active grants, among 39 full-time faculty 20 - Active grants from the National Science Foundation 16 - Active grants from the National Institutes of Health 12 - Active grants from the Institute of Education Sciences 6 - Active grants from the U.S. Department of Education
