Education Faculty Research

Permanent URI for this collection

https://hdl.handle.net/1794/3116

The University of Oregon College of Education is a network of inclusive learning communities. Undergraduate, graduate students, and continuing professionals study with nationally recognized faculty to become:

teachers
administrators
clinicians
social service professionals
educational research scientists

Our research faculty and graduate students also work together with school districts and agency partners to meet the needs of children and families nationwide. These partnerships give our students access to the diverse array of the best practices in education and human services, from a range of academic programs, from the research of nationally renowned faculty, and from our practicing professional partners in the field.

In addition to our academic programs, the UO College of Education includes an alliance of nationally prominent centers, institutes, and affiliated research and outreach units working to fulfill our mission: Making Educational and Social Systems Work for All.

Browse

Now showing 1 - 20 of 34

Open Access
Breathing-Based Meditation for Improving COPD Burden: A Mixed Single- Case and Qualitative Approach
(LISDEN Publishing Inc., 2023-12-19) Lin, Ting-fen; Linville, Deanna; Nese, Rhonda N. T.; Seeley, John; Shune, Samantha
Chronic obstructive pulmonary disease (COPD) impacts the physiological and psychoemotional aspects of life. COPD-related secondary sequelae also synergistically interact with each other. For example, dyspnea affects the severity of breath, body functions, and the mind (e.g., anxiety, panic, fear). Such negative psycho-emotional states can further negatively impact the breath and the body (e.g., increased dyspnea). Given the breadth of the impact of COPD on multiple facets of health and well-being, it is essential to investigate comprehensive approaches to managing COPD, simultaneously addressing the mind, body, and breath. Sudarshan Kriya Yoga (SKY), a breathwork meditation program, has previously yielded a wide range of physiological and psycho-emotional benefits but has not been explored in individuals with COPD. Using single-case multiple-baseline and qualitative phenomenology methodologies, this study investigated 1) the relation between dyspnea and SKY and 2) the feasibility and general perceived effectiveness of SKY among individuals with COPD. Nine individuals with varying severities of COPD participated. Data collection included ratings of perceived dyspnea (work of breathing, shortness of breath, dyspnea-related distress, dyspnea-related anxiety) and semi-structured in-depth interviews. Results suggest that SKY is feasible and acceptable for individuals with COPD. Additionally, the results demonstrate proof of concept that SKY can help alleviate aspects of the COPD disease burden related to the mind, body, and breath as well as reduce the cyclical effect of the disease sequelae. Larger-scale trials are warranted, but this study is the first to support SKY as a viable complementary and integrative health approach for individuals with COPD.
Open Access
Addressing Discipline Equity: The Inclusive Skill-Building Learning Approach (ISLA) an Alternative to Exclusionary Discipline
(2023-09-25) Pimentel-Mannan, Irin A.; Nese, Joseph F.T.; Newson, Alex; Nese, Rhonda N.T.; Kjellstrand, Jean
Exclusionary discipline practices are frequently utilized in schools despite decades of research indicating their ineffectiveness (American Psychological Association Zero Tolerance Task Force, 2008; Losen & Skiba, 2010; Muñiz 2021). Research shows that removing students from the classroom does not change student behavior, is administered disproportionately to historically marginalized and minoritized groups, and is linked to the school-to-prison pipeline and lower academic achievement (Barnes & Motz, 2018; Losen & Martinez, 2020; Noltemeyer et al., 2015). This study explores the impact of the Inclusive Skill-Building Learning Approach (ISLA), an instructional and restorative alternative to exclusionary discipline practices, on discipline disproportionality. Pre-intervention, implementation, and post-intervention discipline data for 6th through 8th grade students were collected to understand the relation between ISLA and disproportional discipline data by race and gender. The findings suggest that ISLA is an effective tool for reducing overall in-school and out-of-school suspension rates as well as the risk indices for out-of-school suspensions for students of color, yet there is still a need for intervention adaptations to address specific disparities in exclusionary discipline practices. Research findings, study limitations, and implications and directions for future research and practice are further discussed.
Open Access
Instructional and Restorative Alternatives to Exclusionary Discipline: A Guide to Implementing the Five Components of the Inclusive Skill-building Learning Approach (ISLA)
(2023-07-21) Nese, Rhonda; Santiago-Rosario, María Reina; Nese, Joseph F.T.; Triplett, Danielle; Malose, Saki; Hamilton, Jillian; Izzard, Sara; Newson, Alex
In this brief, we outline the five components of the ISLA model, as well as steps that school and district teams can take to begin implementing these practices within their positive behavioral interventions and supports (PBIS) framework. Key Takeaways • The ISLA model was created to support teachers, staff, and students by focusing on preventative strategies that promote affirming equitable learning environments within schools. • Building and sustaining positive relationships with students helps increase engagement and decrease disruptive behaviors. • The ISLA Process gives school staff and students instructional and restorative tools for dealing with challenging situations.
Open Access
Healthcare provider-delivered healthy eating recommendations among U.S. Hispanic/Latino adults
(Elsevier, 2023) Castro, Esmeralda; Kelly, Nicole R.; Budd, Elizabeth L.
U.S. Hispanic/Latino adults are at heightened risk for developing diet-related chronic diseases. Healthcare provider recommendations have shown to be effective for promoting health behavior change, but little is known about healthcare provider healthy eating recommendations among Hispanics/Latinos. To investigate the prevalence of and adherence to healthcare provider-delivered healthy eating recommendations among a U.S. sample of Hispanic/Latino adults, participants (N = 798; M = 39.6±15.1 years; 52% Mexican/Mexican American) were recruited via Qualtrics Panels to complete an online survey in January 2018. Most (61%) participants reported having ever received a healthcare provider-delivered dietary recommendation. Higher body mass index (AME = 0.015 [0.009, 0.021]) and having a chronic health condition (AME = 0.484 [0.398, 0.571]) were positively associated with receiving a dietary recommendation while age (AME = 􀀀 0.004 [􀀀 0.007, 􀀀 0.001]) and English proficiency (AME = 􀀀 0.086 [􀀀 0.154, 􀀀 0.018]) were negatively associated. Participants reported adhering regularly (49.7%) and sometimes (44.4%) to recommendations. There were no significant associations with patient characteristics and adherence to a healthcare provider-delivered dietary recommendation. Findings inform next steps toward increasing implementation of brief dietary counseling from healthcare providers to support prevention and management of chronic diseases among this under-studied population.
Open Access
Examining the Social Validity of a Universal Intervention for Reducing Exclusionary Discipline through Stakeholder Voice
(The University of Oregon, 2022) Furjanic, David; Mannan, Irin; Hamilton, Jillian C.; Nese, Joseph F. T.; Austin, Sean; Izzard, Sara; Nese, Rhonda N. T.
Exclusionary disciplinary practices are utilized in schools despite limited benefits and associated negative student outcomes. Alternative strategies, such as Positive Behavioral Interventions and Supports, reduce exclusionary discipline practices, though research is limited in secondary settings. This study examines how student and school staff input was utilized throughout the iterative refinement of the Inclusive Skill-building Learning Approach (ISLA), an intervention to reduce exclusionary discipline practices in middle school through instructional and restorative practices. Intentional stakeholder involvement was hypothesized to impact acceptability and fidelity of implementation, critical for achieving intervention outcomes. Data across a two-year mixed methods approach indicate that engaging stakeholders throughout implementation enhanced fidelity. Quantitative findings demonstrate better understanding of stakeholder experiences. Implications for practice, limitations, and suggestions for future research are discussed.
Open Access
Enhancing School-wide Positive Behavioral Interventions and Supports Tier 1 Core Practices to Improve Disciplinary Equity
(2021-07-14) Bastable, Eoin; Fairbanks Falcon, Sarah; Nese, Rhonda; Meng, Paul; McIntosh, Kent
Addressing racial disparities in school discipline is an urgent and widespread issue facing U.S. schools. One approach to improve racial equity in school discipline practice is to enhance the contextual fit of empirically validated school-wide practices. School-wide Positive Behavioral Interventions and Supports (SWPBIS) is a widely implemented and research-validated approach shown to improve behavioral and academic outcomes, yet evidence suggests students of color remain disproportionately disciplined in schools implementing the SWPBIS framework to fidelity. Contextual fit is a core principle of SWPBIS, but in practice, schools may lack effective strategies to enhance equity using the framework’s Tier 1 core practices. This article describes promising enhancements to universal school practices aimed at reducing school discipline disparities.
Open Access
Not Separate but Not Equal: Improving Equity in Discipline in Racially and Ethnically Diverse School Settings
(2021-06-24) McDaniel, Sara C.; Cohen, Daniel; LaSalle, Tamika; Nese, Rhonda
Educational inequities leading to deleterious outcomes and related to discipline continue within racially and ethnically diverse schools for myriad of reasons. Districts and schools require deliberate planning and systems change prioritized by educational administrators to address both interpersonal and structural racism and biases. This article outlines a blueprint that leverages the positive behavioral interventions and supports framework in completion of the following: (a) code of conduct revisions; (b) data analysis; (c) cultural and implicit bias awareness; and (d) culturally responsive hiring, training, and teaching.
Open Access
A Taxonomy of Critical Dimensions at the Intersection of Learning Analytics and Educational Measurement
(Frontiers in Education, 2021-05) Scalise, Kathleen; Wilson, Mark; Gochyyev, Perman
From a measurement perspective, a variety of analytic approaches are fast emerging in the data mining and exploratory analytics branches of the field of data sciences. In particular, for learning analytics, more theory is needed showing how the analytical approaches are related to one another and to their respective purposes when measurement is involved. For example, machine learning acting on process data can yield sets of specific patterns as results, but the critical question from a measurement perspective is: What do these results mean and how can they be used successfully in learning analytics? That is, if the goal is to make an inference regarding some underlying variable or set of elements about a student (or a teacher, school, or other agent or program within an educational setting), what claims are being made regarding the evidence and how can learning analytics contribute? In this paper we introduce techniques that move toward theory extensions that need to be developed at the intersection of learning analytics with measurement technology. For elucidating potential theoretical components from a measurement perspective, we draw on a type of case study research in the computer science domain, specifically employing “use cases.” A use case in computer science describes a scenario of use for software. Different use cases can describe different situations in which software may have utility. Like other multi-case designs, use cases can offer a means of exploring relationships and advancing potential theories by comparing similarities and differences among the cases. Here we explore three LA use case examples that differ purposively in critical ways. Examining their similarities and differences highlights potential dimensions that distinguish among emerging LA use cases at the intersection of data science and measurement technology.
Open Access
Improving a Universal Intervention for Reducing Exclusionary Discipline Practices using Student and Teacher Guidance
(The University of Oregon, 2021) Nese, Rhonda N. T.; Santiago-Rosario, María Reina; Malose, Saki; Hamilton, Jillian; Nese, Joseph F. T.; Horner, Rob
Exclusionary discipline practices have a direct negative impact on individual students, schools, and society at large. To improve equity and cultural responsivity, active efforts to assess the contextual fit of effective strategies are necessary. The following study describes the Inclusive Skill-building Learning Approach (ISLA), an intervention designed to support school staff in carrying out preventative strategies and outlines instructional responses for educators and office staff. Additionally, an iterative approach to inform changes was used as part of the development process of ISLA. This paper aims to capture and incorporate the voices of students and staff using multiple methods to seek feedback for refining the quality, feasibility, and contextual fit of the ISLA intervention in middle schools. A total of 53 school staff provided feedback on the ISLA intervention. Further, Design Team members (n = 26) participated in semi-structured interview meetings to inform changes to ISLA. Lastly, student participants (n = 23) engaged in focus groups that were transcribed and coded via an independent co-coding strategy. The findings provide support for preventative school-based interventions that use alternatives to exclusionary discipline, as well as strategies for improving the ISLA intervention.
Open Access
Major Systems for Facilitating Safety and Pro-Social Behavior- Examining Commitment to Prevention, Equity, and Meaningful Engagement: A Review of School District Discipline Policies
(2020-08-22) Nese, Rhonda N.T.; McDaniel, Sara C.; Hirsch, Shanna E.; Green, Ambra L.; Sprague, Jaffrey R.; McIntosh, Kent; McClung, Barbara
Although there is increasing awareness of policy decisions contributing to disproportionality in exclusionary practices, few studies have empirically examined common elements of discipline policies across the nation. We utilized a methodological review and the Checklist for Analyzing Discipline Policies and Procedures for Equity (CADPPE) to examine the extent to which current policies reflect recommendations from research regarding best practices for encouraging appropriate behaviors and preventing undesired behaviors, as well as correlations between those policies and exclusionary disciplinary outcomes for all students of color and students of color with disabilities. Data came from 147 district discipline policies and disciplinary outcomes (i.e., suspension and expulsion) from all 50 U.S. states and the District of Columbia. The analyses indicated the majority of policies do not include most of the research-based recommendations for preventing the overuse of exclusionary practices. Furthermore, there was no correlation found between CADPPE ratings and the risk ratios for exclusionary discipline for students of color and students of color with disabilities. Implications for policy development and implementation and limitations are provided.
Open Access
Examining Commitment to Prevention, Equity, and Meaningful Engagement: A Review of School District Discipline Policies
(2020-08-22) Green, Ambra L.; Hatton, Heather; Stegenga, Sondra M.; Eliason, Bert; Nese, Rhonda
Although there is increasing awareness of policy decisions contributing to disproportionality in exclusionary practices, few studies have empirically examined common elements of discipline policies across the nation. We utilized a methodological review and the Checklist for Analyzing Discipline Policies and Procedures for Equity (CADPPE) to examine the extent to which current policies reflect recommendations from research regarding best practices for encouraging appropriate behaviors and preventing undesired behaviors, as well as correlations between those policies and exclusionary disciplinary outcomes for all students of color and students of color with disabilities. Data came from 147 district discipline policies and disciplinary outcomes (i.e., suspension and expulsion) from all 50 U.S. states and the District of Columbia. The analyses indicated the majority of policies do not include most of the research-based recommendations for preventing the overuse of exclusionary practices. Furthermore, there was no correlation found between CADPPE ratings and the risk ratios for exclusionary discipline for students of color and students of color with disabilities. Implications for policy development and implementation and limitations are provided.
Open Access
Moving away from disproportionate exclusionary discipline : developing and utilizing a continuum of preventative and instructional supports
(Taylor & Francis, 2020) Nese, Rhonda N. T.; Nese, Joseph F. T.; McCroskey, Connor; Meng, Paul; Triplett, Danielle; Bastable, Eoin
Ample scientific research has documented that exclusionary discipline practices are both ineffective for reducing unwanted behaviors and harmful to the long-term social and academic outcomes of students. Further, exclusionary discipline practices are especially harmful given their disproportionate use with students of color, students with disabilities, students living in poverty, and students who are struggling academically. To address these issues, the authors describe a process that uses instructional strategies as alternatives to exclusion. These instructional strategies hold promise for reducing the use of disproportionate discipline, improving student behavior and social skills, and strengthening student–teacher relationships.
Open Access
Restorative and conflict resolution interventions
(Oxford University Press, 2020) Nese, Rhonda N. T.; McDaniel, Sara; Meng, Paul; Spraggins, Lisette; Babbs, Vicki; Girvan, Erik J.
Conflicts between peers are inevitable in schools, and schools must be equipped with strategies to assist students in avoiding conflicts and engaging in problem-solving when conflicts occur. Restorative practices and other conflict resolution interventions such as peer mediation are gaining popularity, particularly as an alternate framework to the overutilization of disciplinary punishment with ethnic minority students. This chapter discusses the effective use of restorative practices and conflict resolution interventions, with an emphasis on establishing these types of practices in schools using best practices.
Open Access
Preliminary analysis of an instructional alternative to exclusionary discipline
(National Dropout Prevention Center, 2020) Nese, Rhonda N. T.; Bastable, Eoin; Gion, Cody; Massar, Michelle; Nese, Joseph F. T.; McCroskey, Connor
Decades of research have shown that exclusionary discipline practices are not only ineffective for changing student behavior, they lead to worse social, behavioral, and academic outcomes for students. This article explores the findings from a pilot study of the Inclusive Skill-Building Learning Approach (ISLA), an instructional alternative to exclusionary discipline practices. The purposes of ISLA are to improve student social and behavioral problem-solving, teacher and administrator practices, and student-teacher relationships while also reducing lost instructional time for student excluded from their learning environment. Results from the pilot indicated that implementation of ISLA was associated with reductions in exclusionary discipline practices (Cohen’s h effect sizes ranged from .06 to .18 across schools and outcomes), and a substantial decrease in instructional minutes lost (~ 92%). Educational staff also reported favorable impressions of the intervention. Practical and conceptual implications, limitations of this study, and directions for future research are further discussed.
Open Access
Some Personal Thoughts About Research on Using Games in Education
(D. Moursund, 2006-07-06) Moursund, David G.
There is a huge amount of literature available on the Web about the topic of games in education. However, most of it is testimonial, rather than solid research. As I was writing my book, I spent a lot of time reading and browsing the available literature, paying special attention to the research. I talked to a large number of teachers and other people who are interested in the field. In addition, I drew upon my many years of experience in the field of education. However, I did not conduct any empirical research in the field of games in education. Thus, this book is based on an analysis and synthesis of research and practitioner knowledge. This paper was originally presented July 6, 2006 at NECC 2006 in San Diego.
Open Access
Introduction to Using Games in Education: A Guide for Teachers and Parents
(D. Moursund, 2006-06-06) Moursund, David G.
The word game means different things to different people. In this book, I explore a variety of board games, card games, dice games, word games, and puzzles that many children and adults play. Many of these games come in both non-electronic and electronic formats. This book places special emphasis on electronic games and the electronic versions of games that were originally developed in non-electronic formats.
Open Access
Computational Thinking and Math Maturity: Improving Math Education in K-8 Schools
(D. Moursund, 2006-05-03) Moursund, David G.
This book is motivated by the problem that our K-8 school math education system is not as successful as many people would like it to be, and it is not as successful as it could be. It is designed as supplementary material for use in a Math Methods course for preservice K-8 teachers. However, it can also be used by inservice K-8 teachers and for students enrolled in Math for Elementary and Middle School teachers’ courses.
Open Access
Brief Introduction to Educational Implications of Artificial Intelligence
(D. Moursund, 2006-04-24) Moursund, David G.
This book is designed to help preservice and inservice teachers learn about some of the educational implications of current uses of Artificial Intelligence as an aid to solving problems and accomplishing tasks. Humans and their predecessors have developed a wide range of tools to help solve the types of problems that they face. Such tools embody some of the knowledge and skills of those who discover, invent, design, and build the tools. Because of this, in some sense a tool user gains in knowledge and skill by learning to make use of tools. This document uses the term “tool” in a very broad sense. It includes the stone ax, the flint knife, reading and writing, arithmetic and other math, the hoe and plough, the telescope, microscope, and other scientific instruments, the steam engine and steam locomotive, the bicycle, the internal combustion engine and automobile, and so on. It also includes the computer hardware, software, and connectivity that we lump together under the title Information and Communication Technology (ICT). Artificial intelligence (AI) is a branch of the field of computer and information science. It focuses on developing hardware and software systems that solve problems and accomplish tasks that—if accomplished by humans—would be considered a display of intelligence. The field of AI includes studying and developing machines such as robots, automatic pilots for airplanes and space ships, and “smart” military weapons. Europeans tend to use the term machine intelligence (MI) instead of the term AI. The theory and practice of AI is leading to the development of a wide range of artificially intelligent tools. These tools, sometimes working under the guidance of a human and sometimes without external guidance, are able to solve or help solve a steadily increasing range of problems. Over the past 50 years, AI has produced a number of results that are important to students, teachers, our overall educational system, and to our society. This short book provides an overview of AI from K-12 education and teacher education points of view. It is designed specifically for preservice and inservice teachers and school administrators. However, educational aides, parents, school site council members, school board members, and others who are interested in education will find this booklet to be useful. This book is designed for self-study, for use in workshops, for use in a short course, and for use as a unit of study in a longer course on ICT in education. It contains a number of ideas for immediate application of the content, and it contains a number of activities for use in workshops and courses. An appendix contains suggestions for Project-Based Learning activities suitable for educators and students.
Open Access
Computers in Education for Talented and Gifted Students: A Book for Elementary and Middle School Teachers
(D. Moursund, 2006-03-30) Moursund, David G.
This book explores various roles of Information and Communication Technology (ICT) in talented and gifted (TAG) education. The three goals of this book are: To help improve the educational opportunities and education of TAG students. To increase the general knowledge of teachers about the field of computers in education. To explore some possible changes designed to improve our educational system. Many of the ideas in this book are applicable to all students, not just TAG students.
Open Access
Planning, Forecasting, and Inventing Your Computers-in-Education Future
(D. Moursund, 2005-06-01) Moursund, David G.
The focus in this book is on two aspects of improving our educational system: 1. Improving the quality of education that K-12 students are receiving. 2. Improving the professional lives of teachers and other educators. This book is mainly designed for preservice and inservice teachers and other educators. If you fall into this category, you will find that this book focuses on your possible futures of Information and Communication Technology (ICT) in education. It will do this by: Helping you make and implement some ICT-related decisions that will likely prove very important to you during your professional career in education. Helping you to increase your productivity and effectiveness as you work to improve the quality of education being received by your students. A second audience for this book is individuals and stakeholder groups that represent schools, school districts, and other educational organizations. This book is designed to help such audiences carry out long-range strategic planning for ICT in their organizations. The goal is to help improve the productivity and effectiveness of our education system as it works to improve the quality of education of the students it serves.

Browse

Browsing Education Faculty Research by Issue Date

Results Per Page

Sort Options