Education Faculty Research

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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:

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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.

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Now showing 1 - 20 of 34

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
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
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
Brief Introduction to Roles of Computers in Problem Solving
(D. Moursund, 2004-12-13) Moursund, David G.
This document provides a relatively short overview of a large and complex field—problem solving and roles of Information and Communication Technology (ICT) in problem solving. The document has two main audiences and purposes: 1. It is intended for use in non-ICT courses for preservice and inservice teachers. There, it provides background needed as the courses focus on their main content areas. Within these non-ICT content areas, a course will emphasize both lower-order and higher-order skills. Instruction in both components of a discipline is intended to increase expertise in posing, representing, and solving the problems of the discipline. 2. It is intended for use in workshops for inservice teachers, school administrators, and teachers’ aides. Here the intent is to improve education by helping educators understanding the steadily increasing power of ICT to empower students in posing, representing, and solving complex problems.
Open Access
Collected Editorials
(D. Moursund, 2005-01) Moursund, David G.
This is a reprint of a 1985 book. The 1985 book contains some of the history of the organization that eventually became the International Society for Technology in Education, and of the publication that eventually became Learning and Leading with Technology. It also contains a complete collection of the first editorials (and editorial-like messages) that I wrote for the Oregon Computing Teacher and The Computing Teacher. In 1995, the name of The Computing Teacher was changed to Learning and Learning with Technology. I served as editor-in-chief from the beginning of the Oregon Computing Teacher through the publication of the March 2001 issue of Learning and Leading with Technology.
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
Computers and Problem Solving: A Workshop for Educators
(D. Moursund, 2004-11) Moursund, David G.
Note to readers: This booklet is written in the first person, and it is somewhat like a transcript of a workshop session. This is a workshop on roles of computers in problem solving and possible effects these roles will have on education.
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
Effective Inservice for Integrating Computer-as-Tool into the Curriculum
(D. Moursund, 2005) Moursund, David G.
Reprint of April 1989 book. Part 1 contains general background information that underlies the tool use of computers in schools. In essence, it is a short computers in education course specifically designed for computer integrated instruction inservice facilitators. If you have a solid background in the field of computers in education, you will be able to skip much of this pan of the book. Part 2 focuses on what is known about effective inservice, and in particular about inservice for computer-integrated instruction. Most readers will find that this is the heart of the relevant material in the book. Part 3 contains instrumentation for needs assessment, formative evaluation, and summative evaluation of an inservice. It focuses on the importance of needs assessment, formative evaluation, and summative evaluation in an inservice.
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
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
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
Getting Smarter At Solving Problems: Preliminary Edition
(D. Moursund, 2004-12) Moursund, David G.
Getting Smarter at Solving Problems is specifically designed to be used as a supplemental text in a secondary school Computer Literacy course. When used in that format, the book contains sufficient materials to be used two days a week or part of each day in a semester-length course. However, Getting Smarter at Solving Problems can also be used in a wide variety of other settings. It can be used in a "Modern Problems" class in the social studies; it can be used in a course on problem solving; it can be used in a math course. In all cases the emphasis is on problem solving in general, and roles of computers as an aid to problem solving. This book is based on the following two premises. The premises are strongly supported by the research literature. 1. Through the appropriate study of the discipline of problem solving, a student can get better at solving both school problems and non-school problems 2. Computers are a powerful aid to problem solving. A student can get better at solving certain types of problems by learning to make appropriate use of computers as an aid to solving the problems.
Open Access
Getting Smarter At Solving Problems: Teacher’s Manual
(D. Moursund, 2004) Moursund, David G.
Getting Smarter at Solving Problems is specifically designed to be used as a supplementary text in a junior high school or secondary school computer literacy course. This Teacher's Manual is specifically designed to help teachers of such computer literacy courses make appropriate use of the instructional materials. Although this manual is designed for computer literacy teachers, it likely that many other teachers will make use of the text and the Teacher's Manual. Getting Smarter at Problem Solving can be used in a wide variety of learning settings. For example, the text might be used in a course on problem solving or as supplementary material in a social studies course. Also, the text has been used extensively in graduate courses for teachers. This Teacher's Manual is aimed at two distinct audiences. One audience is inservice teachers who face the day to day challenge of helping a wide range of students to become more computer literate. The other audience is educators, both inservice and preservice, who want to know more about how we can help students to become better prepared for life in an Information Age Society which is placing more and more demands on people's ability to solve problems.
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
High Tech/High Touch: A Computer Education Leadership Development Workshop
(D. Moursund, 2004-12) Moursund, David G.
This book contains materials for the Leadership Development Workshops I have created and facilitated over the past few years. As the book title suggests, I have drawn heavily from the human potential movement. Many of the ideas I use in my workshops are similar to those one is apt to encounter in workshops designed to help participants “grow." The materials are divided into SESSIONS. In a workshop, each SESSION is 1-3 hours in length, depending on the interests of the workshop participants and the overall length of the workshop. In total, this book contains enough materials for a five day workshop.
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
Improving Math Education in Elementary Schools: A Short Book for Teachers
(D. Moursund, 2005-01-01) Moursund, David G.
This short book addresses the problem that our elementary 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 elementary school teachers. However, it can also be used by inservice elementary school teachers and for students enrolled in Math for Elementary Teachers courses. One of the big and unifying ideas in this book is procedures and procedural thinking. From the point of view of the elementary school math teachers, a major goal is to help students learn some math procedures and learn how to think in terms of using these procedures to solve problems. The same idea lies at the core of the field of computer and information science.
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
Introduction to Information and Communication Technology in Education
(D. Moursund, 2005-01-01) Moursund, David G.
Information and Communication Technology (ICT) is a major challenge to our educational system. This book is designed for use by PreK-12 preservice and inservice teachers, and by teachers of these teachers. It provides a brief overview of some of the key topics in the field of Information and Communication Technology (ICT) in education. I wrote this book to help serve the needs of my students in a course titled Teaching and Learning in the Digital Age.

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