Curry Education Research Lectureship Series
All lectures are FREE and open to the public. No registration is required.
Light snacks and beverages will be available.
Parking is available at the Central Grounds Parking Garage.
Lectures are primarily sponsored by the Virginia Education Sciences Training (VEST) Program (supported by the U.S. Department of Education Institute of Education Sciences or IES) and the Curry School of Education and Human Development Dean’s Office, although other co-sponsors may be noted below per talk.
Discussion on Open Science
Friday January 31st, 2020; 11-12:30 PM
Ruffner Hall, LDCC (Rm 302)
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Panayiota (Pani) Kendeou, Professor, University of Minnesota
David Mellor, Director of Policy Initiatives, Center for Open Science
Jessaca Spybrook, Professor, Western Michigan University
Kendeou Bio: Dr. Kendeou investigates the development of higher-order language and cognitive skills that support reading comprehension. In her research, she develops theoretical models that explain how learners acquire and revise knowledge during reading, and uses those models to design and test innovative, educational technology that transforms reading instruction and assessment (e.g. projects TELCI, ELCII, and iSTART-Early). Dr. Kendeou is the incoming Editor of the Journal of Educational Psychology; she also serves on the editorial boards of Scientific Studies of Reading, Contemporary Educational Psychology, Learning and Instruction, Discourse Processes, and Reading Research Quarterly. She has served on several national and international advisory boards (e.g., NAEP, PIAAC, PIRLS), and she is the recipient of several career awards. She is a Fellow of the American Psychological Association (APA), and a member of the American Educational Research Association (AERA), the Society for Text and Discourse (ST&D), the Society for the Scientific Study of Reading (SSSR), and the Psychonomic Society.
Mellor Bio: David Mellor leads the policy and incentive programs at the Center for Open Science in order to reward increased transparency and reduced bias in scientific research. These include policies for publishers and funders in the Transparency and Openness Promotion Guidelines (TOP: cos.io/top); preregistration to increase clarity in study design and analysis (cos.io/prereg); removing publication bias with Registered Reports (cos.io/rr); and recognizing increased transparency with badges (cos.io/badges). Before coming to the Center for Open Science, Dr. Mellor worked with citizen scientists to design and implement authentic scientific research during his post-doc at Virginia Tech (collaborativescience.org) and as the Director of Advising in the Division of Life Sciences at Rutgers University. He received his dissertation in citizen science and the behavioral ecology of cichlid fishes from Rutgers University.
Teachers in the Movement: Pedagogy, Activism and Freedom
Derrick Alridge, Professor, University of Virginia
Friday February 7th 2020, 11-12:30 PM
Bavaro Hall, Holloway Hall (Rm 116)
Co-sponsored by Youth-Nex & Center for Race and Public Education in the South (CRPES)
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Bio: Derrick P. Alridge is Professor of Education and an affiliate faculty member in the Carter G. Woodson Institute for African-American and African Studies. An educational and intellectual historian, Alridge’s work examines American education with foci in African American education and the civil rights movement. He is the author of The Educational Thought of W.E.B. Du Bois: An Intellectual History (2008) and co-editor, with James B. Stewart and V.P. Franklin, of Message in the Music: Hip-Hop, History, and Pedagogy (2011). Alridge is currently writing The Hip-Hop Mind: Ideas, History, and Social Consciousness (University of Wisconsin Press) and is co-editor, with Neil Bynum and James B. Stewart, of The Black Intellectual Tradition in the United States in the Twentieth Century (forthcoming, University of Illinois Press). He has published numerous articles in journals, such as History of Education Quarterly, The Journal of African American History, Teachers College Record, Educational Researcher, and The Journal of Negro Education.
Alridge serves as an associate editor for The Journal of African American History and is on the editorial board of the African American Intellectual History Society's Black Perspectives.
A former middle and high school social studies and history teacher, Alridge is also a former fellow of the National Endowment for the Humanities, former postdoctoral fellow of the National Academy of Education and Spencer Foundation, and he serves as a Distinguished Lecturer for the Association for the Study of African American Life and History. He is a 2016 recipient of the Lyle Spencer Research Award for his scholarship on teachers’ activism during the civil rights era and a 2018 recipient of UVA’s John T. Casteen, III Diversity - Equity - Inclusion Leadership Award.
Alridge is the founder, director, and Principal Investigator of Teachers in the Movement, an oral history project (https://teachersinthemovement.com), founding director of the Center for Race and Public Education in the South (https://curry.virginia.edu/crpes), and Principal Investigator of the Carter G. Woodson Home National Historic Site – Ethnographic Resource Study with the National Park Service. Alridge is also a key part of the new initiative launched in the fall of 2018 to launch a program designed to help teachers increase racial, religious and ethnic inclusion in students from kindergarten to college.
Professor Alridge currently serves as President of the History of Education Society, USA.
Enhancing Behavioral Health Service Accessibility and Quality via Implementation Science and Human-Centered Design
Bio: Aaron Lyon, Ph.D., is an Associate Professor in the University of Washington (UW) Department of Psychiatry and Behavioral Sciences, and a licensed clinical child psychologist. Dr. Lyon directs UW’s School Mental Health Assessment, Research, and Training (SMART) Center, an implementation research and technical assistance center dually housed in the UW School of Medicine and College of Education. He also directs the Methods Core of the NIMH-funded UW ALACRITY Center, dedicated to integrating approaches from implementation science and human-centered design. Dr. Lyon’s research focuses on increasing the accessibility, efficiency, and effectiveness of community- and school-based interventions for children, adolescents, and families. He is particularly interested in (1) the identification and implementation of low-cost, high-yield practices – such as the use of measurement-based care – to reduce the gap between typical and optimal practice in schools; (2) development of individual- and organization-level implementation strategies to promote adoption and sustainment of evidence-based psychosocial interventions within a multi-tier systems of support (MTSS) framework; and (3) human-centered design / redesign of evidence-based psychosocial interventions, digital technologies, and implementation strategies to improve service accessibility and effectiveness. Dr. Lyon is currently Principal Investigator on grants from the Institute of Education Sciences, National Institute of Mental Health, National Institute of Justice, and various local and national foundations in the United States.
Permission To Feel: Unlocking the Power of Emotional Intelligence to Achieve Optimum Well-being and Success
For more information, please contact VEST Coordinator, Jamie Inow, at firstname.lastname@example.org
Bio: Marc Brackett, Ph.D., is founding director of the Yale Center for Emotional Intelligence and professor in the Child Study Center at Yale University. His research focuses on the role of emotions and emotional intelligence in learning, decision making, creativity, relationships, health, and performance. Marc is the lead developer of RULER, an evidence-based, systemic approach to SEL that has been adopted by over 2,000 preschool to high schools across the United States and in other countries. He also is on the board of directors for the Collaborative for Academic, Social, and Emotional Learning (CASEL). Marc has published 125 scholarly articles and received numerous awards, including the Joseph E. Zins award for his research on social and emotional learning. Marc consults regularly with corporations like Facebook, Microsoft, and Google on integrating emotional intelligence principles into employee training and product design and is co-founder of Oji Life Lab, a digital emotional intelligence learning system for business. He is the author of Permission to Feel: Unlocking the Power of Emotions to Help our Kids, Ourselves, and our Society Thrive, published by Celadon/Macmillan. Marc also holds a 5th degree black belt in Hapkido, a Korean martial art.