2015-2016 Graduate Assistants - University of Georgia ...
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
2015-2016 Graduate Assistants
The Goizueta Foundation, founded by Roberto C.
Goizueta (former Chairman and CEO of The Coca-Cola
Company), established The Goizueta Foundation
Graduate Scholars Fund to enhance the education and
skills of graduate students committed to improving
Latino education. The Center for Latino Achievement
and Success in Education (CLASE), housed in UGA’s
College of Education, administers The Goizueta
Foundation Graduate Scholar program and trains and
supervises the outstanding graduate students from
departments across UGA who are awarded the
assistantships. Scholars are expected to contribute to
the educational improvement of underrepresented
groups in the U.S. after graduate school. The following
are our current graduate students.
Diego Boada
CLASE Graduate Assistant since 2013
Current
Concentration Institution
Program
Learning, Design and
Ph.D. University of Georgia
Technology
Previous
Concentration Institution
Degrees
Learning, Design and
M.Ed. University of Georgia
Technology
Universidad Pedagógica
B.A. Spanish and Foreign Languages
Nacional, Colombia
Research Interests
Universal Design for Learning
Instructional design
Technology integration
Teacher education
Role in CLASE
Works with the College Youth Adaptation Study (CYAS) to explore ethnic
and gender differences in the sociocultural adaptation and adjustment of
college students in the U.S. and Spain from a cultural-historical framework.
Assists with data collection, data analysis and validation of a new
multidimensional test instrument, the Cultural Adaptation and Development
Inventory (CADI)
Supports CLASE professional development workshops and conferences as an
instructional designer and technology specialist.
Coordinates partnership with La Universidad Pontifica Comillas for a special
issue of the Migraciones journal.
Publications and Presentations
Boada, D., Portes, P., Gonzalez-Canche, M., & Mellom, P. (November, 2015).
Instructional conversation: A culturally responsive pedagogy for ELLs in K-12 settings.
Accepted Concurrent Session at the 2015 AECT International Convention,
Indianapolis, IN.
Portes, P., Simmons, C., Boada, D., & Mira, W. (2015, April). Cultural adaptation, self-
esteem, and depression in college students by ethnicity and gender. Accepted
Concurrent Session at the 2015 AERA Annual Meeting, Chicago, IL.
Boada, D. (2014, November). Reducing the achievement gap for elementary English
language learners through an after school program. Accepted Poster Session at the
2014 AECT International Convention, Jacksonville, Florida.
Boada, D. (2014, March). Enhancing metacognition for the reading comprehension
of students with learning disabilities in an inclusive K-12 setting. Poster presented at
the 2nd Fulbright Academic Symposium at Clemson University, Clemson, SC.
Christina Cotsakis
CLASE Graduate Assistant since 2015
Current
Concentration Institution
Program
M.A. Nonprofit Organizations University of Georgia
M.Ed. Professional School Counseling University of Georgia
Previous
Concentration Institution
Degrees
Marketing & International
B.B.A. University of Georgia
Business
Research Interests
Role of nonprofit organizations in education
Access to higher education for immigrants and their children
Afterschool program effectiveness
Transitions from high school to college or the workplace
Role in CLASE
Coordinates and supervises the CLASE afterschool program, which
serves around 25 Latino English Language learners
Assists with the design and distribution of print and virtual
publications
Supports fundraising initiatives for professional development
programs
Publications and Presentations
Cotsakis, C., & Mira, W. A. (2016, February). Engaging ELLs through
curriculum and projects applying “Funds of Knowledge”. Paper
presented at the 15th annual ESOL Conference at Kennesaw State
University.
Stephanie Mariela Garcia
CLASE Graduate Assistant since 2015
Current
Concentration Institution
Program
College Student Affairs
M.Ed. University of Georgia
Administration
Previous
Concentration Institution
Degrees
University of California,
B.A. Applied Linguistics
Los Angeles
Research Interests
Access to higher education
Immigration policies
First generation college students
Role in CLASE
Support tutoring program through curriculum development and tutor
supervision
Assists with video transcription and analysis for the Instructional
Conversation Project
Publications and Presentations
Mellom, P. & Garcia, S. (2016, April) Indexing English L2 student identities
in the online logs of teachers in the "New South". Paper presentation
conducted at the 2016 American Association for Applied Linguistics
Annual Conference, Orlando, FL.
Mellom, P., Straubhaar, R., Garcia, S., & Vazquez, M. (2016, February).
Development of Latino Students’ Conversational English through
Culturally Relevant Pedagogies in the New South. Paper presentation
conducted at the 37th Annual Ethnography in Education Research Forum,
University of Pennsylvania.
Rebecca Gokee
CLASE Graduate Assistant since 2011
Current
Concentration Institution
Program
Educational Psychology: Applied
Ph.D. University of Georgia
Cognition and Development
Previous
Concentration Institution
Degrees
M.Ed. Educational Psychology University of Georgia
B.A. Elementary Education/Spanish Flagler College
Research Interests
Improving the teaching and learning of students placed at-risk by the
intersection of poverty and/or English as a second language, in both domestic
and international contexts
Role in CLASE
Focused on the IES funded grant: Improving the Teaching and Learning of
English Language Learners: The Instructional Conversation Model in which we
are examining the effectiveness of the IC Model for improving academic
achievement of English language learners here in Georgia
Publications and Presentations
Gokee, R.K., Samuelsen, K., & Portes, P. (2012, February). Getting Students to Talk: What Works. Paper presented at
the annual meeting of the Eastern Educational Research Association, Hilton Head, SC.
Mellom, P.J., Gokee, R.K., & Nixon, C. (2013, February). Instructional Conversation as a Tool for Developing ELL Student
Talk. Paper presented at the annual meeting of the Eastern Educational Research Association, Sarasota, FL.
Mellom, P.J., Gokee, R.K., & Nixon, C. (2013, March). Ping Pong vs. Pinball: Instructional Conversation as a Tool for L2
Language Development. Paper presented at the annual meeting of the American Association for Applied Linguistics,
Dallas, TX.
Gokee, R.K. (2013, June). EFA and Malawi: A Closer Look at How NGOs are Playing a Role in Improving the Quality of
Education for the Most Marginalized Populations. Paper presented at the 2013 XV Comparative Education World
Congress, Buenos Aires, Argentina.
Gokee, R.K. (2014, March). A Closer Look at How Initial Teacher Education is Playing a Role in Improving the Quality of
Education in Malawi. Paper presented at the 2014 Comparative International Educational Society, Toronto, Canada.
Mellom, P. J., Weber, J., Straubhaar, R.J., Gokee, R.K., & Ariail, M. (2015, February) Learning through Talking: Improving
the Teaching and Learning of English Language Learners through Instructional Conversations. Workshop presentation at
the annual Kennesaw State University ESOL Conference, Kennesaw, GA.
Gokee, R.K. (2015, March). Primary Teachers' Perceptions and Use of Assessment in Malawi. Paper presented at the
2015 Comparative International Educational Society, Washington D.C.
Portes, P. R., Gonzalez Canche, M.S., Gokee, R.K., & Mellom, P. J. (2015, April). English Learners and Responsive
Teaching: Assessing Cognitive and Affective Mediation. Poster session presented at the annual meeting of the American
Educational Research Association, Chicago, IL.
Portes, P. R., Gonzalez Canche, M.S., Straubhaar, R.J., Gokee, R.K., & Stollberg, R. (2015, April). Improving Teaching and
Learning through the Instructional Conversation Model. Paper presented at the annual meeting of the American
Educational Research Association, Chicago, IL.
Darío Gonzalez
CLASE Graduate Assistant since 2014
Current
Concentration Institution
Program
Ph.D. Mathematics Education University of Georgia
Previous
Concentration Institution
Degrees
Universidad Católica
B.Ed. Mathematics Education
Silva Henríquez, Chile
Research Interests
Quantitative and Covariational reasoning
The learning of introductory mathematical models for global warming
Environmental challenges as engaging contexts for STEM education
Dispositions to teach mathematics to culturally diverse students
Role in CLASE
Supervising tutors for CLASE’s after school program at Oglethorpe
elementary
Supporting data management for CLASE’s Instructional Conversation (IC)
research project
Preparing literature reviews to support research projects
Video editing for CLASE’s Joint Productive Activity (JPA) teacher training
Publications and Presentations
White, D. Y., DuCloux, K. K., Carreras-Jusino, A. M., Gonzalez, D. A., & Keels, K.
(2016). Preparing preservice teachers for diverse mathematics classrooms through
a cultural awareness unit. Mathematics Teacher Educator, 4(2), 164 – 179
Gonzalez, D., Carreras, A., White, D. Y., & Ducloux, K. K. (2015, April). Unveiling
preservice teachers’ multicultural mathematics dispositions. Research Presession of
the annual meeting of the National Council of Teachers of Mathematics. Boston,
MA.
DuCloux, K. K., Carreras-Jusino, A. M., Gonzalez, D. A., & White, D. Y. (2015,
February). Examining the impact of a cultural awareness unit on preservice
teachers’ multicultural mathematics dispositions. Individual session presented at
the Annual Meeting of the Association of Mathematics Teacher Educators.
Orlando, FL.
Carreras-Justino, A. M., Gonzalez, D., & White, D. Y. (2014, April). Characterizing
preservice teachers’ multicultural mathematics dispositions. 2014 College of
Education Graduate Student/Faculty Research Conference. Athens, GA.
White, D. Y., DeGeorge, T., Gonzalez, D., & Yamaguchi, J. (2012, April). Examining
preservice teachers’ multicultural mathematics dispositions. Paper submitted for
presentation for the SIG-Research in Mathematics Education at the annual
meeting of the American Educational Research Association. Vancouver, Canada.
William Mira
CLASE Graduate Assistant since 2009
Current
Concentration Institution
Program
Educational Psychology (Applied
Ph.D. University of Georgia
Cognition and Development)
Previous
Concentration Institution
Degrees
M.A. Educational Psychology University of Georgia
B.A. Anthropology University of Virginia
Research Interests
Impact of afterschool programs on the affective and educational
development of Latino English learners
Spanish language assessment for elementary-aged Latino English learners
Role in CLASE
Leads the CLASE Longitudinal Immigrant and Education Research Study and
the CLASE Youth Adaptation Study
Serves as an advisor for the afterschool tutoring program after years of
experience leading
Publications and Presentations
Portes, P. R., Canche, M. G., Salas, S., Boada, D., & Mira, W. A. (2016). Assessing migration and adaptation from two or
more points of view: Cultural-historical theory and methods. Submitted to Migraciones.
Mira, W. A., Schwanenflugel, P.J. (2013). The Impact of Expressiveness on the Comprehension of Storybooks by
Prekindergarten Children. Language, Speech, and Hearing Services in the Schools. (Based on thesis research)
Cotsakis, C., & Mira, W. A. (2016, February). Engaging ELLs through curriculum and projects applying “Funds of
Knowledge”. Paper presented at the 15th annual ESOL Conference at Kennesaw State University.
Mira, W. A., Boada, D., Portes, P. R. (2015, April). Cultural adaptation, self-esteem and depression in college students by
ethnicity and gender. Paper presented at the annual meeting of the American Educational Research Association, Chicago,
IL.
Mira, W. A., Simmons, C., Portes, P. R. (2014, April). Beyond drill and kill: New directions for afterschool programs.
Paper presented at the annual meeting of the American Educational Research Association, Philadelphia, PA.
Wilder, J., Mira, W. A. (2014, February). Teacher attitudes about English language learners: The importance of culturally
responsive pedagogy in schools. Paper presented at the 13th annual ESOL Conference at Kennesaw State University.
Mira, W. A., Portes, P. R., Capello, C. (2013, February). A cultural historical approach to the eradication of the
achievement gap. Paper presented at the annual meeting of the Eastern Educational Research Association, Sarasota, FL.
Mira, W. A., Portes, P. R., Mellom, P. J. (2012, April). An evaluation of a tutoring and mentoring program involving
undergraduate college students and elementary school English learners. Paper presented at the annual meeting of the
American Educational Research Association, Vancouver, BC.
Mira, W. A., Schwanenflugel, P. J., Lai, S., Tolentino, D. (2011, November). The impact of expressiveness on the
comprehension of storybooks by prekindergarten children. Paper presented at the annual meeting of the Literacy Research
Association, Jacksonville, FL. (Based on thesis)
Terry, K., Mira, W. A. (2010, April/May). Inspired aspirations, mirrored achievement: The power of shared culture in
service learning programs. Paper presented at the annual meeting of the American Educational Research Association,
Denver, CO.
Marjory Vazquez
CLASE Graduate Assistant since 2015
Current
Concentration Institution
Program
Ph.D. Counseling Psychology University of Georgia
Previous
Concentration Institution
Degrees
M.A. Counseling Psychology University of Missouri
Criminology, Law and Society & University of California,
B.A.
Sociology Irvine
Research Interests
Latin@ mental health and trauma
Domestic violence
Role in CLASE
Supports the afterschool program through tutor supervision
Helps conduct research and related activities for the office
Publications and Presentations
Vazquez, M., French, B., & Maras, M. (2016, March). Childhood Sexual Abuse
Outcomes Among Different Ethnic Groups. Paper Presentation conducted at the
Annual Southeastern Psychological Association (SEPA) conference, New Orleans,
LA
Mellom, P., Straubhaar, R., Garcia, S., & Vazquez, M. (2016, February).
Development of Latino Students’ Conversational English through Culturally
Relevant Pedagogies in the New South. Paper presentation conducted at the 37th
Annual Ethnography in Education Research Forum, University of Pennsylvania
Cruz, G., Vazquez, M., & Leon, D. (2014, October). The Influence of Community
Perception and Acculturation on Latina/o Immigrants’ Support Seeking. In L. Flores
(Chair), Latino Immigration Integration in Rural Midwest Communities. Symposium
conducted at the 2014 National Latina/o Psychological Association Biennial
Conference, Albuquerque, NM
Leon, D., Vazquez, M., & Cruz, G. (2014, October). Relations of Support Seeking and
Life Satisfaction among Latina/o Immigrants in the Midwest. In L. Flores (Chair), Latino
Immigration Integration in Rural Midwest Communities. Symposium conducted at the
2014 National Latina/o Psychological Association Biennial Conference, Albuquerque, NM
Quintero, D. & Vazquez, M. (2014, March). Para Las Mujeres: Bridging Cultural Diversity
with Feminist Research and Practice. In B. French (Chair), Graduate Student Training
Experiences in Violence Against Women Research and Practice. Symposium conducted at
the 2014 National Counseling Psychology Conference, Atlanta, GA
Vazquez, M. & Fuentes, J, & Baltazar, R. & Cavanagh, C. & Cauffman, E. (2013, April).
Life in an undocumented family: Juvenile offenders’ attitudes toward police. Poster
Session Presented at the Western Psychological Association, Reno, Nevada
Vazquez, M. & Rendon, M. (2012, May). Social Networks and Social Support Among
Foreign Born Female Mexican Americans. Paper presentation conducted at the 2012
Annual Undergraduate Research Opportunities Program (UROP) Symposium, University
of California IrvineYou can also read
