EPL News & Events

Recent News

Focus on Testing Hurts Students in High School Health Classes

Eric Anderman

High school health classes fail to help students refuse sexual advances or endorse safe sex habits when teachers focus primarily on testing knowledge, a new study reveals. But when teachers emphasized learning the material for its own sake, and to improve health, students had much better responses, said Eric Anderman, lead author of the study and professor of educational psychology at Ohio State. Read more: researchnews.osu.edu/archive/healthclass.htm.

EPL Faculty Shine as Journal Editors of Prestigious Journals

Theory Into Practice was founded in 1962. Its first editor was the eminent educational scholar, Egon Guba. The opening page of the inaugural issue stated the journal's mission—both then and now: "Committed to the point of view that there is an integral relationship between theory and practice for the Administrator, Teacher, and Board Member in the public schools." Since then, over 200 issues have brought together some of the most articulate and thoughtful educational theorists and practitioners to discuss topics ranging from technology to teacher education, from school reform to nonverbal communication, from child and adolescent development to curriculum theory.

Theory Into Practice (TIP) is one of the most highly respected, peer-reviewed journals within the field of educational research. Each issue of TIP is organized around a single theme, and features multiple perspectives and scholarly, yet accessible, discussions of current and future concerns of interest to today's educators. Nationally recognized for excellence in the field of educational journalism by the Educational Press Association of America, TIP has won the Distinguished Achievement Award in the Learned Article category. Currently over 1,000 schools, universities, libraries, and educational researchers subscribe.

Lynley Anderman, the Executive Editor of the Journal of Experimental Education

The Journal of Experimental Education was first published in 1933. The current version of the Journal publishes theoretical, laboratory, and classroom research studies that use the range of quantitative and qualitative methodologies. Recent articles have explored the effects of developmentally based intervention with teachers on early adolescents’ schooling, motivation during challenging reading tasks, the effects of peer collaboration among students, and arguments about statistical significance and effect size reporting.

The journal's audience includes researchers and practitioners interested in advancing educational research and improving teaching, learning, and schooling. The journal is divided into three sections: Learning, Instruction, and Cognition; Motivation and Social Processes; and Measurement, Statistics, and Research Design.

Five-Year Impact Factor: 1.703

http://www.tandf.co.uk/journals/titles/00220973.asp

Dr. Romena Holbert (Dr. Eric Anderman, advisor) receives The Association of Teacher Educators Distinguished Dissertation Award

The Association of Teacher Educators identifies the Distinguished Dissertation Award as awarded to encourage, recognize, and promote exemplary doctoral level research that substantially contributes to the improvement of teacher education. The DDTE recipient receives a monetary award supported through a grant from the ATE Leadership Foundation for Teacher Education. Special recognition is also extended to the professor that directed the dissertation. The recipient of the ATE Distinguished Dissertation Teacher Education Award is expected to make a presentation on the dissertation and to attend the award ceremonies at the Annual Meeting of ATE.

Dr. Holbert graduated in Winter 2011 with her PhD in Education focusing on Teacher Education with a graduate minor in Human Resource Development. She is currently a Biology teacher at Xenia High School and an adjunct professor at Wright State University in the Teacher Education Department.

Five Doctoral Students in Educational Policy and Leadership Take Top Prizes

Professor Emeritus Bill Loadman honors exceptional dissertations. Learn More.

Spencer Foundation Dissertation Fellowship Awarded

DeLeon Gray

DeLeon Gray, a doctoral candidate in Educational Psychology, is the recipient of a prestigious Spencer Foundation Dissertation Fellowship for the 2011-12 academic year. DeLeon examines the needs that high school students have to both fit in and stand out. He studies the motivations of students and how their choices reflect their identities to both associate with a group and be distinct.

Tuckman's 40 years of research honored in international journal

Bruce Tuckman, professor of educational psychology, was recognized recently in a prestigious journal for his pioneering model of small group development. Human Resource Development International published an article in its February 2010 issue titled "40 years of storming: a historical review of Tuckman's model of small group development." Tuckman's model, first developed in 1965, outlines four stages in group development and has been influential among both human resource professionals and academics. The HRDI article praises Tuckman's contribution, stating "scholars and practitioners can learn something from a model that has proved valuable for almost 45 years." Read more: http://dx.doi.org/10.1080/13678861003589099

Reading Recovery to train 3,750 teachers for an early intervention reading program for struggling first-graders.

QREM Professor Jerry D'Agostino directs US Department of Education's Investing in Innovation (i3) grant to scale-up Reading Recovery. Through the expanse of Reading Recovery, D'Agostino notes, "We'll be reaching out to students at some of the most needy schools in the country."

Revised edition of SEM best-seller

QREM Professor Richard Lomax and colleague have recently released the 3rd edition of the "Beginner's Guide to Structural Equation Modeling." Lomax is authoring updated editions of his two other best-sellers in quantitative methods in June 2011: "An Introduction to Statistical Concepts for Education and Behavioral Science," and "Statistical Concepts: A Second Course."

The Ohio State University

www.osu.edu