SHARING SCHOLARSHIP

Oct 2019 Nov 2019 Dec 2019 / Jan 2020 Feb 2020 Mar 2020

Oct 2019

October's Scholar in Focus

Joshua Pulos, M.Ed.
Doctoral Candidate
Zarrow Center for Learning Enrichment

Biography

Joshua M. Pulos, M.Ed. is a Sooner Scholar doctoral candidate attaining his Ph.D. in Special Education with a concentration in Applied Behavior Analysis and Secondary Transition Education. His research interests stem from the poor postsecondary outcomes of students with disabilities. To address these issues, he researches (a) behavior-analytic strategies coupled with comprehensive secondary transition education to promote the positive postsecondary success of students with disabilities, (b) understanding, identifying, and implementing secondary transition evidence-based practices and predictors, and (c) school-based behavior analysis consultation.

More about Joshua

Joshua and his colleague's article "Promoting academic and nonacademic behaviors in students with EBD using the Self-Determined Learning Model of Instruction: A mathematics example" has been published in the journal Beyond Behavior.  The abstract  reads:

Joshua M. Pulos, M.Ed. is a Sooner Scholar doctoral candidate attaining his Ph.D. in Special Education with a concentration in Applied Behavior Analysis and Secondary Transition Education. His research interests stem from the poor postsecondary outcomes of students with disabilities. To address these issues, he researches (a) behavior-analytic strategies coupled with comprehensive secondary transition education to promote the positive postsecondary success of students with disabilities, (b) understanding, identifying, and implementing secondary transition evidence-based practices and predictors, and (c) school-based behavior analysis consultation.

Follow this link to read the full article: http://bit.ly/pulosJRCoE

Some more about Joshua

  • He received a grant last December 2018 to carry out a meta-analysis investigating the effects of the Self-Determined Learning Model of Instruction (SDLMI) on the academic and non-academic behaviors of students with disabilities. He will present my findings this October 2019 at the Division on Career Development and Transition (DCDT) 25th International Conference in Seattle, WA. Furthermore, he will develop a manuscript and submit for publication.

Feel free to drop a comment or ask a question directed at Joshua or CEDaR below!

Nov 2019

November's Scholar in Focus

Dr. Emily Kuntz
Assistant Professior

Biography

Dr. Emily Kuntz is an Assistant Professor of Special Education in the Department of Educational Psychology at the University of Oklahoma. Dr. Kuntz began her career as a general educator and ABA (applied behavior analysis) therapist before moving into the roles of special educator, autism consultant as a BCBA (Board Certified Behavior Analyst), paraeducator, and Senior Behavior Analyst in Nashville, Tennessee and southwestern Ohio. She earned her B.A. in Elementary Education at American University in Washington D.C. and her M.Ed. and Ph.D. in Special Education at Vanderbilt University. Her research focuses on improving instructional and inclusive practices for students with intellectual and developmental disabilities (IDD) including autism.

She recently completed an observational study to identify the educational experiences of middle and high school students with IDD in general education classes compared to their classmates without disabilities and a single-case research design study evaluating the effects of a collaborative planning intervention on general educator interactions and student engagement with middle school students with IDD.

 

Feel free to drop a comment or ask a question directed at Dr. Kuntz or CEDaR below!

Dec 2019 / Jan 2020

December's Scholar in Focus

Dr. Brittany L. Hott
Associate Professor

Biography

Brittany L. Hott, Ph.D. is an Associate Professor of Special Education in the Department of Educational Psychology at the University of Oklahoma. Her interests include school-based interventions, program evaluation, and the effective translation of special education research to practice. Her work is predominantly focused on supporting underserved, under-resourced, and under-researched rural schools. Dr. Hott is the recipient of the H. M. Lafferty Research Award, the Chuck Ariz Research Award, and the Texas Council for Exceptional Children Distinguished Teacher Educator Award. She serves as President Elect of the International Council for Learning Disabilities and as a member of the executive board of the American Council on Rural Special Education.  Outside of the classroom, you can find Dr. Hott running around Norman.  She is a New York and Boston Marathon qualifier and multiple Ironman finisher.

Recent Publications

*Denotes student author

Hott, B. L., Berkeley, S., & *Reid, C. (2019). An analysis of special education practitioner journals: A focus on behavior. Exceptionality. Advanced OnlineFirst Publication available for download from: https://www.tandfonline.com/doi/full/10.1080/09362835.2019.1579724

Hott, B. L., Jones, B. A., Rodriguez, J. A., Brigham, F. J., *Martin, A., & *Mirafuentes, M. (2019).  Are rural students receiving FAPE?: A descriptive review of IEPs for students with social, emotional, or behavioral needs. Behavior Modification. Advanced OnlineFirst Publication available for download from: https://journals.sagepub.com/doi/full/10.1177/0145445518825107

Hott, B. L., & Brigham, F. J. (2019) Effects of response tools on the mathematics performance of secondary students with emotional or behavioral disorders. Exceptionality. Advanced Online First Publication available for download from: https://www.tandfonline.com/doi/full/10.1080/09362835.2018.1480950

Hott, B. L., Dibbs, R., Naizer, G., *Raymond, L., *Martin, A., & *Reid, C. (2019). Practitioner perceptions of algebra strategy and intervention use to support students with mathematics difficulty or disability in rural Texas. Rural Special Education Quarterly, 38, 3-14.

 

Feel free to drop a comment or ask a question directed at Dr. Hott or CEDaR below!

Feb 2020

February's Scholar in Focus

Dr. Natalie Youngbull
Assistant Professor

Biography

Natalie Rose Youngbull is a  citizen of the Cheyenne  & Arapaho Tribes of Oklahoma and descended from the Ft. Peck Assiniboine & Sioux tribes of Montana. Natalie earned her Bachelor’s degree in Psychology from the University of Oklahoma. She continued her education at the University of Arizona earning her Master’s degree in Higher Education and Ph.D. in the Educational Policy Studies and Practice department with an emphasis in Higher Education. Her dissertation research explored the experiences of twenty American Indian Gates Millennium Scholars who did not persist to graduation with the scholarship funding. She is currently developing a few manuscripts from her dissertation and is conducting a research multiple case study of faculty development at three tribal colleges. Natalie serves as an editor of the Tribal College and University Research Journal (TCURJ), the first peer-reviewed journal focused on research based at tribal colleges. She also is the current Program Chair for the Indigenous Peoples of the Americas (IPA) sig within AERA. Natalie is a Gates Millennium Scholar alum and is a member of the Gamma Delta Pi American Indian sisterhood.

Most Recent Publications

Youngbull, N. R. (2019). Tribally controlled colleges and universities in the U.S. Oxford Bibliographies in Education. New York: Oxford University Press.

Minthorn, R. S. & Youngbull, N. R. (2019). The evolution and presence of Native American fraternities and sororities. In P. A. Sasso & J. L. DeVitis (Eds). Fraternities and sororities in the contemporary era. Maine: Myers Publishing.

 

For a list of more works to check out from Dr. Youngbull please visit: http://bit.ly/DrYoungbull

Feel free to drop a comment or ask a question directed at Dr. Youngbull or CEDaR below!

Mar 2020

March's Scholar in Focus

Dr. Erin Casey
Assistant Professor

Biography

Dr. Casey is an an Assistant Professor in the Department of Instructional Leadership and Academic Curriculum with a focus on Early Childhood Education. She completed her PhD in May 2010. She taught at the University of Arkansas and Louisiana State University before coming to OU in August 2019. Before beginning in higher education, Dr. Casey was a bilingual kindergarten and first grade teacher in the Houston Independent School District for 6 years. After that, she was a kindergarten teacher in southeast Louisiana for 2 years.

Dr. Casey’s teaching and research interests focus on early childhood education and social studies concepts. The overarching theme of Dr. Casey’s research is fostering democratic citizenship competencies in young children. With a foundation in social justice issues, she focuses on preparing future teachers to embrace the beauty of childhood as a critical period of time to shape children into passionate, joyful, and considerate adults.

On the child development side, Dr. Casey researches the value of providing inquiry-based instruction to young children so that they may learn to investigate issues that are important to them.  She looks at the importance of using reliable sources and how this relates to making decisions/claims in children's’ investigations. On the teacher educator side, Dr. Casey works towards this research goal by working with teacher candidates, classroom teachers, and educational leaders to understand the value of using multicultural children's literature that focuses on stressful or difficult life events.  Dr. Casey sees this as instrumental to children being more accepting of themselves and others. Dr. Casey has four children herself and is from New Orleans, Louisiana.

Most Recent Publications

Casey, E. M., & Casey, J. (2019). Building democratic citizenship competencies in K-5 economics through analysis of popular culture. Social Studies Research and Practice, 14(1), 135-149. https://doi.org/10.1108/SSRP-12-2018-0048

Casey, E.M., DiCarlo, C., & Sheldon, K. (2019). Growing Democratic Citizenship Competencies: Fostering Social Studies Understandings through Inquiry Learning in the Preschool Garden. The Journal of Social Studies Research, https://doi.org/10.1016/j.jssr.2018.12.001.

Casey, E.M. (2018). What If We Could Make America Great Again? Taboo: The Journal of Culture and Education, 17 (2). https://doi.org/10.31390/taboo.17.2.04

Casey, E.M., Tobin, K. J., & Cruz, M. (2018). Chanting about citizenship: Using arts-integration in the C3 Framework. Social Studies and the Young Learner, 30 (3), 14-19.

Casey, E. (2020). “The giant chicken means I’m near Grandma’s!” Investigating Pre-Kindergartener’s interest/ability while using C3 geographic inquiry. Accepted poster to be presented at the American Educational Research Association annual conference in San Francisco, CA.

Casey, E. (2019). Can Pre-K do C3? Understanding young children’s ability to conduct social studies inquiry. Symposium session presented at the College and University Faculty Assembly annual conference in Austin, TX. Symposium author and presenter. 

Casey, E. & E. Spivey. (2019). Cold feet? Principal feelings and beliefs about using tender topic storybooks. Paper presented at the National Association of Early Childhood Teacher Educators annual conference, Nashville, TN.

Brown, D. & E. Casey (2019). How to write a differentiated lesson plan that meets the needs of all English Language Learners. Paper presented at the National Association of Early Childhood Teacher Educators annual conference, Nashville, TN.

Casey, E. (2019). Creating a continual cycle of justice-oriented citizens: Examining the use of inquiry learning in preK-16. Symposium session presented at the American Educational Research Association annual conference in Toronto, Canada. Symposium author and presenter. 

Casey, E. & VanDehei, K. (2019). Racism, bullying, divorce, death: Pre-Teachers discuss presenting ‘tender topics’ to children to foster justice-oriented citizens. Paper presented at the American Educational Research Association annual conference in Toronto, Canada.

Casey, E. & DiCarlo, C. (2019). Examining teacher efficacy and politicized curriculums in Belize, Africa, and the Caribbean. Accepted symposium session presented at the American Educational Research Association annual conference in Toronto, Canada. I am one of the presenters in the session.

 

For a list of more works to check out from Dr. Youngbull please visit: http://bit.ly/DrYoungbull

Feel free to drop a comment or ask a question directed at Dr. Casey or CEDaR below!

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