Six School of Education and Social Policy (SESP) seniors in the undergraduate honors program presented posters of their research projects on June 6 at Annenberg Hall.
All are students of Penelope Peterson, SESP dean, and teaching assistant Enid Ramos-Rosario, a learning sciences doctoral student. Assistant Dean Susan Olson coordinated the event. Following is a description of each student's research:
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KRISTEN BRIDGEMAN Social Policy Teacher Disposition and No Child Left Behind Bridgeman's study examined the correlations between teacher disposition - beliefs, practices and values - and teachers' opinions related to standardized testing. She used a self-report survey with a sample of Illinois public school teachers. The majority of the teachers surveyed felt negatively about the testing required by No Child Left Behind regardless of their dispositions. Advisor: Michelle Reininger, PhD Reader: Maureen Spelman, PhD |
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MEGAN CHIOU Learning and Organizational Change Maintaining the Best: The Sustainability of Service Learning Programs in Chicago Public Schools Noting that the success of service learning programs relies on their sustainability, Chiou's study examined what contributes to the sustainability of 20 exemplary service learning programs in Chicago Public Schools. The data revealed that retention of key service learning faculty and staff was crucial to the sustainability of the service learning programs. Advisor: Dan Lewis, PhD Reader: Bruce Nelson |
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PRIYA FIELDING-SINGH Social Policy Multicultural Policies in Practice: An Exploration of a British Academy's Religious Education Curriculum This study examined how a British academy designed and enacted a religious education curriculum and the role of the community, local government and school ethos in that process. Analysis confirmed schools' freedom and lack of accountability in program development. The curriculum's design, delivery and effect on students had a strong relationship to the school's ethos. Advisor: Gayla Ruffer, PhD Reader: Michelle Reininger, PhD |
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MELISSA GLICK Human Development and Psychological Services Does Project EXCITE Excite? The Effects of an Academic Enrichment Program on Minority Students' Academic Self-Perceptions Glick's survey of minority students in a gifted program showed that program participants had high self-concepts. Interviews suggested that the program positively impacted students' academic self-concepts and motivation for learning. Participants reported enjoying camaraderie and acknowledged fellow participants' academic dedication. Advisor: Seon-Young Lee, PhD Reader: Paula Olszewski-Kubilius, PhD |
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JANET ROCHA Learning and Organizational Change I Am the First & So Can You: Effects of Campus Racial Climate on Second-Generation Latino Undergraduate Students Rocha's study found that second-generation Latino students face a range of social, personal-emotional, and academic adjustments. Findings also revealed a mixed pattern in use and perception of available university resources. Perceived supports significantly predicted the types of college adjustment experienced. Advisor: Carol D. Lee, PhD Reader: Lois Calian Trautvetter, PhD |
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CLAIRE RYAN Social Policy The Staying Power of Green: Environmental Education and Its Ability to Change the Long-Term Attitudes and Actions of Students This study attempted to help determine how best to design a program to fulfill the goals of environmental education and effectively change perceptions in the long term. Ryan conducted surveys and interviews with participants of the College First environmental education program at the Chicago Botanic Garden to understand how the program influences environmental attitudes and actions. Advisors: Douglas L. Medin, PhD Reader: Jennifer Schwarz, PhD |
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Last Modified: 8/14/09