An article about using virtual reality to examine social
motivation and emotional perception in children with Autism
Spectrum Disorders appears in Psychology Progress. The article, co-authored by
Peter Mundy, a professor in the UC Davis School of Education and
School of Medicine, looked at 19 children with higher functioning
Autism Spectrum Disorder (HFASD) and 23 age, gender, and IQ
matched children with typical development (TD), who used a joy
stick to position themselves closer or further from virtual
avatars while attempting to identify six emotions expressed by
the avatars, happiness, fear, anger, disgust, sadness, and
surprise that were expressed at different levels of intensity.
Read more here.
As the growth of gaming has skyrocketed among nearly all segments
of society, researchers in health, technology, and education have
been asking whether video games can be leveraged to improve
health outcomes for youth.
Having teachers read aloud a reading-comprehension test to
students with disabilities and English-language learners offers a
boost in scores without altering what the test is trying to
measure, according to a study of about 2,000 California 4th and
8th graders who were given the National Assessment of Educational
Progress, or NAEP, in 2013. Professor Jamal Abedi is the lead
author of the research report.
Abedi, who also serves as an adviser on English-learners to the
Smarter Balanced Assessment Consortium, one of the two groups,
said the findings suggest that read-aloud accommodations on
reading-comprehension tests could be useful for students with
disabilities and for English-language learners, and feasible to
the full article here.
Forty of the School’s faculty, students and researchers present
their latest research at the annual conference of the American
Educational Research Association (AERA) in Philadelphia on April
3-7, 2014. Learn more about the School’s research presented at
the 2014 conference. Download
the School’s Education Research Newsletter.
For millions of children in the developing world, formal
schooling is often out of reach. Fortunately, many children, shut
out of the formal education system because of gender, ethnicity,
disability, or other obstacles such as annual flooding, do have
access to nonformal education programs.
But how well are girls served? Assistant Professor of Education
Kevin Gee wanted to know.
Educators are in near universal agreement that finding ways to
incorporate students’ everyday use of language in the classroom
is a worthy goal. The argument often revolves around making the
curriculum more relevant and, thus, more engaging for youth.
Rarely, however, do educators ask students to analyze and reflect
on their own uses of language, particularly not in classrooms
with a majority of English learners.
In recognition of his scholarship on the use of language among
Black and Latino youth in urban English Language Arts classrooms,
the National Council of Teachers of English Assembly for Research
(NCTEAR) has honored Danny C. Martinez, assistant professor of
education, with an award for his continued work to increase
diverse perspectives into how we examine language and literacy in
multicultural and multilingual communities.
Professor Jamal Abedi has received a 2014 Distinguished Scholarly
Public Service Award from the UC Davis Academic Senate. The award
recognizes significant contributions to the world, nation, state
and/or local community through distinguished public service. Up
to four (4) awards are made annually.
Associate Professor Heidi Ballard, an expert in environmental
science education, is embarking on two newly funded research
projects to study the efficacy of employing citizen science as a
learning tool and a sustainable model for rigorous research. One
project will focus on adults and the other on children.
Cary Trexler, associate professor in the School of Education and
College of Agriculture and Environmental Sciences (CAES), has
been awarded a seed grant of $14,000 to lay the groundwork for an
innovative international internship program for graduate students