Dr. Wayne Journell featured on UNCG homepage
Please click here to read UNCG’s story on Dr. Journell covering his research on teaching politics in the classroom.
ERM students to continue offering free consulting services
Graduate students from the Educational Research Methodology (ERM) Department offer free consulting services to graduate students, faculty, and staff at UNCG.
Areas of consulting include:
- Quantitative Methodology
- Intermediate Statistics (ANOVA, ANCOVA, Repeated Measures, etc.) & Multivariate Statistics
- Classical Test Theory (CTT) & Item Response Theory (IRT)
- Multiple Regression & Hierarchical Linear Modeling (HLM)
- Factor Analysis & Structural Equation Modeling (SEM)
- Diagnostic Classification Modeling (DCM)
- Survey Design and Analysis
- Statistical Computing (R, SAS, SPSS, etc.)
- Program Evaluation Methodology
- Culturally Responsive Research & Evaluation Methodology
- STEM Education Research & Evaluation Methodology
- Collaborative/Participatory Research & Evaluation Methodology
- Qualitative Research & Evaluation Methodology
- Mixed Methods Research & Evaluation Methodology
- Additional Specific methods include: Research/Evaluation Design, Data Collection (Surveys, Interviews, Focus Groups, Data Analysis & Reporting), & Literature Review
To request an appointment, please fill out the form:
Advisory Board meeting next week
The SOE Advisory Board will be holding their first meetings of the year on September 14 and 15. Please click here for a list of current board members.
Finland Study Abroad Interest Session
Dr. Jen Mangrum will hold an information session for Study Abroad in Finland on Tuesday, September 12 at 4 p.m. in SOE 301. All interested students are invited to attend!
Invitation to join Research + Practice Partnership working group
To: SOE faculty and staff
We are interested in forming a working group to explore research-practice partnerships. During monthly meetings, we hope to develop shared understandings related to the following questions: What is a partnership? How do partnerships work, especially when focused on research and practice? What successes and constraints have we experienced or foresee experiencing when engaged in research practice partnerships and how might we problem solve those dilemmas for our unique contexts? In the long run, we hope to develop an institute/center/network within the SOE that could support our collective efforts to partner with community organizations and school districts.
If you are interested, please join us at the first meeting on September 7 from 10:30-12:00 in room 401. During the meeting, we will: (a) do introductions, (b) share information about the history and purpose of the working group, (c) explore partnership as a model for bringing together research and practice, and (d) develop individual and community goals for the group. Please read the chapter linked below before you come – we will use it to start the discussion. Also, we have scheduled room 401 from 10:30-12:00 on October 12, November 9, and December 7 for our future meetings. If you have questions, please contact one of us. We hope to see you on the 7th.
Heidi, Sara, Colleen, Amy, and Holt
September 5 (Spring/Summer 2018 Deadline)
January 16 (Fall 2018 Bulletin Deadline)
Anne Akers (LIS)
Jill Chouinard (ERM)
Brian Clarida (ELC)
Scott Howerton (TEHE, Co-Chair, UCC Rep.)
Teresa Little (SES, Co-Chair)
Keith Mobley (CED)
Jewell Cooper (ex-officio, GSC Rep.)
Helpful Links:UNCG Curriculum Guide (use this link to access CURRENT forms and to learn about curriculum procedures)Curriculum Help Workshops Not sure how to complete your form(s)? There’s help…Please Sign-Up!
SOE International Social
Diversity in Language & Culture Conference
SOE Magazine Launch Celebration
Congratulations to Dr. Ye (Jane) He on her award from the US Department of Education for her project “Engaging and Advancing Community-centered Teacher Development (EnACTeD).” This project showcases a community-centered teacher development model through which teacher educators, teacher candidates, families and community partners are actively engaged in the communities of practice. Through this model, families’ cultural and linguistic assets are leveraged through their engagement in teacher professional development module development, participation in family literacy and technology activities, and support for teacher candidates’ bilingual language competency development. Inservice teachers are prepared to take on leadership roles in community engagement activities and teacher mentoring through their participation in the PD and add-on licensure program. Preservice teachers are intentionally recruited from elementary majors and paraprofessionals with bilingual backgrounds. They are offered opportunities to practice dual language instructional strategies and seek English-as-a-Second-Language (ESL)/dual language licensure.