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CONGRATULATIONS TO OUR 2019 DOCTORAL STUDENT RESEARCH GRANT RECIPIENTS!

Ed Psych Doctoral Students and 2019 DSRG Recipients: (left to right) Jessica Brodsky, Hamadi Henderson, Magdalen Beiting, and Robin Harvey

Four students in the Educational Psychology PHD Program have received the 2019 Doctoral Student Research Grant (DSRG). The DSRG is a competitive research grant which awards up to $1,500 for travel, payments to human research subjects, supplies and other expenses. We salute our students for this accomplishment and outline their research topics below.
 
Magdalen Beiting
Doctoral Student
Quantitative Methods in Educational and Psychological Research
Educational Psychology PHD Program

Proposal Title:
A Proposal for Funding for Books and Software Toward Dissertation Research
 
Description:
Sought funding to support the purchase of software and texts in order to further the understanding of latent class analysis and modeling along with mixed methods for studying mathematical understanding on a large-scale mathematical assessment. The purpose of this research into latent class analysis and mixed methods is to develop skills that can be further utilized during this student’s dissertation proposal and dissertation processes.

Jessica Brodsky
Doctoral Student
Learning Development & Instruction
Educational Psychology PHD Program
 
Proposal Title:
Examining the Relationship Between Media Literacy Knowledge and Skills in College Students
 
Description:
Media literacy interventions increase critical understanding of media content. In addition to understanding that media may be biased, persuasive, or fake, students must also be able to fact-check the online media they encounter and use in their academic and daily lives. The proposed study examines the relationship between college students’ media literacy knowledge and their ability to analyze and evaluate the credibility of online media, specifically articles and images.

Robin Harvey
Doctoral Student
Learning Development & Instruction
Educational Psychology PHD Program
 
Proposal Title:
Learning To Write In L2 Chinese: Strengthening Connections Between Oral and Written Language Through Text Messaging in Elementary School Chinese Immersion Classrooms
 
Description:
Children learning to read and write in Chinese face the challenge of an opaque orthography with no clear connection between spoken and written language, a challenge heightened for L2 Chinese learners who learn to speak and write simultaneously. The proposed research investigates the impact of text messaging using pinyin input on L2 Chinese learners in an American.

Hamadi Henderson
Doctoral Student
Learning Development & Instruction
Educational Psychology PHD Program
 
Proposal Title:
An Intervention to Increase the Vocabulary Acquisition of English Language Learners at a Community College
 
Description:
The number of ELL/ESL students is increasing, however, resources to support their education in English are limited and seldom meet their needs. The proposed study uses a pre-post study design to investigate the use of a mobile language-learning app on the vocabulary acquisition of ESL/ELL community college students.

Submitted on: MAY 13, 2019

Category: Educational Psychology