July 2020 Faculty News

Josh Duke

JULY 31, 2020

Dr. Amy Chan Hyung Kim, assistant professor in the Department of Sport Management, published an article titled "Sport participation and happiness among older adults: A mediating role of social capital" in the Journal of Happiness Studies. The article looks at ways that sport participation can boost the social and psychological health of older people, especially in the context of an aging global population.









Dr. Deb Osborn, associate professor of Psychological and Counseling Services, was the editor of a special edition of the the Career Planning and Adult Development Journal. The title of the special issue is "International Use of Cognitive Information Processing Theory in Career Interventions." CIP theory was developed by faculty in the College of Education: Gary Peterson, Jim Sampson, Bob Reardon, and Janet Lenz, and its work is continued through the Center for the Study of Technology in Counseling and Development. The special issue is available here.








Dr. Stacey Rutledge, associate professor in the Educational Leadership/Administration and Educational Policy and Evaluation programs, published the book Steps to Schoolwide Success: Systemic Practices for Connecting Social-Emotional and Academic Learning. The book, published by Harvard Education Press, proposes school reforms that aligns academic and social-emotional systems in high schools. The book draws on research experience of a multi-year project that took place in Broward County, FL and explains that the "biggest difference in academic success from school to school was not in instructional practice but in the systematic attention to personal relationships between adults and students."







Dr. Amal Ibourk, assistant professor of Science Education, co-authored a paper titled, "Middle School Students' Mechanistic Explanation About Trait Expression in Rice Plants During a Technology-Enhanced Science Inquiry Investigation" in the Journal of Science Education and Technology.  Ibourk and the rest of the team looked at the "sophistication of middle school students’ mechanistic explanations of genetics phenomena and how they interact with a technology-based explanation tool as they articulate and organize their ideas about the phenomena."  




JULY 17, 2020

Dr. Nicole Patton-Terry, Olive & Manuel Bordas Professor of Education in the School of Teacher Education and Associate Director of the Florida Center for Reading Research, was elected a Fellow of the American Speech-Language-Hearing Association (ASHA). One of the highest professional accolade given by ASHA, the fellowship recognizes Patton-Terry's contributions to the field.    





JULY 16, 2020

Dr. Cameron Beatty, assistant professor in the department of Educational Leadership and Policy Studies, wrote a Letter from the Editors piece in a special issue of The Journal Committed to Social Change on Race and Ethnicity (JCSCORE) titled "Addressing Anti-Black Racism in Higher Education: Love Letters to Blackness and Recommendations to Those Who Say They Love Us." The authors of the letter were invited by JCSCORE's editor-in-chief "to center and amplify Blackness in academia." You can read the full article here: https://journals.shareok.org/jcscore/article/view/127 Beatty was also cited in an article in Good Morning America. The article, "'Pledge against racism': Black students talk about experiencing racism in college Greek life," cited a chapter from a monograph he co-wrote titled, “Critical Considerations for Race, Ethnicity, and Culture in Fraternity and Sorority Life.”    






Dr. Eunhui Yoon, assistant professor of School Counseling, co-contributed to a report on conversion therapy for the Office of the United Nations High Commissioner for Human Rights website. The report examines the umbrella term of conversion therapy and the damaging effects physically, emotionally and mentally. The report looks at where conversion therapy takes place, its prevalence in various cultures, and ultimately calls for a global ban on conversion therapy. She also published a co-written article "Challenges and supportive factors in counseling for sexual and gender minority/expansive clients: Perspectives of counselors" in the Asian Journal of Education.    






JULY 15, 2020

Dr. Jenny Root, assistant professor of Special Education, published a chapter titled "Academic Skill Instruction in Adolescent Transition Education" in the Handbook of Adolescent Transition Education for Youth with Disabilities (2nd edition). The handbook serves as a resource to all individuals who assist in helping adolescents with disabilities transition into adulthood.    









Dr. Timothy Baghurst, professor of education and Director of FSU COACH: Interdisciplinary Center for Athletic Coaching, published an article in Frontiers in Psychology titled "The Susceptibles, Chancers, Pragmatists, and Fair Players: An Examination of the Sport Drug Control Model for Adolescent Athletes, Cluster Effects, and Norm Values Among Adolescent Athletes." The study explores the relatively unexamined situation of adolescent performance doping in sports and the efficacy of the Sport Drug Control Model for Adolescent Athletes, as well as develop a possible profile of athletes that may be at risk of doping.







Dr. John Myers, associate professor of Social Science Education, published an edited book titled Research on teaching global issues: Pedagogy for global citizenship education. The book features new research on the modern day problems related to the teaching of global issues, including how to foster interest in students, particularly on the topic of global activism. The first section of the book explores the "contexts and policies in which global issues are taught and learned," while the second section features "case studies of teaching and learning global issues in schools."    








Dr. Cameron Beatty, assistant professor in the Educational Leadership and Policy Studies Department, was named a McKnight Junior Faculty Fellow for the next academic year. Through the fellowship, Beatty will receive support for a year of research and writing. The award is given by the Florida Education Fund to junior faculty members in recognition of teaching excellence by underrepresented minorities and women.    









Dr. Christine Andrews-Larson, associate professor of Mathematics Education, authored a paper that was published in the Journal for Research in Mathematics Education titled "Inquiry and Gender Inequity in the Undergraduate Mathematics Classroom." There is a general consensus that active approaches to learning are linked to improved student outcomes, and many have argued these approaches to be more equitable. However, the argument that such approaches are more equitable is theoretically and empirically underdeveloped. In this paper, Andrews-Larson and her team examined the relationship between gender and student learning outcomes observed under a particular active learning approach to teaching abstract algebra at the undergraduate level (implemented by multiple instructors at multiple institutions). They detected a gender performance difference (with men outperforming women) in the active learning classes that was not present in other classes. The article can be found here.





Dr. Miray Tekkumru-Kisa, assistant professor of Science Education, published an article titled "Theory and Research on Tasks Revisited: Task as a Context for Students' Thinking in the Era of Ambitious Reforms in Mathematics and Science" in Educational Researcher. The article addresses the growing need for high-quality teaching and learning in mathematics and science classrooms and the close connection to student learning and the tasks assigned to them. Tekkumru-Kisa is also the primary investigator on a National Science Foundation-funded project. The project, officially titled "Facilitating Teacher Learning with Video Clips of Instruction in Science" aims to build foundational knowledge about teacher learning with and from video clips of science instruction within a professional development, which will be designed to support teachers’ learning to implement NGSS-aligned performance-based assessment tasks with ambitious teaching practices. Colleagues from Stanford University, Carnegie Mellon University, and  Northwestern University are also working on the project.