Steele Research Symposium

Discussant: Sarah Clerjuste
Ph.D. in Educational Statistics and Research Methods student

Chair: Christina Barbieri, Asst. Professor, School of Education

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Srujana Acharya
Ph.D. in Education student (Mathematics Education)
Unconventional Emerging Ways of Conceptualizing Fractions by Middle School Students in India

Similar to students worldwide, students in India have been reported to require more fraction instruction (Eichhorn, 2018). To support the students’ understanding of fractions, an exploratory study investigating the unconventional emerging ways in which nine middle school Indian students conceptualize fractions was conducted. A design-based research approach was taken for the study. The students engaged in different tasks that used various representations of fractions, and two unconventional emerging ways of conceptualizing fractions were identified. The results of this study highlight some areas that are still unexplored and are essential to bridge the gap between instruction and students’ understanding.

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Megan Botello
Ph.D. in Education student (Learning Sciences)
Elementary Students’ Motivation for and Attitudes toward Mathematics while using Example-Based Instructional Tools

This study assesses the impact of integrating worked examples and self-explanation prompts in elementary math classes on student motivation and attitudes. An intervention was designed based on prior research showing the benefits of worked examples and self-explanation prompts for learning. Using Expectancy-Value Theory, it examines students’ beliefs in success, value, interest, and error perception. 1,230 4th and 5th graders participated. Linear mixed effects regression analyses show no significant differences in math beliefs between intervention and control groups, but expectancy for success predicts math achievement. This highlights the importance of nurturing positive beliefs for math success, urging further research into effective interventions for elementary students.

Discussant: Amanda Delgado
Ph.D. in Education student (Learning Sciences)

Chair: Jennifer Gallo-Fox, Associate Professor, Dept. of  Human Development and Family Sciences

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Jonathan Kittle
Ph.D. in Education student (Literacy)
The Influence of Spanish Phonology and Orthography on K-5 Spanish-Speaking Multilingual Learners’ English Spelling Achievement: A Systematic Review

Spelling is an important building block of English literacy that is often overlooked when examining effective instruction for the large and growing population of Spanish-speaking multilingual learners (MLs) in U.S. public schools. This systematic review identified several patterns of influence of Spanish phonology and/or orthography on English spelling. Spanish language instruction was associated with more Spanish-influenced spellings while English literacy instruction was associated with less or none at all. Spanish-dominant students made more Spanish-influenced spellings than students with proficiency in both languages. Lastly, Spanish-speaking MLs made fewer Spanish-influenced spellings over time as they progressed in their studies and received more English language instruction.

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Ekaterina Novikova
Ph.D. in Human Development and Family Science student
How does Children’s Language Use Compare in Indoor and Outdoor Settings in a Nature-Based Preschool?

Experiences with nature have positive direct and indirect effects on multiple domains of child development, including language learning. However, few studies have examined the relationship between children’s language and outdoor nature settings. This study examined and compared children’s language use in an indoor classroom and an outdoor nature setting. Language samples from 16 preschoolers (including seven Dual Language Learners) collected in indoor and outdoor nature-based preschool were analyzed using the CLAN (Computerized Language ANalysis) program. Findings showed that for both the entire sample and the sample of Dual Language Learners, children’s language had higher syntactic complexity measured by Mean Length of Three or Five Longest Utterances in the outdoor nature setting.

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Tamara Turski
Ph.D. in Education student (Learning Sciences)
Exploring Science Instructional Practices in a Preschool Setting: What do they Look Like? A Case Study

Preschool science education, rooted in children’s curiosity, was explored through observations and an interview with a preschool teacher, informed by constructivism and sociocultural theory. The study examined instructional practices, noting variation based on weekly classroom themes. Insights from the interview highlighted preferences for hands-on materials and concerns about time constraints. Findings emphasize the importance of explicit instruction and scientific vocabulary for effective communication, contributing to a deeper understanding of preschool science education highlighting areas for future research, particularly in enhancing teacher’s understanding and implementation of science instructional practices.

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Fan Zhang
Ph.D. in Education student (Literacy)
Early Identification of Writing Difficulties: A Review of K-12 Screening Methods

Early identification of writing difficulties is crucial for supporting students. This literature review analyzed 12 writing screener studies focused on identifying k-12 students at risk of writing difficulties in the U.S. Main writing screeners include Curriculum-Based Measurements (CBM), Automated Written Expression Curriculum-based Measurement (aWE-CBM), Automated Writing Evaluation (AWE), and combined reading and writing assessments. Strengths and limitations of these screeners are discussed.

Discussant: Allison Gantt

Ph.D. in Education student (Mathematics Education)

Chair: Amanda Jansen, Professor, School of Education

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Casey Griffin
Ph.D. in Education student (Mathematics Education)
Contributing Factors to Women’s Sense of Belonging in Undergraduate Calculus

Fewer women than men choose to major in STEM, and women leave STEM majors at a higher rate than men — especially after taking Calculus. Prior research identifies low sense of belonging (i.e., feeling like an accepted member of an academic community) as a key reason why women decide to leave STEM majors. Scholars have identified factors that contribute to one’s sense of belonging, including students’ perceived competence and social connectedness. This study explores ways in which engaging in active learning opportunities might support women’s perceived competence and social connectedness, and in turn, their sense of belonging. Women’s survey responses suggest that active learning supports sense of belonging both directly and indirectly via perceived competence and social connectedness.

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Yue Ma
Ph.D. in Education student (Mathematics Education)
Investigating Lower-Achieving Students’ Understanding and Error Types in Tape Diagram Usage

Tape diagrams have been identified as an effective tool for solving problems in mathematics. Prior research on tape diagrams predominantly targets students with varying educational needs, albeit with limited focus on lower-achieving learners. While tape diagrams are confirmed as effective tools for problem-solving, their use is often integrated with additional instructional methods. And the emphasis of research is more on the application of tape diagrams for problem-solving by students rather than on students’ comprehension of tape diagrams themselves. This proposal aims to investigate lower-achieving students’ understanding of tape diagrams, and the types of errors students make in making tape diagrams.

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Busra Sumeyye Kurutas
Ph.D. in Education student (Mathematics Education)
Examining Relationships Between Elementary Teachers’ Reflective Journal Entries and Mathematics Teaching Practices

The purpose of this study is to examine the relationship between elementary teachers’ reflective journals in the context of professional learning and their mathematics teaching practices. Two cases of elementary teachers’ reflective journal entries appeared to set an intention for changes they would make in their mathematics teaching. One teacher shared the importance of identifying key learning goals of the lesson to narrow the focus of her lessons. The other shared an intention to create intentional questions to prompt students to expand their mathematical reasoning skills. A year after engaging with journal writing, teachers’ interviews, and observation data indicated that teachers enacted their formerly stated intentions in their classrooms.

Discussant: None

Chair: William Lewis, Professor, School of Education

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Michelle Bailey
Ph.D. in Education student (Sociocultural and Community-Based Approaches to Education)
Imagining Futures: Insights into Rural High School Juniors’ Postsecondary Choices

Due to shifting economic opportunity structures in rural areas (Parsons, 2022), rural students face a unique set of challenges as they plan for life after high school. This interview-based qualitative study explores factors in postsecondary decision-making for high school juniors from a rural community, paying particular attention to students’ familial, educational, social, and cultural contexts. This presentation will highlight two cases from the study and examine heterogeneity in internal (e.g., values, worldviews, and dispositions) and external (e.g., family expectations, relationship to the local community, and financial considerations) factors that impact students’ postsecondary decision-making processes.

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Arun Chaudhary
Ph.D. in Education student (Education & Social Policy)
Fifty Worlds of Welfare:  State Discretion and Social Policy since 1994

In this paper, we ask: What has the “devolution revolution” launched in the mid-1990s meant for low-income families with children and the safety net programs on which they rely? We employ the State Safety Net Policy dataset to trace program inclusion (the number of program recipients as a share of those eligible or needy) and program generosity (the benefit level) across 10 safety net programs for low-income families with children in which states have some degree of discretion in financing, rule-making, or administration. Using comparable measures of social provision allows us to examine provision across programs and assess trends over a three-decade span (1994-2021). We also examine the extent of cross-state variation in the generosity of benefits and the inclusiveness of receipt.

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April Vázquez
Ph.D. in Education student (Sociocultural and Community-Based Approaches to Education)
“It’s Different When You’re Choosing What You Learn” : Agency in the Educational Experiences of Radically Accelerated Students

Radical acceleration is any set of practices leading to a student beginning college coursework three or more years early. This research study sought to examine the experiences of three radically accelerated students in terms of the agency the students exercised during their K-12 experiences as homeschoolers and in postsecondary academic contexts. After conducting semistructured interviews with the participants and collecting additional data from two of their mothers, the researcher found salient themes and patterns that exemplified participants’ experiences. Those who were able to exercise agency in their K-12 educational contexts viewed those experiences positively, pursued higher levels of education, and sought out opportunities to exercise agency in their post-secondary studies.

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Elizabeth Wroten
Ph.D. in Human Development and Family Sciences student
The Lives of Silk Workers in Late 20th Century Lyon: A Pilot Life Course Examination

Dr. Tamara K. Hareven, a professor in what was formerly the Individual and Family Studies (IFST) department but is now the Human Development and Family Sciences department, died in 2002 while in the middle of conducting a large cross-cultural ethnography examining textile industry work and family life for workers in various parts of the world. She bequeathed the contents of her on-campus office to the University of Delaware Morris Library, including raw, unpublished data interview transcripts from the silk industry workers of Lyon, France. These data were uncovered and analyzed as part of a pilot study. Emergent themes include the idea that the silk industry is disappearing, and that gender disparities in the silk industry of Lyon somewhat continued through the end of the 20th century.

Discussant: None

Chair: Jin Yao Kwan, Asst. Professor, Dept. of Human Development and Family Sciences

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Samantha Akridge, coauthor
Ph.D. in Education student (Sociocultural and Community-Based Approaches to Education)

Arielle Lentz, coauthor
Ph.D. in Educational Statistics and Research Methods student

Latrice Marianno, coauthor
Ph.D. in Educational Statistics and Research Methods student

Operationalizing the Principles of QuantCrit in Education: Insights and Practical Examples for the Field

Statistics are not neutral in practice (Gillborn et al., 2018). Much of statistical inference originates in racist scholarship and continues to reify racist thinking (Zuberi & Bonilla-Silva, 2008). While addressing racism through quantitative research is not new (Garcia et al., 2018), QuantCrit is a novel approach integrating critical race theory into quantitative research to support the dismantling of systemic racism (Castillo & Gillborn, 2022). Because QuantCrit’s principles are newly articulated, researchers may face challenges adopting the approach, as examples, inferences, and guidance are still limited. In this systematic literature review, we offer preliminary documentation on the usage of QuantCrit, which may support researchers seeking to adopt the approach.

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Mark Miller
Ph.D. in Human Development and Family Science student
Black Adolescent Boys’ Perceived Mattering at the Nexus of School and Community: A Photovoice Inquiry

This thesis explores the role surrounding the school and community connections as it shapes Black adolescent boys perceived mattering. Existing literature has illustrated the positive impacts on the well-being and achievement for Black boys when their school actively collaborates with families and community stakeholders. Further, social psychological mattering also emerges from positive interpersonal engagements in school, while also underscoring the well-being of adolescents. Yet little is known about how school and community connection foster Black adolescent boys’ perceived mattering. Through a school-yearlong investigation with in-depth focus groups and a photovoice project, my study addresses how the school-community connection can influence Black adolescent boys sense of mattering.

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Kateri Sternberg
Ph.D. in Education student (Mathematics Education)
Mentor and Student Teachers’ Beliefs about Equity in Mathematics Teaching

While developing equity-oriented beliefs about teaching mathematics is important, there is a lack of understanding as to how best to help teachers develop these beliefs and the skills needed to act upon them. To understand how mentor and student teacher beliefs about equity in mathematics teaching develop, I interview four pairs of student and mentor teachers at three time points during a student teaching placement. I find that both mentor and student teachers primarily describe equity in terms of access and achievement and have difficulty connecting practice to more critical dimensions of equity. Additionally, I find the reflection process of the interviews was influential in helping participants connect equity to their daily classroom practice.

Discussant: None

Chair: Dominique Baker, Assoc. Professor, School of Education and Joseph R. Biden, Jr. School of Public Policy and Administration

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Calaia Jackson
Ph.D. in Public Policy and Administration student
Organizing Authority and Discipline in Philadelphia High Schools

This study examines how the School District of Philadelphia (SDP), the 8th largest US public K-12 school district, organizes discipline and authority relations. Drawing on theories of school organizations, authority relations, and racial equity, we construct measures of authority experiences and provide a descriptive analysis of patterns for these student experiences. Using publicly available SDP administrative data, district reports on discipline initiatives, and student survey data for high schools in 2022-23, we conduct descriptive analyses to characterize patterns of discipline and authority climates and their association with student racial and socioeconomic status composition of schools.

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Christy Metzger
Ph.D. in Education student (Learning Sciences)
Examining Physics Professors’ Perceptions of Ideal Students Through the Lens of Power and Identity

This study explores how physics instructors teaching undergraduate introductory physics courses describe their ideal students. A lens of power and physics identity is used to examine these findings and how they may narrow and/or expand physics identities available to students. The data were collected utilizing qualitative methods of semi-structured interviews with 18 professors from 10 different universities and colleges. Results show that most professors describe ideal students as curious and hardworking and often describe ideal students in contrast to grade-focused students. Implications are discussed of how this may limit the accessibility of physics identities to underrepresented groups.

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Bita Moradi
Ph.D. in Education student
Unpacking Teacher Confidence, Self-Efficacy, and the Need for Professional Development for Multilingual Learners in Delaware

The present study aimed to unravel the Multilingual Learner (ML) teaching confidence, need for receiving ML-focused Professional Development (PD), and general and ML-specific teaching self-efficacy of 78 K-12 teachers in Delaware. The results suggested moderately low teaching confidence and a high need for receiving ML-focused PDs. Furthermore, the findings showed a considerable gap between the teachers’ general and ML-specific teaching self-efficacy, with the latter having a lower value. Elementary, middle school, and high school teachers did not significantly differ in terms of their confidence and need for support. There was a statistically significant difference between the teachers’ general and ML-specific self-efficacy, amplifying the imperative to deliver  ML-focused PDs to teachers.

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Amy Santos
Ph.D. in Education student (Sociocultural and Community-Based Approaches to Education)
Centering Joy: Community and Connection in the Classroom

In an age where teacher recruitment and retention are a considerable challenge, we have an opportunity to reimagine how we prepare teachers for long-term success. Inspired by Gholdy Muhammad’s (2023) Unearthing Joy, this study seeks to understand how centering joy can build resilience and provide support for countering negativity. Part of a larger project in conjunction with Dr. Jill Flynn, Dr. Kisha Porcher, and doctoral student Sophia Vilceus, the focus of this report includes analysis of the student teacher interview data. Preliminary findings indicate that participants describe joy when having a sense of community and making connections. Understanding perceptions of joy can lead to programs that better prepare students for longevity in the teaching profession.

Discussant: Kamal Chawla
Ph.D. in Educational Statistics and Research Methods student

Chair: Sanford R. Student, Asst. Professor, School of Education

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Lien Vu
Ph.D. in Educational Statistics and Research Methods student

Evaluation of the Impacts of Kumon Using Propensity Score Matching

Educational organizations offering supplemental education like Kumon are increasingly prominent locally. This study utilizes a causal framework, employing propensity score matching (PSM), to assess the effectiveness of the Kumon Method on student academic achievement using standardized tests. Kumon students who underwent an internationally standardized test in 2006 were matched with non-Kumon peers based on location, sex, and grade. PSM helped mitigate bias, ensuring comparability between treatment and control groups. Results reveal that Kumon students outperformed similar non-Kumon peers in grades 3-8, with notable improvements in middle school. These findings offer valuable insights for informing policies, practices, and evidence-based interventions sought by stakeholders.

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Taylor-Paige Guba
Ph.D. in Education student (Learning Sciences)
Analysis of Multiplication Equation Formats Presented in Elementary Math Textbooks

Research has shown the importance of students’ practice with non-traditionally formatted arithmetic problems (e.g., 5 = 2 + 3) for understanding the meaning of the equal sign, flexible problem solving skills, and progressing to higher-level math. It is unclear if current math textbooks are following this recommendation as a textbook analysis of this nature has not been published for more than a decade. In this study, eight common US math textbooks were analyzed to determine what formats multiplication problems are presented in. A regression revealed that traditionally formatted multiplication problems are statistically significantly more common in the eight textbooks than non-traditionally formatted multiplication problems.

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Olushola Soyoye
Ph.D. in Educational Statistics and Research Methods student
Context-rich mathematics item generation using generative language models.

This project aims to investigate the viability of using GPT models to automatically generate appropriate contexts based on the target construct and real-world or synthetic numerical data. We fine-tuned a pre-trained transformer model to generate math items. Our results show that GPT model accuracy and control can be achieved.

Discussant: none

Chair: Soo Bin Jang, Asst. Professor, School of Education

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Hojung Lee
Ph.D. in Education student (Education & Social Policy)

Socioeconomic Disparities and Educational Outcomes: Analyzing the Impact of COVID-19 School Closures in South Korea (w. Dohyo Jeong, University of Texas at Dallas)

During the COVID-19 pandemic, the achievement gap between high and low socio-economic status (SES) students in South Korea widened, reflecting global trends. This study investigates the impact of school closures on this gap, utilizing land prices as a SES indicator. It employs event study and spatial difference-in-differences analyses to explore the relationship between SES, measured through housing prices in school catchment areas, and learning losses and recoveries post-reopening. By analyzing school exam scores and land price data, the research aims to uncover how the pandemic differentially affected students’ educational outcomes across SES, contributing insights to address educational inequalities.

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Amanda Nolte
Ph.D. in Education student (Sociocultural and Community-Based Approaches to Education)
Where There is a Will, is There a Way? Exploring Teachers’ Attempts to Facilitate Productive Race Talk in the Classroom

The purpose of this work was to investigate the complexities inherent in teachers’ approaches to race talk. The study explored three research questions: 1) In what ways do teachers describe their will to facilitate race talk in the classroom? 2) What does it look like when teachers attempt to facilitate race talk? 3) What is the relationship between teachers’ attempts to facilitate race talk and opportunities for students to develop critical race consciousness? Findings revealed a misalignment between teachers’ will to facilitate race talk and skills evident in their attempts to do so. However, the likelihood of productive race talk increased when teachers combined proactive and reactive approaches. Findings have implications for educators who seek to facilitate productive race talk.

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Sophia Sunshine Vilceus
Ph.D. in Education student (Sociocultural and Community-Based Approaches to Education)
“Black Girls, Schooling, and Repressed Joy”

In a case-study with Black high-school girls, attending a predominantly Black and Brown school, I investigated the infrastructures and policies that hindered their joy. The research questions for the study were: (1) What aspects of schooling do Black girls describe as hindering their joy? (2) What solutions do Black girls propose to make schooling a more joyous experience for them? The findings indicated that joy was stifled because: there was a lack of autonomy that participants had in making decisions that impacted them; Participants were unable to see the relevance of the curriculum to their lives; and there were no systematic ways to support students’ holistic wellness at the school. Learning alongside Black girls about what can make schooling more joyful has the aptitude for remedy.

Gabrielle Atienza
Ph.D. in Human Development and Family Science student

“We don’t know these answers. We don’t know where to go”: The First-Generation College Student Parents’ Experience

The current study explores the experiences of Parents of First-Generation College Students (PFG). Parents’ experiences are examined through semi-structured, one-on-one interviews (n =10), and were analyzed using a grounded-theory-based approach. Three themes emerged across the ten participants’ experiences- Parent Expectations, Parent Knowledge, and Parent Needs. The popular ideas amongst participants’ individual experiences came together to form these themes. Additional concepts, such as Letting Go and Distance, were discussed in further detail as well, highlighting participant narratives in the process. Results are discussed in terms of their integration with previous research and theory, and implications and directions for future research are also explored.

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Donatus Doe
Ph.D. in Education student (Education & Social Policy)
Organizing Authority and Discipline in Philadelphia High Schools

We examine how the School District of Philadelphia (SDP), the 8th largest US public K-12 school district, organizes discipline and authority relations. Drawing on theories of school organizations, authority relations, and racial equity, we construct measures of authority experiences and provide a descriptive analysis of patterns for these student experiences (suspensions, expulsions, arrests). Using publicly available SDP administrative data, district reports on discipline initiatives, and teacher and student survey data for high schools in 2022-23, we conduct descriptive and latent class analyses to characterize patterns of discipline and authority climates and their association with racial and socioeconomic status composition.

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Chelsia Douglas
Ph.D. in Public Policy and Administration student
Social Construction for Societal Success: A Critical Examination of Paternalism at Delaware State University

Higher education institutions have historically acted “in loco parentis” or “in lieu of parents” to educate and socialize their students. This poster will present findings from a critical race case study on Delaware State University using document analysis to evaluate how paternalistic beliefs, values, and attitudes are communicated to students. DSU course catalogs from 1893-2020 were used to understand how paternalism is communicated through course catalogs. Values coding was used to analyze sections including curriculum, general statement, duties and privileges, and the president’s report. Evidence shows verbiage signaling a value for student holistic development and safety, infantilized attitudes of incompetence towards students, and beliefs of parental authority over student wellbeing.

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Jesse Eze
Ph.D. in Educational Statistics and Research Methods student
Causal Effects of CTE Pathways and Career Clusters on Secondary and Postsecondary Outcomes

This study investigates the impact of Career and Technical Education (CTE) pathways on high school and postsecondary outcomes in Delaware. Utilizing student-level administrative data from 2016 to 2021, the research assesses effects on course-taking behavior, college attendance, and wages. The introduction of new CTE pathways in high schools serves as an instrumental variable to address selection biases, allowing analysis of the causal effects of CTE pathway concentration. By leveraging the timing of pathway introductions and controlling for school and year effects, the study aims to distinguish between the impacts of different pathways and how these vary across student types. Preliminary analyses focus on changes in course-taking as a result of new pathways, with further investigations planned for secondary outcomes. This approach attempts to provide insights into the role of CTE programs in enhancing educational achievement and economic prospects, thereby informing policy decisions at state and local levels.

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McKenna Halverson
Ph.D. in Human Development and Family Science student
WIC Participants’ Perceptions of the Cash-Value Benefit Increase during the COVID-19 Pandemic

Recent changes to the Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) Cash-Value Benefit (CVB), aka the fruit and vegetable benefit, have the potential to reduce disparities in healthy food access and food insecurity that were exacerbated by the COVID-19 pandemic. However, few studies have examined how pandemic-related CVB changes influenced WIC participants’ fruit and vegetable purchasing and consumption. To address this gap, we conducted semi-structured interviews with 51 WIC participants in Wilmington, Delaware. Results demonstrate that higher CVB amounts increased WIC participants’ purchasing and consumption of fruits and vegetables, increased the frequency of their shopping occasions, and enhanced their dietary variety.

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Rebecca Memmolo
Ph.D. in Education student (Mathematics Education)
Examining Shifts in Elementary Teachers’ Instructional Visions of Mathematics Classroom Discussion

Classroom discussion has been specified as a feature of high-quality mathematics instruction for elementary grade levels. However, facilitating classroom discussions is complex and difficult, requiring teachers to engage in practices that challenge traditional forms of mathematics instruction. Professional learning about classroom discussions has been well documented, but few studies examine how teachers internalize the goals of these experiences. This poster presents early findings from analysis of the instructional visions articulated in interviews by a set of elementary teachers as they engage in professional learning to develop classroom discussion in mathematics. I report on shifts in their talk about classroom discussion as they make sense of their professional learning experiences.

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Daniel Osgood
Ph.D. in Educational Statistics and Research Methods student
The Effects of Laws Prohibiting Seclusion in Public Schools on Enrollment in Special Education Schools

Restrictive intervention practices, such as seclusion and restraint, are employed frequently in a small proportion of schools to reduce and are purported to reduce the potential of harm from unsafe behaviors. Although efforts to regulate restrictive behavioral practices at the federal level have not yet been successful, many several states prohibit the practice entirely. The purpose of this study is to explore the causal effects of legislation prohibiting seclusion. Using a difference-in-differences design, I estimated the average effects on five states that banned seclusion between 1997 and 2019. Results of the study suggest that banning the practice of seclusion resulted in about 600 more students in separate schools at a total cost of nearly 88 million dollars over twenty years.

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Irene Post
Ph.D. in Education student (Literacy)
Spanish-English bilingual children’s code switching: The role of the interlocutor

For Spanish-English bilingual children, little is known about the role of interlocutors during code-switching. This systematic literature review spanned fifty years (1972 – 2022) of research and focused on two primary research questions. First, how did interlocutor type (e.g., peer, parent) influence the code-switching behavior of Spanish-English bilingual children? Second, how did Spanish-English bilingual children’s conversational role (receiver vs. producer) influence their code-switching behavior? Results indicate that code-switching serves as a dynamic linguistic resource, shaped by social, cognitive, and developmental factors, facilitating communication and language learning in bilingual environments. Implications for interdisciplinary theory and educational practice are discussed.

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Vandeka Rodgers
Ph.D. in Education student (Education & Social Policy)
Investigating Tenant Experiences: Constructing a Survey Instrument to Explore & Measure Housing Instability for Low-Income Renters

Housing instability often leads to negative outcomes such as eviction and homelessness. This mixed-methods survey development study seeks to understand ‘Which factors and variables effectively measure the experiences of low-income renters with housing instability?’  We intend for the survey, once finalized, to yield insights that can inform housing policy and programming targeting a more equitable housing system, particularly in consideration of the unique challenges faced by marginalized, low-income communities. To get there, we will leverage insights from prior research, Critical Race Theory (CRT), Participatory Action Research (PAR), statistical analysis, and cognitive interviews to refine the items, ensuring that they accurately reflect the lived experiences of low-income tenants.

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Andrew Rodrigues
Ph.D. in Education student (Learning Sciences)
Using AI to Personalize Statistics Course Content: How instructors can utilize student interest data to develop personalized course materials

AI is a transformative technology increasingly used in education to customize class content. In this study, AI is used to increase relevance of examples in a graduate-level statistics course. After ascertaining student interests through a survey, the instructor iteratively prompted ChatGPT-4 to combine to-be-taught content and student’s interests. This iterative process involved judgments as to the integration of the interest with content and the appropriateness of the example for pedagogical purposes. GPT-constructed examples and non-GPT-constructed examples were presented in class meetings taught either by the first-author TA or the course instructor. Student engagement and perceived relevance of examples were measured using short surveys administered to students before and after class.

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Faezeh Vahdat Nia
Ph.D. in Education student (Learning Sciences)
Parents’ beliefs about the importance of fun in play and learning

We explore parents’ beliefs about the importance of fun in play and learning in infants and young children in the culturally different countries of the US and China. Worldwide, 80% of children’s waking time is spent outside of school (OECD, 2018). Parents’ beliefs about learning and play affect how children spend that time. Neuroscientists have discovered the relation between the positive affect and surprise to learning (Betzel et al., 2017). But do parents have the same beliefs as neuroscientists? Survey design was used to explore these beliefs as part of a larger study. Three indicators were used with two sets of questions, one set asking questions about the importance of fun in play and the other set asking the same questions about learning.

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Allison Olshefke
Ph.D. in Education student (Mathematics Education)
Static and Dynamic: How Two Textbooks Introduce the Derivative

Calculus students often struggle to understand the derivative conceptually, even when they can differentiate fluently. Operating from the premise that underdeveloped covariational reasoning skills may be the missing link to understanding the derivative, this study explores how two calculus textbooks vary in terms of the opportunities they present for students to reason about the derivative function as dynamic or static. The results of this analysis suggest that while each textbook provides opportunities for both forms of reasoning, they vary in their emphasis.

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John Oluwadero
Ph.D. in Education student (Education & Social Policy)
Assessment of Policy Responses to Flood-Induced Food Insecurity in Nigeria: A Multilayered Community-Based Participatory Research Approach

Nigeria, like many other countries, has been grappling with the increasing frequency and severity of floods in recent years. Smallholder farmers are particularly vulnerable due to their limited resources and capacity to respond, often leading to loss of life, destruction of farmland, disease outbreaks, mass displacement, and food insecurity. Despite the existence of policies aimed at supporting these farmers, their effectiveness remains unclear. This study aims to explore the use of multilayered community-based collaborations to assess policy responses to flood-induced food insecurity among smallholder farmer communities in Nigeria. It underscores the critical role of community collaboration in climate change adaptation and disaster management.

Sotheara Veng
Ph.D. in Education student (Learning Sciences)
Potential Use of Generative AI to Optimize Cognitive Load for Self-Regulated Learning

Advances in generative artificial intelligence (Gen AI) like ChatGPT have sparked interest but also concerns about impacts on education. This paper examines how such AI could support self-regulated learning (SRL) from cognitive load perspectives. Self-regulation imposes demands on limited working memory resources. Gen AI may alleviate certain loads to empower SRL. The paper analyzes Gen AI’s potential to optimize cognitive load at each SRL stage. However, risks remain regarding inaccurate outputs and improper reliance on AI. Empirical research quantifying cognitive load impacts is vital. With rigorous insights, prompts could be designed to target self-regulatory bottlenecks. This analysis sets an agenda for investigating the integration of AI to manage load and support SRL.

William Woelki
Ph.D. in Human Development and Family Science student
Unveiling Intersectional Realities: Understanding LGBTQ+ Youth Homelessness

The purpose of this study was (1) to better understand the relationship between youth housing instability and various demographic groups, (2) to explore how bullying is associated with youth housing instability, and (3) to determine if race or ethnic identity moderates the relationship between bullying and housing instability. The study analyzed data from the 2022 LGBTQ National Teen Survey (N=14,945), revealing disparities in housing stability rates. Black/African American, Native Hawaiian/Pacific Islander, and Indigenous participants faced higher odds of housing instability. Bullying among LGBTQ+ youth was associated with housing instability and homelessness. Individualized support systems are needed to address the multifaceted needs of unstably housed LGBTQ+ youth.

• Students can present their research in graphic form during the poster session and select from participating in the judging process or simply presenting their posters at the Symposium. Registration is due by March 20 for this option.
• For students who will participate in the prize competition, they will need to submit their poster files by March 20.
• For students who do not want to participate in the poster judging process, they need to have their posters ready to present at the Symposium on April 19.

Poster details:

• It is required to develop your poster using one of the UD templates. You may download a CEHD template or a UD template.
• Students are responsible for having their posters printed. Printing may be done through UD’s Information Technologies, University Printing or Morris Library Multimedia center or by an off-campus vendor. Printing a large format poster can take 24 hours (or more), so please plan accordingly.
• At the event, you will be provided an easel, a foam poster board (36 x 48 inches) and clips to display your poster.
• It is highly recommended you have your poster printed on paper 36 x 48 inches. This can be rolled up for easy transport. Other materials are acceptable, but please keep the size above in mind.

• The role of discussant is possible for advanced graduate students who have previously presented a paper at the Steele Symposium and would like a new role. Advanced graduate students who want to be considered for a discussant role, please indicate that on the registration form (due March 20) and we will assign you to a session based on submissions and your area of expertise.
• We will notify those who applied to be discussants by March 29. If you are not accepted as a discussant but still required to participate, you may submit a late entry for paper or poster presentation, which will be due April 5.
• For students who are accepted as discussants, plan to receive summaries of papers by April 5, giving you two weeks to prepare your remarks for the Symposium.
• Discussants synthesize the papers to draw on common themes. Discussants typically provide critiques of the papers, pointing out strengths, areas that would improve the paper, and suggestions for future study. Some resources for discussants can be found here.

Graduate Student Guidelines for Paper Submission	Undergraduate Student Guidelines for Paper Submission
Graduate-level papers have a 5-page limit. All submissions must be double-spaced, in Times New Roman font, 12-point size, with 1-inch margins, top, bottom, right, and left.	Undergraduate-level papers have a 3-page limit. All submissions must be double-spaced, in Times New Roman font, 12-point size, with 1-inch margins, top, bottom, right, and left.
May submit 2 additional pages of tables or figures, plus references.	May submit 2 additional pages of tables or figures, plus references.
A research report should provide background, rationale, questions, methodology, results, and implications of a completed study. A theoretical or policy paper should provide a brief overview of the issue to be addressed, related research findings, conclusions, and implications.	A research report should provide background, rationale, questions, methodology, results, and implications of a completed study. A theoretical or policy paper should provide a brief overview of the issue to be addressed, related research findings, conclusions, and implications.

• To be considered for an award, the student’s paper or poster submission must be the original work of the student. Co-authors may submit for award consideration, as long as the co-authors are UD students. Papers or posters co-authored with faculty may not be submitted for award consideration. Students can acknowledge a faculty member’s lab. Please discuss any questions with your faculty advisor or sponsor.
• Papers and posters that are being considered for awards must be blinded by the student prior to submitting the document with the registration form by March 20. Please ensure that you have removed all identifying information. Only the poster file needs to be uploaded by March 20.