Research & Creative Showcase

As we begin the New Year and the start of a new semester, it feels like a good time to take a moment to celebrate the scholarly accomplishments from the fall semester and summer.

And, just as the days start to get a bit longer each day, so too does this list of publications and accomplishments. We added some new books to our faculty bookshelf, and we were very successful in securing external and internal funding. As you will see below, we continue to solidify our SOE signatures.

I hope you enjoy reading about the ways SOE is making a difference through high caliber scholarship and creative work.

Beth A. Ferri, ADR

Alan Foley and graduate student Meaghan Krazinski co-authored “Intersections of Marginalization and Possibility: A Phenomenological Analysis of Disabled Students’ Experiences with Online Learning” in the Journal of Disability Studies in Education, where they document ways that online schooling reinforced barriers and hindered full inclusion and support for secondary and post-secondary students.

Nicole Fonger and three student co-authors published “Making Mathematics Meaningful: How Learning About Local Social Injustices Develops Undergraduate Students’ Identity, Intellect, Skill, and Criticality” in the inaugural issue of The Crown: Syracuse Undergraduate Research Journal, where they explore how the impact of curricular reforms that prioritize critical literacy and social justice in mathematics education at the undergraduate level lead to an increased feeling of belonging and more authentic engagement in mathematics instruction.

Xiaoxia (Silvie) Huang and colleagues co-authored “Breaking Out the Immigrant and Refugee Experience: Integrating Digital Escape Games with Children’s and Young Adult Literature” in What PreK–12 Teachers Should Know About Educational Technology In 2023: A Research-To-Practice Anthology. She also co-authored “Learning in an Immersive VR Environment: Role of Learner Characteristics and Relations Between Learning and Psychological Outcomes” in the Journal of Educational Technology Systems and “Cognitive and Motivational Benefits of a Theory-Based Immersive Virtual Reality Design in Science Learning” in Computers and Education.

Sultan Kilinc, graduate student Sara Jo Soldovieri, and colleagues co-authored “Mothers as New Teachers During the COVID-19 Pandemic: Challenges and Opportunities” in the International Journal of Special Education. They explore the experiences of parents of children with disabilities as schools shifted to remote learning during the coronavirus pandemic.

Melissa Luke, Ben Dotger, and colleagues published “Thanks for Coming in, Ms. Wilson: A Qualitative Case Study of Simulated School Counseling Encounters” in the Journal of Counselor Leadership and Advocacy. They explore the use of two simulated counseling encounters with 10 school-counselors-in-training, focusing on their evolving professional identities, counseling skills, and actions.

Barbara Applebaum published “Pedagogical Uptake: Credibility, Intelligibility, and Agency” in Studies in Philosophy and Education, where she explores the construct of pedagogical uptake under the conditions and contexts of systemic oppression.

Moon-Heum Cho co-authored “Predicting Students’ Negative Emotions in College Remedial Mathematics Courses” in the European Journal of Psychology of Education, where they examine variables associated with negative feelings of boredom, frustration, and test anxiety in students taking a remedial math course.

Beth A. Ferri, Speranza Migliore, and colleague published “DisCrit and Anti-Fascist Education: Lessons from Gobetti’s Story of Sebastiano the Rooster, Otherwise Known as the Thirteenth Egg” in the Italian Journal of Special Education for Inclusion. They explore anti-fascist lessons of resistance embedded within the story and their continued relevance.

Bong Gee Jang and colleagues published the introduction “Critically Engaging ‘the Other’: Mediating Relationships Through Narrative” for their guest-edited special topic issue of Journal of Literacy Research, where they explore how literacy researchers and educators can critically and empirically engage the non-dominant “other” to foster relationships based on transformative solidarity and an egalitarian ethos. Jang also co-authored “Understanding Affect and Culture Within Pedagogical and Assessment Practices in Language and Literacy Education” in the same journal.

Yanhong Liu and her colleagues co-authored “Predictors of Attention Deficit/Hyperactivity Disorder Behaviors in Chinese Adoptees: A 10-Year Longitudinal Study” in the Journal of Child and Adolescent Counseling. Liu and co-authors (including doctoral student Derron Hitts) also published “Student-to-School-Counselor Ratios, School-Level Factors, and Leadership Practices of School Counselors: A National Investigation” in Professional School Counseling.

Melissa Luke coedited a special issue of The Journal for Specialists in Group Work focused on Anti-Oppressive Group Work. She and a colleague also published, “Dispositional Feedback: Interpersonally Rich and Creative Approaches” in the Journal of Creativity in Mental Health.

Courtney Mauldin and colleague published “Listening and Learning Through Critical Interviewing Approaches in Qualitative Inquiry” in the Handbook of Critical Education Research (Routledge, 2024). Drawing from their own research, they explore ways that critical and dialogic approaches to interviewing offer ways to take power dynamics into account, particularly for historically minoritized groups.

Wendy Moy and colleagues published a two-part series “Voices of Change: Impacting the Communities We Serve” in Choral Journal, where they discuss their panel “Identity and Inclusion in Choral Spaces: Pathways to Lasting Change.” She also co-authored “Singing Success Representing Primarily Undergraduate Institutions” in the same journal.

James Haywood Rolling Jr. published the editorial “Antiracist Strategies and Arts-Based Interventions” and “From Resilience to Renaissance: Art Generating New Stories After Crisis” in Studies in Art Education.

Jen Heckathorn and Sharon Dotger published “Snacks, Shoulders, and Sleep: Factors that Influence Teachers’ Professional Development Decision-Making” in Professional Development in Education.

Qiu Wang and colleagues published “Effects of Behavior Inhibition on Stuttering Severity and Adverse Consequences of Stuttering in 3-6-Year-Old Children Who Stutter” in the Journal of Communication.  

It was a very busy grant cycle for the Center on Disability and Inclusion. Christy Ashby (PI) and co-PIs Julia White and Beth Myers were awarded a $3.7M OSEP doctoral training grant with Rowan University and University of New Mexico. Ashby and Myers were also awarded $1.8M as part of a larger USAID project in Uzbekistan around supporting inclusive education and $1.7M for an ACCES-VR contract to improve the job coaching and job readiness experiences of students in InclusiveU.

Doctoral student and former LSAMP coordinator Chelsea Bouldin was awarded an Imagining America Publicly Active Graduate Education (PAGE) fellowship.

Courtney Mauldin and Rochele Royster (VPA) received $40K from the New York State Council for the Arts for their project, “This Woman’s Work: Elevating Black Women Voices in CNY Through Visual Storytelling, Freedom Makerspaces, and Community Arts.”

Courtney Mauldin, Nicole Fonger, and Mike Gill were awarded grants through the Engaged Humanities Network at Syracuse University.

Yanhong Liu was awarded an ACES Grant for Transformational Leadership.

Graduate Student Awards

• Ionah M. Elaine Scully received a 2023 NAEd/Spencer Dissertation Fellowship.
• Rahsaan DeLain selected as a Leader of Color Fellow from Rockwood Leadership Institute
• Evan Starling Davis’ video project FRACTURE was selected for Syracuse Urban Video Project