Education

#PassTheMicYouth: A Multimedia Program to Amplify Youth Voices

Gonzalez, M. E., Byrd, C. M., & Shealy, L. (2019, October). Presented at the NC State Extension Conference, Raleigh, NC.

Climate Matters: Adolescents’ Experiences with School Climate for Diversity

Presented at the Diversity Colloquium, Combined Program in Education and Psychology, University of Michigan, Ann Arbor, Michigan.

The Racial Contexts of Schools: Interactions, Socialization, and Adolescent Outcomes

Presented at the Community Psychology Speaker Series, University of Virginia, Charleston, Virginia.

Understanding the Relationship Between Autonomy and Happiness for College Students

Elliot, E., & Byrd, C. M. (2019, August). Poster presented at the American Psychological Association Annual Convention, Chicago, IL.

Ethnic-Racial Socialization in Early Childhood: The Implications of Color-Consciousness and Colorblindness for Prejudice Development

A Measure of School Racial Socialization and Quality of Intergroup Interactions

Cultural Diversity and Ethnic Minority Psychology, 25(2), 137–151.

Education, Equity, and the States: How Variations in State Governance Make or Break Reform

[Review of Education, Equity, and the States: How Variations in State Governance Make or Break Reform, by S. E. Dahill-Brown]. Teachers College Record.

A Daily Life Study of the Principal Internship During an Academic School Year

Drake, T. A. (2019, April 6). Paper presented at the American Educational Research Association, Toronto, Ontario, Canada.

What the Research Tells Us About Effective Principal Practices

Drake, T. A. (2019, February 25). Presented at the Master Leadership Symposium, Wake County Public School System, Raleigh, NC.

Leveraging Data Visualization for Education Policy Reform

Drake, T. A. (2019, May). Presented at the Shifting the Educational Paradigm, Cary Academy, Raleigh, NC.

Redesigning Principal Preparation Through Strong University-District Partnerships

Drake, T. A. (2019, May). Webinar presented at the National Association of Secondary School Principals.

The state of principal preparation and principal standards in North Carolina

Drake, T. A. (2019, May). Presented at the North Carolina State Board of Education.

What Should High-Quality Principal Preparation Programs Look Like?

Webinar presented at the American Association of Colleges for Teacher Education.

Exploring the relationships among civic engagement, academic vocabulary and science content knowledge

Wui, M. G., Relyea, J. E., Zhang, J., Wong, S., & Donze, J. (2019, April 5). Presented at the American Education Research Association (AERA) Annual Meeting, Toronto, Canada.

Improving early adolescents’ argumentative writing through dialogic inquiry of socioscientific issues

Zhang, J., Wui, M. G., Relyea, J. E., Wong, S., & Donze, J. (2019, April 5). Presented at the American Education Research Association (AERA) Annual Meeting, Toronto, Canada.

Predicting reading growth trajectories of language-minority students: Effects of parents’ home language input

Ju, U., Cho, E., Relyea, J. E., & Choi, I. (2019, April 5). Presented at the American Education Research Association (AERA) Annual Meeting, Toronto, Canada.

Reading motivation and L2 reading comprehension for Korean elementary students: Mediating role of metacognitive and metalinguistic awareness

Relyea, J. E., Kim, J.-Y., Han, S., & Kim, C.-M. (2019, April 5). Presented at the American Education Research Association (AERA) Annual Meeting, Toronto, Canada.

Academic vocabulary in inquiry-based science classroom discussion among urban school students

Relyea, J. E., Zhang, J., Wong, S., Wui, M. G., & Donze, J. (2019, April 5). Presented at the American Education Research Association (AERA) Annual Meeting, Toronto, Canada.

Has the presence of first-grade core reading program academic vocabulary changed across six decades?

Fitzgerald, J., Elmore, J., Relyea, J. E., & Stenner, J. (2019, July 17). Presented at the Twenty-sixth Annual Society for Scientific Studies of Reading (SSSR) Meeting, Toronto, Canada.

Effects of first-grade content-area literacy intervention on reading, writing, domain knowledge, and reading motivation for English learners and English-proficient students

Relyea, J. E., Kim, J. S., Burkhauser, M., Mesite, L., & Armstrong, C. (2019, July). Presented at the Twenthy-Fifth Annual Society for Scientific Studies of Reading (SSSR) Meeting, Toronto, CA.