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  • Relevant Research Roundtable (R3)

    The Department of Educational Leadership & Policy Studies’ Relevant Research Roundtable (R3) series offers research presentations and graduate student development sessions throughout the academic year. The research sessions, where faculty (departmental, college and university) and advanced graduate students present their latest research, are intended to build a culture of scholarly inquiry and engagement. The graduate student development sessions, hosted by departmental faculty, are designed to assist students in various aspects of graduate studies and career development. Session are live streamed for remote viewing and recorded for later viewing.

    Click here to sign up for the R3 announcement list serv. Please note: if you are already a member of the ELPS list serv, you do not need to sign up for the R3 list serv.

    Stream the sessions live here!


    Spring 2020 Schedule

    Wednesdays, 1:30-2:30pm in 3301 STB

    1/29 - Using Developmental Neuroscience for Literacy Intervention in Environments with High Risk of Illiteracyexpand menu

    Dr. Kaja Jasinska, Assistant Professor of Linguistics & Cognitive Science, University of Delaware

    2/19 - Education for Skills: The Global Renaissance in Technical Vocational Educationexpand menu

    Dr. Jeffrey Milligan, Professor, Department of Educational Leadership and Policy Studies, Florida State University

    3/9 - Learning Science: The Importance of Intervention Researchexpand menu

    Dr. Barbara Schneider, John A. Hannah University Distinguished Professor in the College of Education and the Department of Sociology, Michigan State University

    10:00 AM, G152 STB

    View the slides here.

    4/8 - Supporting Transgender and Gender-Nonconforming/Expansive Students in K-12expand menu

    Dr. Eunhui Yoon, Assistant Professor, Department of Educational Psychology and Learning Systems, Florida State University

    Fall 2019 Schedule

    9/25- Exploring How Student Leaders of Color Navigate Racial Battle Fatigue at Historically White Institutionsexpand menu

    Wednesday, September 25
    1:30-2:30 PM
    1204 STB
    Dr. Cameron Beatty, Assistant Professor of Higher Education, Florida State University

    Click here to view the presentation.

    10/23- Higher Education Practice Job Talks Part Iexpand menu

    Wednesday, October 23
    1:30-2:30 PM
    1204 STB

    Jesse Ford, Ph.D. Candidate, Florida State University
    Elif Oz, Ph.D. Candidate, Florida State University
    Dr. Rebecca Brower, Ph.D. alumna, Florida State University

    Click here to view the presentation.

    11/6- Higher Education Practice Job Talks Part IIexpand menu

    Wednesday, November 6
    1:30-2:30 PM
    1204 STB

    Teng Zhao, Ph.D. Candidate, Florida State University
    Erica Wiborg, Ph.D. Candidate, Florida State University

    11/20- Long-Term Correlates of Integrated Schooling: Education, Wealth, and Social Engagement in Later Lifeexpand menu

    Wednesday, November 20
    1:30-2:30 PM
    G154 STB

    Dr. John Reynolds, Professor of Sociology, Florida State University
    Dr. Dawn Carr, Associate Professor of Sociology, Florida State University

    Concerns over the resegregation of public schools are consistent with research showing academic and non-academic benefits of integrated schooling dating back to the Coleman Report. This paper seeks to contribute to the literature on school segregation and the literature on successful aging by assessing whether attending school where most other students are of a different race is positively associated with well-being in late adulthood, as predicted by human capital theory and perpetuation theory. Analyses of three cohorts in the Health and Retirement Study show that “race-discordant” schooling is positively associated with educational attainment, wealth, and social engagement among older adults. We also find that the human capital benefits of integration are greatest for minority older adults, while the positive association with social engagement is only present for white and Hispanic older adults. We conclude that concerns over the resegregation of public schools should extend to the significance of integrated schooling for successful aging and population health.

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