Contexts of Learning & Development Lab

Mission

The mission of the Contexts of Learning and Development (CLAD) Lab is to leverage interdisciplinary approaches and an ecological systems perspective to advance the healthy development and learning of students and teachers in South Carolina and around the world.

Research

• Conducting rigorous, multi-method research to produce evidence-based theories of learning and teaching across developmental contexts.
• Creating innovative professional development approaches to support educators.
• Developing assessment tools for evaluating numerous aspects of the learning experience.

Teaching

Providing a variety of high-quality mentorship opportunities for learning sciences doctoral students so they may positively influence the state of education and human development in their future careers.

Service

Supporting educators and community partners through a variety of evidence-based professional development experiences.

Our goal is to positively influence learning research, policy, and practice, through our work.

Understanding the Links Between PK-16 Early Learning and Developmental Experiences

A secondary data analysis of the Early Childhood Longitudinal Study (birth and kindergarten cohorts) will be used to investigate questions about the impact of early educational and developmental experiences on children’s learning outcomes in subsequent years, with particular focus the development of achievement gaps. One primary goal is to explore how early experiences with caregivers and teachers vary by children’s demographic characteristics, such as gender, ethnicity, socioeconomic status, and geographic context, and to measure the extent to which these experiential differences influence children’s development and academic achievement in subsequent years of schooling through middle school. Contact Faiza Jamil for more information (fjamil@clemson.edu).

The Contextual Causes & Consequences of Teacher-Student Ethnoracial Congruence

The purpose of this project is to connect several sources of publicly available sociodemographic, economic, geographic, and school achievement data for three large, diverse states to better understand how localized variations in a complex array of sociodemographic characteristics and economic conditions potentially contribute to both the composition and quality of the teacher workforce, as well as student achievement gaps. This study will clarify the underlying mechanisms that explain the growing body of evidence suggesting that students benefit from having teachers who share their ethnic and racial identity. It will also inform how to more strategically deploy teacher recruitment and retention resources in school districts where the composition of the teacher workforce can have the greatest impact on closing ethnic and racial achievement and opportunity gaps. Contact Faiza Jamil for more information (fjamil@clemson.edu).

Examining Blackness in Education: Personal, Behavioral and Environment Factors of Black Collegians

This project explores the role of select personal, environmental and behavioral factors in supporting Black Collegians in attainment of educational outcomes.  More specifically, this study explores the Black collegians perceptions of their a) faculty’s culturally responsive teaching, b) institution’s inclusive practices, c) Black identity beliefs, d) community cultural wealth, e) career perspective and f) life perspective. Data collection includes Black Collegians from select public, historically white institutions in the southeast with analysis conducted through structural equation modeling (SEM). Contact DeOnte Brown for details (deonteb@clemson.edu).

Academic Opportunities for Military-Connected Students

This project uses bioecological system theory to organize existing work concerning military-connected children and families in an effort to understand the various assets and constraints that the military lifestyle may have on children’s academic development. Additionally, this project will use latent profile analysis to explore trends in academic development within the military-connected student community to better understand which military lifestyle demands may be protective or disruptive to students’ academic development. Finally, this study will use qualitative interviews with teachers, parents, and students in the military-connected community to more deeply explore the military-connected student experience. Taken together, the parts of this project will help to explore the complex relationships between military-connected students and their communities in order to guide the development and implementation of future interventions. Contact Georgia McKown for details (glmckow@clemson.edu).

Early Childhood Teachers’ Perceptions of STEAM Instruction and Children’s Social Emotional Competencies

This project employs a newly designed conceptual framework to examine early childhood teachers’ perceptions and conceptualizations of STEAM instruction in relation to children’s social emotional development. The framework explicitly targets students in early childhood and focuses on three domains: Instructional Practices, Classroom Environment, and Social Emotional Competencies. Also explored within this project is the impact of an early childhood teachers’ professional development workshop on STEAM education. Contact Amanda Bennett for more information (aebenne@clemson.edu).

Examining Intergenerational Relationships in the Family

This project evaluates learning experiences between adjacent and non-adjacent generations in the family against core components of structured intergenerational learning. It explores the contemporary grandparent’s experience, role, and purpose in the family using a mixed methods approach, and further examines the influence of grandparent relationship type, either recreational or custodial, during childhood and the role of intergenerational narratives on life satisfaction in emerging adulthood. The overall purpose of this collective work is to develop a deeper understanding of intergenerational relationships within the family context, with special consideration of experiences and wellbeing outcomes for non-adjacent generations. Contact Abigail Stephen for more information (atsteph@clemson.edu).

Belonging in Engineering Undergrads

This study seeks to better understand how classroom environments (i.e. structured learning environments) and identity, specifically racial and gender identity, influence or control the complicated relationship between sense of belonging and academic success within undergraduate engineering classrooms. The project draws on the experiences of individuals in classroom environments to demonstrate how environments, both individually and interacting with race and gender, create differences among students within those classrooms in an effort to use the results to influence how classroom environments are structured. Contact Robert O’Hara for more information (rmohara@clemson.edu).

Rapa, L. J., Bolding, C. W., & Jamil, F. M. (in press). (Re) examining the effects of open classroom climate on the critical consciousness of preadolescent and adolescent youth. Applied Developmental Science, 1-16.

Walters, S., Hirsch, S.E., McKown, G., Carlson, A., & Allen, A. (in press). Mixed-reality simulation with preservice teacher candidates: A conceptual replication. Teacher Education and Special Education.

Bennett, A., & McKown, G. (2020). Mobile Devices and Their Impact on Teacher Professional Development. In S. Linder, R. Visser, C. Deaton, & J. Herron (Eds). Using Mobiles in the Early Childhood and Elementary Settings, Vol 3. Information Age Publishing: Charlotte, NC.

Blackmon, Z.R., O’Hara, R.M., & Viars, J.W. (2020). Microaggressions, sense of belonging, and sexual identity within residence halls. Journal of College and University Student Housing, 46(3), 46-59. 

Fine, C., Stewart-Tillman, K., Brown, D. and Green, J. (2020). The Ripple Effect: A Nation in Crisis and a Campus in Turmoil. In H.O-D. (Ed), Confronting Critical Equity and Inclusion Incidents on Campus: Lessons Learned and Emerging Practices. Routledge.

Hirsch, S.E., Chow, J., Randall, T., Neemer, S., & McKown, G. (2020). Evaluating the effect of embedded responses in multimedia-based instruction with preservice teachers. Behavioral Disorders. https://doi.org/10.1177/0198742920911178

Linder, S., & Bennett, A. (2020) Leveraging read alouds for mathematical connections. Mathematics Teacher: Learning and Teaching Pre-K-12, 113(4), 317-321.

O’Hara, R.M. (2020). STEM(ing) the tide: A critical race theory analysis in STEM education. Journal of Constructivist Psychology. https://doi.org/10.1080/10720537.2020.1842825

Rapa, L. J., Bolding, C. W., & Jamil, F. M. (2020). Development and initial validation of the short critical consciousness scale (CCS-S). Journal of Applied Developmental Psychology, 70, 101164.

Roberts, A. M., LoCasale-Crouch, J., Hamre, B. K., & Jamil, F. M. (2020). Preschool teachers’ self-efficacy, burnout, and stress in online professional development: a mixed methods approach to understand change. Journal of Early Childhood Teacher Education, 41(3), 262-283.

Stephan, A. (2020). Intergenerational learning in the family as an informal learning process: A review of the literature. Journal of Intergenerational Relationships, 19(4), https://doi.org/10.1080/15350770.2020.1817830.

Jamil, F. M., & Hamre, B. K. (2018). Teacher reflection in the context of an online professional development course: Applying principles of cognitive science to promote teacher learning. Action in Teacher Education, 40(2), 220-236.

Jamil, F., Linder, S., & Stegelin, D. A. (2018). Teacher beliefs about early childhood STEAM education: Promises & challenges. Early Childhood Education Journal. 46(4), 409-417.

Jamil, F. (2018). A reflection on the evolution of a replication study. Journal for Research in Mathematics Education, 49(1), 111-115.

Jamil, F., Larsen, R., & Hamre, B. (2018). Exploring longitudinal changes in teacher expectancy effects on children’s mathematics achievement. Journal for Research in Mathematics Education, 49(1), 57-90.

von Suchodoletz, A., Jamil, F., Larsen, R., & Hamre, B. (2018).  Personal and contextual factors associated with growth in preschool teachers' self-efficacy beliefs during a longitudinal professional development study. Teaching and Teacher Education, 75, 278-289.

LoCasale-Crouch, J., Jamil, F., Pianta, R. C., Rudasill, K. M., & DeCoster, J. (2018). Observed quality and consistency of fifth graders’ teacher–student interactions: Associations with feelings, engagement, and performance in school. SAGE Open, 8(3). https://doi.org/10.1177/2158244018794774

Lee, D.M., Stefl, S.K., Linder, S.M., Lee, C.M., Jamil, F.M., High, K.A. (2017). How many hats do you wear: Building research capacity for STEM faculty development workshop. In ASEE Annual Conference Proceedings.Washington, DC: American Society for Engineering Education.

Jamil, F. (2017). Math by the month: Spring showers bring many flowers. Teaching Children Mathematics, 23(7), 402-403.

Quigley, C. F., Herro, D., & Jamil, F. M. (2017). Developing a conceptual model of STEAM teaching practices. School Science and Mathematics, 117(1-2), 1-12.

Jamil, F. (2016). Math by the month: The power of pets. Teaching Children Mathematics, 23(1), 20-21.

Jamil, F., Sabol, T., Hamre, B., & Pianta, R. (2015). Assessing teachers’ skills in detecting and identifying effective interactions in the classroom: Theory and measurement. Elementary School Journal, 115(3), 407-432.

Jamil., F.M, & Pianta, R.C. (2015). Early childhood teacher assessment: Promising practices and challenges. In L. Couse & S. Recchia (Eds.), The Handbook of Early Childhood Teacher Education (pp. 333-347). New York: Routledge.

Hamre, B., Hatfield, B., Pianta, R., & Jamil, F. (2014). Evidence for general and domain specific elements of teacher-child interactions: Associations with preschool children’s development. Child Development, 85(3), 1257-1274.

Pianta, R., Burchinal, M., Jamil, F., Sabol, T., Grimm, K., Hamre, B., Downer, J., LoCasale-Crouch, J., & Howes, C. (2014). A cross-lag analysis of longitudinal associations between preschool teachers’ instructional support identification skills and observed behavior. Early Childhood Research Quarterly, 29(2), 144-154.

O’Hara, R., Benson, L., Bolding, C. J., & Ogle, J. (2021, June). Relationship between goal orientation, agency, and motivation in undergraduate civil engineering students. Paper submitted to 2021 ASEE Annual Conference & Exposition, Long Beach, California.  

Frady, K., Brown, C., Huang, S., & O’Hara, R. (2021, June). Developing two-year college student engineering technology career profiles. Paper submitted to 2021 ASEE Annual Conference & Exposition, Long Beach, California.

Bennett, A., Shekell, C., Quigley, C., & Herro, D. (2021, April). STEAM conceptualizations and supports in two schools: A leadership for learning perspective. Presentation accepted at the annual meeting of the American Educational Research Association, virtual.

Madison Schenck, S. & O’Hara, R.M. (2020). Emboldened: A quantitative analysis of K-12 language teachers' resistance to Trump's damaging rhetoric. Presentation accepted at the annual meeting of the American Educational Research Association, virtual.

Allen, A., Stecker, P., Johnson, F., McKown, G., & Randall, K. (2021, March). Peer tutoring with audio prompting: Impact on high-frequency word reading. Poster accepted at Council for Exceptional Children annual meeting, Baltimore, MD.

Randall, K., & McKown, G. (2021, March). Self-determination instruction for students with IDD attending a post-secondary educational setting. Multi-presentation session accepted at Council for Exceptional Children annual meeting, Baltimore, MD.

Stephan, A., & McKown, G. (2021, March). A discussion on enhancing teachers’ understanding of students’ diverse family systems. Symposium at American Education Research Association annual meeting, Miami, FL.

Martin, L., McKown, G., Eikner, L. (2021, February). Creating a collaborative and sustainable teacher induction program: A university and multi-district partnership. Paper presented at American Association of Colleges for Teacher Education annual meeting, Seattle, WA.

Rapa, L. J., Jamil, F. M., & Bolding, C. J. (2021, February). Exploring relations among teachers’ critical consciousness and self-efficacy and the critical consciousness of youth. Paper presented at the Society for Research on Adolescence Virtual 2021 Conference.

2020

Bennett, A. (2020, October). Integrating play and STEAM teaching into early childhood classrooms. Workshop presentation accepted at the annual meeting of the Conference on the Value of Play, Clemson, SC.

O’Hara, R.M., Bolding, C.W., Ogle, J.H., & Benson, L. (2020, June). To be(long), or not to be(long): Factors predicting students’ sense of belonging in engineering. Paper presented at 2020 ASEE Annual Conference & Exposition, Montreal, Canada.

Stephan, A., Stephan, E.A., & Miller, M.K. (June, 2020). Extended exam wrappers: A comparison of approaches in a learning strategies course. American Society for Engineering Education Conference Proceedings. Montreal, Canada.

Whisler, L., Stephan, E.A., & Stephan, A. (June, 2020). Continuing to promote metacognitive awareness in a first-year learning strategies course. American Society for Engineering Education Conference Proceedings. Montreal, Canada.

Baker, A., Bennett, A., Herro, D. & Quigley, C. (March, 2020). Elementary student perspectives of a STEAM-based makerspace: Connections to real-world contexts. In Gary H. Marks & Denise Schmidt-Crawford (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1261-1265). Online: Association for the Advancement of Computing in Education (AACE). Retrieved from https://www.learntechlib.org/primary/p/216039/.

Baker, A., Bennett, A., & Stephan, A. (2020, March). The influence of preschool educators’ beliefs about play-based learning on instructional delivery. Presentation accepted at the annual meeting of the Conference on the Value of Play, Clemson, SC.

Stephan, A. (March, 2020). Finding Oneself in the Modern World: The Influence of Intergenerational Relationships on Youth Identity Development. Poster accepted to Society for Research on Adolescence Biennial Meeting, San Diego, CA. [conference cancelled]

Stephan, E.A., Stephan, A., Whisler, L., Miller, M.K., & Neptune, A.I. (March, 2020). Engineering learning strategies course supports student retention. Proceedings of the American Society for Engineering Education Southeast Annual Conference. Auburn, AL.

Brown, D., Fine, C., Hanks, S., Minder, C., Meggett, K. (March 2020). Pathways to graduate education: Supporting underrepresented students in research. Educational Session presented at 2020 Conference of Southern Graduate Schools, Birmingham, AL.

Whisler, L., & Stephan, A. (February, 2020). Impact of entangled learning on first year undergraduate engineering student readiness for self-directed learning. Proceedings of the International Society of Self-Directed Learning. Cocoa Beach, FL.

2019

Linder, S., Ruiz, Y., Gao, Q., & Bennett, A. (November, 2019) Project MathPack: Examining family mathematical play patterns and their influence on parent beliefs and children’s mathematical understandings. Presented at the 2019 biennial meeting of Erikson Institute’s Promising Math conference, Chicago, IL.

Kenton, D., Brown, D., Frazier, R., George, D., Kenton, S. & Watts, B. (October 2019). A strengths-based approach to first-generation advising & academic coaching. Educational session presented at NACADA- The Global Advising Community 2019 Annual Conference, Louisville, KY.

McKown, G., Randall, K., Hirsh, S.E., Chow, J., & Neimer, S., (October, 2019). Evaluating the effect of embedded responses in multimedia-based instruction with preservice teachers. Poster presented at the Scholarly Consortium of Innovative Psychology in Education, Biennial Meeting, Savannah, GA.

Rapa, L. J., Bolding, C. J., & Jamil, F. M. (2019, October). Development and validation of the Short Critical Consciousness Scale (CCS-S). Paper presented at the Society for the Study of Human Development, Biennial Meeting, Portland, OR.

Rapa, L. J., Bolding, C. J., & Jamil, F. M. (2019, October). Exploring the effects of an open classroom climate on the critical consciousness of preadolescent and adolescent youth. Paper presented at the Scholarly Consortium of Innovative Psychology in Education, Biennial Meeting, Savannah, GA.

Stephan, A. (October, 2019). Transferring learning in the family and community to the classroom: A review of intergenerational learning experiences for marginalized youth. Paper accepted to the Scholarly Consortium for Innovative Psychology in Education Biennial Conference, Savannah, GA.

Stephan, A., Whisler, L., Stephan, E.A., & Trogden, B. (June, 2019). Using exam wrappers in a self-directed first-year learning strategies course. Paper presented at American Society for Engineering Education Conference, Tampa, FL.

Stephan, A. (May, 2019). Exploring contemporary intergenerational learning for marginalized populations: A review of the literature. Paper accepted to Humanities, Arts, Science, and Technology Alliance and Collaboratory (HASTAC) Conference, Vancouver, Canada.

Baker, A., Bennett, A., & Stephan, A. (2019, April). Examining kindergarten readiness skills using a play-based, nature-focused preschool curriculum. Presentation accepted at the annual meeting of the Conference on the Value of Play, Clemson, SC.

Stephan, A. & Bennett, A. (2019, April). Play across generations: A literature review of intergenerational learning experiences. Presentation accepted at the annual meeting of the Conference on the Value of Play, Clemson, SC.

Rapa, L. J., & Jamil, F. M. (2019, March). Critical consciousness in pre-adolescents: An initial exploration. Poster presented at the Society for Research in Child Development 2019 Biennial Meeting, Baltimore, MD.

2018

Rapa, L. J., & Jamil, F. M. (2018, October). Studying equity issues through secondary data analysis: Lessons learned using datasets large and small. Paper presented at the Society for Research in Child Development 2018 DEVSEC: Conference on the Use of Secondary and Open Source Data in Developmental Science, Phoenix, AZ.

Stephan, E., Whisler, L. & Stephan, A. (June, 2018). Strategic, translational retention initiatives to promote engineering success. Paper presented at the American Society for Engineering Education Conference, Salt Lake City, Utah

Jamil, F., Larsen, R., Rapa, L., & Hamre, B. (April, 2018). Exploring longitudinal changes in teacher expectations and associations with children’s academic achievement in literacy. Paper presented to the annual meeting of the American Educational Research Association, New York, NY.

Roberts, A., LoCasale-Crouch, J., Hamre, B., & Jamil, F. (April, 2018). Exploring how online professional development affects teachers’ self-efficacy, stress, and burnout. Paper presented to the annual meeting of the American Educational Research Association, New York, NY.

Jamil, F., Larsen, R., & Hamre, B. (April, 2018). Teacher expectations and associations with student achievement in literacy: Leveraging national data to understand longitudinal change. Paper presented to the biennial meeting of the Society for Research on Adolescence, Minneapolis, MN.

Baker, A., Bennett, A., Herro, D., & Quigley, C. (2018, March). Developing STEAM problem- solving units through the lens of cognitive apprenticeship. Paper accepted for presentation to the annual meeting of the Society for Information Technology and Teacher Education, Washington, D.C.

2017

Lee, D.M., Stefl, S.K., Linder, S.M., Lee, C.M., Jamil, F.M., High, K.A. (June, 2017). How many hats do you wear: Building research capacity for STEM faculty development workshop. Paper presented at the American Society for Engineering Education Annual Conference and Exhibition, Columbus, Ohio.

Jamil, F., & Emerson, A. (April, 2017). Teachers’ interpretations of preschool student’s problem behaviors. Presentation to the annual meeting of the American Educational Research Association, San Antonio, TX.

Brown, D. & Rubenstein, K. (March, 2017). Identity development and peer mentoring: Enhancing engagement, persistence and accountability through the integration of psychosocial data relevant to the mentor/mentee relationship. Presented at NASPA-Student Affairs Administrators in Higher Education 2017 Annual Conference. San Antonio, TX.

Stewart-Tillman, K. & Brown, D. (March, 2017). United front: Engaging social justice issues across university functional areas. Presented at NASPA-Student Affairs Administrators in Higher Education 2017 Annual Conference. San Antonio, TX.

2016

Jamil, F., & Hamre, B. (April, 2016). Improving teacher psychological outcomes through a brief reflective writing intervention within an online course. Presentation to the annual meeting of the American Educational Research Association, Washington, D.C.

Jamil, F., Larsen, R., & Hamre, B. (April, 2016). Exploring longitudinal changes in teacher expectations and associations with children’s academic achievement in mathematics. Presentation to the annual meeting of the American Educational Research Association, Washington, D.C.

Quigley, C.F., Herro, D. & Jamil, F. (April, 2016). STEAM conceptual model: Towards transdisciplinary teaching.Presentation to the annual meeting of the American Educational Research Association, Washington, D.C.

Jamil, F. (April, 2016). Early childhood teacher assessment for a diverse democratic society: Promising practices and research gaps. Presentation to the American Educational Research Association Annual Conference, Washington, DC, April 8, 2016. 

2015

Stegelin, D., Baum, A, Jamil, F., & Emerson, A. (November, 2015). Supporting reflective practice and self-assessment: Utilizing environmental assessment tools with in-service and pre-service teachers as a professional development strategy. Presentation to the annual conference of the National Association for the Education of Young Children, Orlando, Florida.

Jamil, F. (November, 2015). Teacher beliefs about STEAM education: Meaning & measurement. Presentation to the annual fall conference of the National Association of Early Childhood Teacher Educators, Orlando, Florida.

Emerson, A., & Jamil, F. (June, 2015). What does it matter what I think?  How teacher’s mental representations correlate with their wellbeing. Paper presented at the annual summer conference of the National Association of Early Childhood Teacher Educators, New Orleans, Louisiana.

Have a question or comment about the CLAD? Email CLADLAB@CLEMSON.EDU