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College of Education

Contexts of Learning & Development Lab

Contexts of Learning & Development Lab

The Contexts of Learning and Development Lab at the College of Education brings together faculty and students to address issues relating to healthy human development and learning across complex ecological contexts – classrooms, schools, families, and communities. Our members lead research, teaching, and service projects in collaboration with multiple stakeholders in the state of South Carolina and around the world.

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  • About CLAD
    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.

  • People

    Faculty

    Faiza JamilFaiza Jamil

    Faiza M. Jamil (Ph.D., Educational Psychology-Applied Developmental Science, University of Virginia) is an associate professor in Education and Human Development and the founder of the Context of Learning and Development Lab. Her research follows two complementary strands: 1) understanding the underlying psychological processes – cognitive, social, and emotional – that influence teachers’ classroom behaviors and career decisions, and 2) understanding the ways in which teacher-child interactions influence children’s learning and development. More specifically, Dr. Jamil conducts research that leverages her expertise in rigorous quantitative methodologies and professional development to better understand and improve the educational experiences of teachers and students within these two broad strands, with a particular focus on issues of educational equity. Dr. Jamil teaches courses related to human development in the Clemson’s Learning Sciences Doctoral Program and Teacher Education Programs, to which she brings her own experiences as a K-12 teacher in three countries.

    Heather Brooker Heather Brooker

    Heather Brooker (Ph.D., Clemson University) is a lecturer of assessment and educational psychology at Clemson University. Her research and service interests are in the relationship between assessment and student engagement and reflection within a backward design approach to instructional planning. In particular, how this relationship is affected by teacher awareness and perceptions of the cognitive, emotional, and social influences affecting their students’ learning. Dr. Brooker serves as the assistant coordinator of the Learning Sciences PhD program and serves as a faculty member in Clemson’s undergraduate and masters level teacher education programs.

    Students

    DeOnte BrownDeOnte Brown

    DeOnte is a doctoral candidate in the learning sciences with an emphasis on equity in education. DeOnte’s research interests are anti-Blackness in education, culturally affirming educational practices and the experiences of underrepresented students in attainment of educational outcomes. Primarily this research focuses on personal, behavioral and environmental factors at the collegiate level. DeOnte’s current work focuses on understanding the relation among affirmation of Blackness in the educational environment and life and career perspectives of Black college students. Additionally, he works with peer mentoring programs that aide in the college transition for students of color which also supports his research agenda. DeOnte has prior experience working with adolescents through a high school college access program.

    Amanda BennettAmanda Bennett

    Amanda is a doctoral candidate in the Learning Sciences program with a focus on early childhood learning and development and STEAM (science, technology, engineering, arts/humanities, mathematics) education. Amanda's research interests include social-emotional learning in early childhood and the impact of STEAM education on the development of these skills. Additionally, she examines the role of teachers in supporting young children's development of social-emotional skills and teacher professional development. Amanda's higher education teaching experience includes teaching foundational courses for Clemson’s pre-service teachers. Currently, she is a lecturer in the College of Education and teaches courses for the Effective Online Learning Certification Program. Prior to graduate school, Amanda taught early childhood education for five years in Virginia and Pennsylvania.

    Georgia McKownGeorgia McKown

    Georgia's research focuses on the development of military connected students as well as teacher education and professional development. She currently works as an instructional designer with the Military Child Education Coalition in addition to her graduate studies. Prior to graduate school, Georgia was an elementary school teacher in Virginia Beach and a reading teacher with the Institute of Reading Development. Georgia has also had the opportunity to teach Foundations of Digital Media and Technology and Human Development Across the Lifespan for Clemson's pre-service teachers.

    Abby StephanAbby Stephan

    Abby is a doctoral candidate in the learning sciences program. Broadly, her research interests include intergenerational relationships in informal learning settings, self-directed learning throughout the lifespan, and familial influences on learning and development. In addition to being active in the CLAD Lab, Abby is a member of The Study of Healthy Aging & Applied Research Programs (SHAARP) Lab led by Dr. Lesley Ross. She currently works as a graduate assistant for the General Engineering Learning Community (GELC), a program that supports first-year engineering students in their development of self-regulation and time management skills, effective learning strategies, and positive habits of mind. Prior to graduate school, Abby worked at Clemson's Academic Success Center as a student employee in course support programs while obtaining a B.A. in language and international trade with a minor in cultural anthropology.

    Robert O’HaraRobert O'Hara

    Robert is a doctoral student in the Learning Sciences program. His research interests lie at the intersection of structured learning environments, sense of belonging, and academic confidence in undergraduate engineering students. Robert currently works as a graduate assistant on the NSF THINKER Project with CU-ICAR and serves as a graduate assistant for the Quantitative Clinic with the Department of Education and Human Development. Robert holds a Masters degree in Higher Education Administration. Prior to starting the program, Robert worked as a Housing and Residence Life professional focusing on residential curriculum, social justice advocacy and awareness, and Intergroup Dialogue.

    Lauren CalamasLauren Calamas

    Lauren Calamas is a sophomore at Clemson University with a double major in Mathematics and Secondary Education with an emphasis in Mathematics. Though she plans to have a career in teaching after graduation, Lauren is also interested in a future in educational research and learning sciences. She is volunteering on a project related to teacher ethnic and racial diversity in the workforce, for which she is assisting with data management.

  • Projects
    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).

  • Publications

    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 Education75, 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.

  • Presentations

    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.

  • Contact Us

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

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