Research Experiences & Planned Activities  

Publications since portfolio I:

Kitsantas, A., Steen, S., & Huie, F. (2009). The role of self-regulated strategies and goal orientation in predicting achievement of elementary school children. International Electronic Journal of Elementary Education, 2(1), 65-81.   

Moyer-Packenham, P. S., Kitsantas, A., Bolyard, J. J., Huie, F., Irby, N., & Oh, H. (2009). Participation by STEM faculty in mathematics and science partnership activities for teachers. Journal of STEM Education, 10(3 & 4), 1-20.

Moyer-Packenham, P. S., Parker, J. L., Kitsantas, A., Bolyard, J. J., & Huie, F. (2009). Increasing the diversity of teachers in mathematics and science partnerships. Journal of Educational Research & Policy Studies.

Conference presentations:

Huie, F. (2010, August). Stigma consciousness, academic goals, and achievement: The role of self-theories and self-regulatory processes. Poster to be presented at American Psychological Association. San Diego, CA.

Manuscripts Under Review:

Huie, F. Stigma consciousness, academic goals, and achievement: The role of self-theories and self-regulatory processes. Submitted to Learning and Individual Differences.

Huie, F., Winsler, A. & Kitsantas, A. Self-regulation and motivation among working college students. Submitted to Journal of Education and Work.

Reflection:

During the past year or so, I have been trying to grow as a researcher and develop my own research identity. Specifically, my conversations with professors about research have motivated me to pursue my own research projects. I think that I am at a point in my program where my training has prepared me to independently carry out my research agendas with limited supervision. In the beginning, I felt very anxious about independently conducting my own research because I felt underprepared for the tasks that I had to complete on my own. However, as I completed my project, I realized how important this process was. It seemed obvious, really. Once students have been equipped with the proper skills to conduct their research and have had adequate practice under close supervision, students must then be pushed to conduct their own research with limited supervision. Therefore, the research lessons learned this past year I think, are the most important.

When I began this program, I felt that I had strong writing skills in terms of the literature review and strong knowledge of the theories that I wanted to conduct my research on. As I progressed in this program, my research methods and statistics knowledge and skills have improved significantly due to the courses that I have taken and my duties as a GRA. Additionally, my research experiences have also helped me develop data organization and collection skills.

Planned future research activities:

Huie, F. The role of academic attributions in high and low stigma consciousness students: How does this impact math achievement? Expect to be submitted by January 2011.   

Currently, I am attempting to integrate my qualitative findings from my stereotype study with my quantitative findings. Although I have already written a course paper on my preliminary findings. I will need to refine the analyses and further integrate the results.   

List of competencies for which additional preparation is needed:

1)  Survey development

2) Qualitative/mixed methods analysis

3) Experimental methods

Huie, F., Winsler, A. & Kitsantas, A. Self-regulation and motivation among working college students. Working progress. Expected to be submitted by December, 2009.

Kitsantas, A., Stein, S., & Huie, F. (under review). Predicting achievement of elementary school children: The role of self-regulated strategies and goal orientation.

Huie, F., Winsler, A., & Kitsantas, A. (2009, April). Self-regulation and academic achievement among employed college students: Does cutting back on number of work hours help? Poster presented at the Annual Meeting of the American Educational Research Association. San Diego, CA.

Kistantas, A., Huie, F., & Winsler, A. (2007, March). Self-regulation and ability predictors of academic success during the first year of college. Poster presented at the Association for Psychological Science. Washington, DC. 

Kitsantas, A., Winsler, A., & Huie, F. (2008). Self-regulation and ability predictors of academic success during college: A predictive validity study. Journal of Advanced Academics, 20(1), 42-68.

Huie, F., Winsler, A., & Chrosniak, L. (2006, October). Self-Regulation and motivation among working college students. Poster presented at the Eastern Psychological Association. Baltimore, MD.

Reflection:

These research projects have really opened my eyes to the difficulties of conducting and writing research. Specifically, although as a student I am assigned to read, critique, and review many articles, I was never exposed to the process of how that article was prepared and developed. I appreciate research a lot more now that I have played a role in preparing a manuscript as well as attempt to do my own research. The project titled “Self-regulation and motivation among working college students” has been one of the most challenging tasks that I have ever undertaken. However, this project has also been one of the most rewarding experiences of my academic career thus far. Specifically, although this paper has been revised several times in terms of redoing analyses, forming new research questions, and constantly revising the literature review, doing so has taught me the process of how to do research as well as the nuances involved. This research project has also been the most influential in terms of my interest in motivation and self-regulation, and academic achievement in higher education settings.

Research Experiences: Secondary Data Analysis

Moyer-Packenham, P. S., Parker, J. L., Kitsantas, A., Bolyard, J. J., & Huie, F. (in press). Increasing the diversity of teachers in mathematics and science partnerships. Journal of Educational Research & Policy Studies. 

Moyer-Packenham, P. S., Parker, J., Bolyard, J. J., Kitsantas, A., Huie, F., & Irby, N. (2009, April). Examining strategies that promote teacher diversity in mathematics and science. Paper presented at the Annual Meeting of the American Educational Research Association. San Diego, CA.

Moyer-Packenham, P. S., Parker, J., Bolyard, J. J., Kitsantas, A., & Huie, F. (2008, May). Examining strategies that promote teacher diversity in mathematics and science. Paper presented at the Twelfth Consultation of the International Consortium for Research in Science and Mathematics Education (ICRSME), Quito, Ecuador.

Moyer-Packenham, P. S., Parker, J., Bolyard, J. J., Kitsantas, A., Huie, F., & Irby, N. (2007). Pre-service and in-service teacher development activities in mathematics and science: what is the role of stem faculty? Report presented to the National Science Foundation. Washington: DC.

Moyer-Packenham, P. S., Parker, J., Bolyard, J. J., Kitsantas, A., Huie, F., & Irby, N. (2007). Strategies that promote teacher diversity in mathematics and science. Report presented to the National Science Foundation. Washington: DC.

Reflection:

These reports, manuscripts, and conference presentations are a few of the products as a result of my involvement with a National Science Foundation (NSF) grant. Ultimately, our goal was to evaluate if the federally funded Math and Science Partnerships were effective in promoting science and mathematics teacher retention, recruitment, and diversity in K-12 education settings. As a research assistant, my roles were to clean and help analyze large national datasets. I have gained valuable skills in terms of how to approach, clean, and analyze these complicated and large datasets. Additionally, this project has provided me with an awareness of the difficulties and processes of program evaluation.

Competencies being developed:

Literature reviews, formulating research questions, data organization (e.g., cleaning, coding, etc.), quantitative data analysis (moderation analyses, repeated measures MANOVA, regressions, hypothesis testing, correlation), results interpretation, secondary data analysis of large data sets.

Planned Research Activities: Summer 2009

Currently, I plan to collect data in the summer of 2009 to examine the relationship between stereotype consciousness, motivation and self-regulation, and academic achievement among freshmen college students. Specifically, I have formulated four hypotheses:

1) Stereotype consciousness is directly related to ones' level of  motivation, 
2) Motivation is correlated with ones' self-regulation of his/her academic behaviors,
3) Motivation and self-regulation is directly related to ones level of academic achievement, and 
4) Stereotype consciousness is directly as well as indirectly (through motivation) related to achievement

I also have developed one research question which is:

5) Is the pattern of stigma consciousness, motivation and self-regulation, and achievement different between different ethnic groups?

Below is the proposed timeline: