Doctoral
Program | Research
Associates Program | Minigrant
Awards
|
Project LASER has designed a number of programs to support
faculty and graduate students in special education or
related
services, specifically those who desire to serve ethnic
minority and linguistically diverse children who are
living in high
poverty areas.
Final
Report Forms & Information for Grant Recipients
Please return your final report to Deidre
Cobb-Roberts
(cobb-rob@tempest.coedu.usf.edu) no later
than 11/15/05.
Cover sheet
for final report
Guidelines for final report
 |
Adobe
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USF's Doctoral Program for LASER
Scholars
LASER's
First Doctoral Cohort |
LASER's
Second Doctoral Cohort |
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Tandria
Callins and Glenda Ubinas
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LASER and ECLIPSE Scholars
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LASER
is actively recruiting students to the University of South
Florida's Doctoral Program for Ethnic Minorities in Urban
Education. Doctoral candidates are mentored to become competent
researchers of urban special education issues. Throughout
their doctoral program, LASER scholars will engage in applied
urban special education research experiences.
LASER doctoral students spend their first two years completing
their coursework at USF. Their third year is spent at a minority
institution, where they will gain university teaching experience
that will further prepare them for faculty positions at minority
institutions.
The applied research experiences allow LASER scholars to
•
examine issues related to the disproportionality of children
of color and poverty in remedial and special education classrooms
in an urban school districts
• study policy implications for urban schools
• tailor course assignments and products to focus on
urban and high poverty schools
Examples
of applied research experiences may include opportunities
at the Office of Special Education Programs (Washington, DC),
Children's Defense Fund (Washington, DC), The Center for Urban
Research at Morgan State University (Baltimore, MD), The McKenzie
Group (Washington, DC), Dade County School District (Miami,
FL), and University of Wisconsin's Institute for Poverty Research
(Madison, WI).
LASER scholars receive a fellowship of $20,000 and professional
development support. They are expected to join faculties of
minority institution upon completion of their studies.
Last
fall, a cohort of eight doctoral students, five of whom
are
LASER scholars, matriculated into the urban special education
doctoral program at USF.
Directory
of LASER's Research Associates and Mini-Grant Recipients (includes
project title, research
interests, and contact information; opens in a new
window)
USF's
LASER Research Associates Program
2004-2005
Research Associates
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2005-2006
Senior Scholar Recipients
- Dr. Yeunjoo Lee, Assistant Professor, California State
University, Bakersfield
Assistive Technology
from Families’ Perspective
- Dr.
Silvana Watson, Assistant Professor, Old Dominion University
Culturally Responsive Reading Comprehension Instruction
for Urban Students with Disabilities
- Dr.
Diane Torres Velasquez, Associate Professor, University
of New Mexico
PRISMS: Pupils Reflections on Instruction
in School Math and Science
- Dr.
Ronald Jones, Professor, Norfolk State University
Testing
and Treating Culturally
and Linguistically
Diverse Children
At Risk for Experiencing Literacy Problems
- Dr.
Gwendolyn Webb-Johnson, Assistant Professor, Texas A & M
University
Project Voices of Wisdom (VOW)-Phase
II
- Dr.
Jennifer Madigan, Assistant Professor, San Jose State
University The Young Women’s Leadership School:
A Model of Hope
- Dr.
Mary Anderson, Associate Professor, Jackson State University
Behavior
Empowerment and Selected Theatre
Rehearsal Technique
Textbook
2004-2005 Research Associate Recipients
(click
the links below to read about their projects)
- Dr.
Dorothy Curry ,
Philander Smith College
A Pilot
Study of Outcomes When African American Children are
Tested Using Standardized
Language Based IQ Tests
and Standardized Non-language IQ Tests
- Dr.
Charlotte Dixon, University of South Florida
A Qualitative
Analysis of Parents' Perceptions Regarding their Child
with a Disability Preparedness for Transitioning
to a Postsecondary Institution
- Dr.
William Drakeford, University of Maryland
A Comprehensive
Program: Promoting Positive Outcomes
- Dr.
Tonika Green, San Diego State University
CAP: Pilot Study
to Explore the Effectiveness of Culturally Affirming
Prereferral Intervention to
Reduce Overrepresentation
of African American Students in Special Education
- Dr.
James Moore, Ohio State University
African American Males
in Special Education: Their Attitudes and Perceptions
Toward School Counselors
and School Counseling Services
- Dr.
Linda Rosa-Lugo, University of Central Florida
It's Your Turn: The Effects of a Caregiver Instructional
Program on the Communicative Turns of Hispanic
Children using Augmentative and Alternative
Communication during Joint Book Reading
2003-2004 Recipients
- Dr.
Mary Anderson, Jackson State University
Let's
Talk about Talk
- Dr.
Felicia Blacher-Wilson, Xavier University
of Louisiana
Gifts of the Spirit: Role of Spirituality
in Effective Leaders
- Dr.
Wanda Blanchett, University of Wisconsin-Milwaukee
A
Case Study of the Special Education Referral, Placement,
and Exit Process in Two High Referring Urban Schools
- Dr.
Deborah Bordelon, Xavier University of Louisiana
Investigating the Efficacy of Teacher Practitioner
Programs in Special
Education
- Dr.
Lisa Bowman, University of Kansas
Class Wide Peer
Tutoring in an Alternative Education Setting
- Dr.
Mona Bryant-Shanklin,
Norfolk State University Assessing the Effectiveness
of a Phonics-Based Reading Intervention Program Used
with African-American Children
- Dr.
Elizabeth Cramer, Florida International
University
Perceived Needs of Urban General Special
Educators to Effectively Instruct All Learners
- Dr.
Oliver Edwards, University of Central
Florida
Racial/Ethnic Groups and Mean Difference in
IQ: Implications for Special Education Placements
- Mrs.
Kathryn Froelich, Sitting Bull College
A Study of
Perspectives of Sitting Bull College Elementary/Special
Education
Graduates
- Dr.
Diana Martinez Valle-Riestra, University
of Miami
Inclusion: Consulting Teacher Model with Pre-Kindergarten
Children with Disabilities
- Dr.
Nathan Murata, University of
Hawaii, Manoa
Project Literacy Enriched Physical Education
(LE-PE)
- Dr.
LaVonne Neal, Southwestern
University
Methods Matter: Culturally Responsive Pedagogy
in Urban Schools
- Dr.
Philip Patterson, California
State University
Accessibility of Early Childhood Services
for Migrant Parents of Children with Disabilities
- Dr.
Hakim Rashid, Howard University
The Impact of the
Prereferral Process Training on Preservice
Teachers' Perceived Efficacy in Instructing African American
Boys
- Dr.
Theresa Rheams, Xavier
University of Louisiana
Investigating the Efficacy
of Teacher Practitioner Programs in Special Education
- Dr.
Velma Sablan, University of Guam
Piloting Project
Fitme-Infant Mental Health in the Pacific: Improving
Outcomes for Infants with Disabilities
- Dr.
Silvana Watson,
Old Dominion University
Culturally Responsive Reading
Instruction for Urban Students with Disabilities
2002-2003 Recipients
(click the links below to read about their projects)
- Dr. Jose Alvarado,
San Diego State University
- Dr. Kelli Beard-Jordan,
California State University, Dominguez Hills
- Dr. Lesley Craig-Unkefer,
University of Illinois, Chicago
- Dr. Ronald Jones,
Norfolk State University
- Dr. Cathy Kea,
North Carolina A&T University
- Dr. Yeunjoo Lee,
California State University, Bakersfield
- Dr. Luretha Lucky, Florida International
University
- Dr. Jennifer Madigan,
San Jose State University
- Dr. Diane Rodriguez,
Barry University
- Dr. Karen Smith,
University of Texas, Permian Basin
- Dr. Marie Hughes,
University of Illinois, Chicago
- Dr. Diane Torres-Velasquez,
University of New Mexico
- Dr. Gwendolyn Webb-Johnson,
University of Texas, Austin
USF's LASER Faculty/Post-Doctoral Mini-Grant Research Program
2004-2005
Mini-Grant Recipients
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2004-2005 Mini-Grant Recipients
(click the links below to read about their projects)
- Dr.
Floyd Beachum, University of Wisconsin-Milwaukee
African American
Student Success Factors
- Dr.
Michael Brooks, Univ. of Alabama-Birmingham
A Community Demonstration
Model: Community-as-Client Needs Assessment
- Ms.
Julie Esparza Brown, Portland State University
Using the Cattell-Horn-Carol/Culture
and Language Matrix as a Framework for Non-biased
- Mr.
Richard Evans, University of Texas, Permian Basin
Urban Special
Education Teacher Retention and Effectiveness
- Dr.
Loury Floyd, North Carolina A&T
Supervising Paraeducators:
Practices and Perceptions of Special Education Teachers
and Administrators
- Dr.
Ioney James, Norfolk State University
Investigating the Literacy Experiences of Immigrant
Minorities in American Public Schools: Case
Study of the Home-School Relationship of a Student
in a Special
Education Classroom
- Dr.
Muktha Jost, North Carolina A&T
Understanding and Reducing Suspension Rates
through Shared Experiences and Unheard Voices
- Dr.
Lou Larwood, San José State University
Case Studies in Deaf Education: Learning
from Teachers
- Dr.
Patricia Alvarez McHatton, University of South Florida
Intersections I: Understanding Interactions
among Space, Relationships, and Self within
Urban Schools
and Communities
- Dr.
Oneyda Paneque, Barry University
Bilingual Special Education Teachers’ Use
of English and Spanish in the Urban Classroom
- Dr.
Elizabeth Shaunessy, University of South Florida
Intersections II: Understanding Interactions
among Space, Relationships, and Self
within Urban Schools
and Communities
- Dr.
Allyson Watson, Northeastern University
Project TOUCH: Teaching
for Optimal Urban Cultural Humanitarianism
2003-2004 Recipients
- Dr.
Amanda Boutot, University of
Nevada-Las Vegas
A Comparison of Naturalistic and Discrete
Trial Teaching Approaches to Teaching Play Skills to
Young Children with Autism
- Dr.
Monica Brown, University
of Kansas
Perceptions of Mathematics Learning Environments
and Academic Efficacy in Urban Classrooms
- Dr.
Yvonne Bui, University of
San Francisco
Culturally Balanced Educational Practices & Increasing
Achievement of Culturally Diverse Students with and
without Disabilities
- Dr.
William Drakeford,
University of Maryland
Reading Literacy Survey Designed
to Evaluate How Students in Juvenile Corrections Feel
About Reading Literacy
- Dr.
Charles Dukes,
Florida Atlantic University
The Enhancement of Science
Instruction in Secondary Classrooms for Low Achieving
Students through the use of Metacognitive Strategy
Instruction
- Dr.
Tonika Green,
San Diego State University
African-American Students
in Special Education: the Need for Preventing and Reducing
Overrepresentation (PROMISE)
- Dr.
RaMonda Horton-Ikard, University of
Tennessee-Knoxville Language Development in Children
from Low Income Backgrounds
- Dr.
Helen T. Oliver, Lincoln University
Teacher Attitudes
Toward Cooperative Learning and its Effects on High Achieving
Students
in Middle and High School Heterogeneous Groups
- Dr.
Monika Shealey, University of Wisconsin-Milwauke
Investigating
Students Attitudes Towards Reading and the Reading Processes
Implemented in their School
- Dr.
Matthew Tincani, University of
Nevada-Las Vegas
Effects of Faster-and-Slower-Paced
Instruction on the Academic and Behavioral Performance
of Students
2002-2003
Recipients
(click the links below to read about their projects)
- Dr. Felicia Ann Blacher-Wilson, Xavier
University
- Dr. Tempii Champion,
University of South Florida
- Dr. Bertha Davis,
Hampton University
- Dr. William Drakeford,
University of Maryland
- Dr. Wendy Frazier,
Old Dominion University
- Dr. Yeunjoo Lee, California
State University, Bakersfield
- Dr. Philip Patterson, California
State University, Bakersfield
- Dr. Hakim Rashid, Howard
University
- Dr. Diana Valle-Riestra,
University of Miami
- Dr. Silvana Watson,
Old Dominion University
- Mrs. Wendy Woolsey-Terrazas,
California State University
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