Episode Description: In this episode of Evidence for Education, we sit down with Scott Bacon and Amy Krzyzanowski from the University of Delaware's Center for Economic Education & Entrepreneurship (CEEE) to discuss the vital role of economic education in shaping financially literate students. Scott and Amy share insights into CEEE’s impactful programs and how they prepare educators to bring economics to life in the classroom. We also dive into the implications of HB 203, a recent Delaware law affecting financial literacy in schools, and hear inspiring stories of CEEE’s influence. Finally, we explore their hopes for the future of economic education and what it means for students and communities. Whether you're an educator, policymaker, or someone passionate about financial literacy, this episode offers valuable perspectives on empowering the next generation with essential life skills. More Information: You can contact Scott Bacon and Amy Kryzanowski at the University of Delaware's Center for Economic Education & Entrepreneurship (CEEE) using the following email addresses: Scott Bacon: bacons@udel.edu Amy Krzyzanowski: akrzyz@udel.edu Visit CEE’s website: https://lerner.udel.edu/centers/center-for-economic-education-entrepreneurship/ Learn more about the Partnership of Public Education: https://ppe.cehd.udel.edu/
Episode Description: In this episode of E4E: Evidence for Education, we continue our conversation with Dr. Josh Wilson, an associate professor at the University of Delaware’s College of Education, to explore the evolving role of artificial intelligence in writing instruction. This is part two of a two-part series on AI and writing, with a focus on feedback and assessment. Dr. Wilson dives into how automated essay scoring and feedback tools can transform writing instruction by providing timely, consistent, and actionable feedback for students. He highlights the benefits these systems provide in fostering student growth and motivation, while also supporting teachers by simplifying feedback processes and even enhancing classroom management. We also examine the challenges posed by AI assessment and feedback, including issues of bias in training data, and the need for human oversight. Dr. Wilson emphasizes the importance of keeping educators “in the loop” to ensure AI systems are used effectively and ethically. Whether you’re a teacher, administrator, or someone interested in the intersection of education and technology, this episode provides practical insights into how AI is shaping feedback and assessment in writing education. This podcast is presented by the Partnership for Public Education and is hosted and produced by Kristin Chisholm. Guest's Work: Wilson, J., & Czik, A. (2016). Automated essay evaluation software in English Language Arts classrooms: Effects on teacher feedback, student motivation, and writing quality. Computers & Education, 100, 94-109. Shermis, M. D., & Wilson, J. (Eds.). (2024). The Routledge International Handbook of Automated Essay Evaluation. Routledge—Taylor & Francis. Wilson, J., Delgado, A., Palermo, C., Cruz Cordero, T., Myers, M., Potter, A., Eacker, H., Coles, J., & Zhang, S. (2024). Middle school teachers’ implementation and perceptions of automated writing evaluation. Computers and Education Open, 7, 100231. https://doi.org/10.1016/j.caeo.2024.100231 More Information: Dr. Wilson’s Faculty Page: https://www.cehd.udel.edu/faculty-bio/joshua-wilson/ Dr. Wilson’s Google Scholar : https://scholar.google.com/citations?user=Ly3EPOkAAAAJ&hl=en Dr. Wilson’s Email: joshwils@udel.edu
Episode Description: In this episode of E4E: Evidence for Education, we sit down with Dr. Josh Wilson, an associate professor at the University of Delaware’s College of Education, to discuss the evolving role of artificial intelligence in writing instruction. This is part one of a two-part series where we explore AI’s impact on writing. In this episode, the focus is on writing development—how AI tools can support students in organizing their ideas, improving transcription skills, and overcoming barriers in the writing process. Dr. Wilson shares insights into both the opportunities and challenges AI brings to writing instruction, offering a balanced perspective on how these tools can be used effectively while addressing potential concerns. Stay tuned for part two, where we’ll dive into how AI is transforming feedback and formative assessments in education. Whether you’re a teacher, administrator, or simply interested in the intersection of education and technology, this episode provides valuable insights into AI’s role in fostering writing development. This podcast is presented by the Partnership for Public Education and is hosted and produced by Kristin Chisholm. Guest's Work: Wilson, J., & Czik, A. (2016). Automated essay evaluation software in English Language Arts classrooms: Effects on teacher feedback, student motivation, and writing quality. Computers & Education, 100, 94-109. Shermis, M. D., & Wilson, J. (Eds.). (2024). The Routledge International Handbook of Automated Essay Evaluation. Routledge—Taylor & Francis. Wilson, J., Delgado, A., Palermo, C., Cruz Cordero, T., Myers, M., Potter, A., Eacker, H., Coles, J., & Zhang, S. (2024). Middle school teachers’ implementation and perceptions of automated writing evaluation. Computers and Education Open, 7, 100231. https://doi.org/10.1016/j.caeo.2024.100231 More Information: Dr. Wilson’s Faculty Page: https://www.cehd.udel.edu/faculty-bio/joshua-wilson/ Dr. Wilson’s Google Scholar : https://scholar.google.com/citations?user=Ly3EPOkAAAAJ&hl=en Dr. Wilson’s Email: joshwils@udel.edu
In this episode of E4E: Evidence for Education, we sit down with Dr. Elizabeth Soslau from the University of Delaware’s College of Education to discuss research-driven strategies for supporting novice teachers. Dr. Soslau shares her insights on the strengths new teachers bring to the classroom, while addressing common challenges. She introduces her framework for teacher learning, focusing on growth confidence, collaborative expertise, and adaptive teaching practices, emphasizing the importance of reflective teaching, and community engagement. Tune in for practical advice, strategies to avoid common pitfalls, and inspiring ideas for building collaborative and adaptive teaching expertise. Whether you're an educator, administrator, or policy influencer, this episode offers valuable takeaways to foster teacher growth and improve student outcomes. This podcast is presented by the Partnership for Public Education and is hosted and produced by Kristin Chisholm. Guest's Work: Episode Based on:Soslau, E. (2024). When you're the new teacher: 28 strategies to align your good intentions with your teaching practices. Free Spirit Publishing. Soslau, E., & Alexander, M. (2021). The comprehensive guide to working with student teachers: Tools and templates to support reflective professional growth. Teachers College Press. Projects the guest is working on:Need in Deed Project: https://www.needindeed.org/ More Information:Dr. Soslau’s Faculty Page: ttps://www.cehd.udel.edu/faculty-bio/elizabeth-soslau/ Dr. Soslau’s CV: https://www.cehd.udel.edu/wp-content/uploads/2012/08/Soslau_CV_09_23-REVISED.pdf Dr. Soslau’s X: @elizabethsoslau Dr. Soslau’s Email: esoslau@udel.edu
On this episode of the E4E Podcast we catch up with Dr. Mellissa Gordon, an associate professor at the University of Delaware’s College of Education and Human Development. Mellissa’s research focuses on the ways that at-risk families and their communities impact adolescent and young adult developmental outcomes. She is particularly interested in the mechanisms underlying family and community relations, and explores the complex ways that interactions between these systems (families, communities, and youth) inform youth and young adult outcomes. Utilizing the theoretical frameworks of Critical Race Theory, Ecological Theory, and Positive Youth Development, Mellissa aims to identify protective factors that can mitigate the adverse circumstances that emerge in the lives of ethnoracial minority youth, and to promote meaningful, sustainable, life-long success. Today, Mellissa discusses the impact of parental involvement on academic achievement, as well as other factors such as economic adversity and community disadvantage that can play a role in adolescent academic achievement. Episode Based on: Gordon, M. S., & Cui, M. (2018). The intersection of race and community poverty and its effect on adolescents’ academic achievement. Youth & Society, 50(7), 947-965. Gordon, M. S. (2017). Community disadvantage and academic achievement among Hispanic adolescents: The role of familism. Journal of Child and Family Studies, 26, 3303-3311. Gordon, M. S. (2017). Self-perception and relationship quality as mediators of father's school-specific involvement and adolescent's academic achievement. Children and Youth Services Review, 77, 94-100. Gordon, M., & Cui, M. (2014). School‐related parental involvement and adolescent academic achievement: The role of community poverty. Family Relations, 63(5), 616-626. More Information Section: Mellissa’s email: msgordon@udel.edu Mellissa’s Faculty Page: https://www.cehd.udel.edu/faculty-bio/mellissa-gordon/ Mellissa’s CV: Mellissa’s Work: Projects the Guest is working on: 1. Gordon, M.S. & Ohannessian, C. Social media use, internalizing symptoms and externalizing problems: A conditional process analysis. 2.Garg, M., Gordon, M.S., & Ohannessian, C. (2023). Parent-child communication and early adolescents’ coping strategies: The mediating role of sibling relationship. 3. Gordon, M.S. & Ohannessian, C. (2023). Social media use and early adolescents' internalizing symptoms: The moderating role of family functioning.