Education

Session I

Hailey Fisher, "'So Many Resources, So Little Time': Elementary Teachers’ Thoughts About Core Reading Programs"

In this mixed-methods study of Virginia upper-elementary classroom teachers with daily literacy blocks, researchers surveyed over 100 teachers in a digital survey for both qualitative and quantitative data. Then, 9 follow-up interviewees were selected from survey respondents for explanation of survey trends and more detailed experiences with core reading programs in a classroom setting. The goal of this study was to identify teacher beliefs about core reading programs, specifically with regards to autonomy in instruction and effectiveness of program structure. The survey was sent digitally using snowball sampling to upper elementary teachers of literacy across the state of Virginia with an option to be considered for a follow-up interview. Interviews were conducted via Zoom for 30-45 minutes, then transcribed and coded based on four common themes: time, leadership and school community, amount of resources, and quality of resources. Generally, teachers were not satisfied with their program as the sole resource for teaching literacy and adjusted time spent, outside resources used, or delivery of content based on the flexibility given by school and district leadership. This study has implications for how divisions should promote effective use of core reading programs based on classroom needs.

Student Major(s): Elementary Education, Psychology

Advisor: Dr. Kristin Conradi Smith

Lily Silverman, "What Johnny Likes to Read is Hard to Find in Core Reading Programs"

This study asks about WJCC’s upper elementary students’ beliefs and perspectives regarding the texts they encounter in the Benchmark curricula. The Virginia Literacy Act has mandated that all elementary schools teach from one of six core reading programs by the Fall of 2024.While the intention of the legislation is to ensure Virginia’s students’ reading proficiency improves, an unintended consequence of mandating reading programs is a possible decline in students’ motivation and engagement. Rather than teachers using novels and texts students enjoy, they’re required to use the texts in the program. The Literacy Lab undergraduate research team hosted focus groups and interviews this spring and the resulting transcripts are being analyzed using inductive coding methods. Within the focus group data, themes emerged titled Format Matters, Teacher vs Curriculum, Engagement Issues & Curriculum Reimaginations. Within the individual interview data, themes emerged called Small Voices, Strong Views, Teacher vs Curriculum & Topic Disengagement. 

Student Major(s): Elementary Education

Advisor: Dr. Kristin Conradi Smith

Session II

Steven Henriquez Talavera, "The Effects of ESL on William & Mary College Students: How Has That Shaped Their Trajectories and Success Within Post-Secondary Institutions?"

This research is a continuation of previous research conducted within the realm of ESL and the application of education policies. In accordance with existing frameworks, examining students with ESL backgrounds and how it has affected the attitudes and trajectory of students within post-secondary institutions, such as William & Mary, will demonstrate correlating factors that contribute to their behaviors and experiences. The proposed research question is what is the extent to which ESL and language learning programs have influenced college students in their trajectory in post-secondary education. Future ongoing research will be conducted in a series of interviews (4), transcribing them, and developing new frameworks using grouded theory to establish a common thread amongst the participants, but thr current study is a literature review enlisting current ideologies and explanations for ESL collegiate motivations. The target for the interview participants are students who have undergone ESL. This research will be able to enlighten the field of ESL and educational policies to emphasize that there should be more tools and resources for all students to have the fair chance, to believe that they have a chance at obtaining post-secondary education.  

Student Major(s): Linguistics and Global Studies - Latin American Studies

Advisor: Dr. Katherine Barko Alva

Olivia Kerr, "Children’s Literature Representing Genetic Disorders and Its Place in Bibliotherapy"

Pediatric genetic counselors must connect with adolescent patients and effectively explain their diagnoses. This study proposes that bibliotherapy can aid in counseling by communicating with patients through children’s literature. By establishing a framework for books used in bibliotherapy, based on previous literature, a sample of books written between 2015 and 2025, representing characters with various genetic disorders, is evaluated. This sample supports the potential of current children’s literature representing genetic disorders for bibliotherapy, but no book fulfills all criteria. Ultimately, books must be written intentionally for bibliotherapy, follow the framework, and possibly draw upon positive examples from this study, if bibliotherapy is to be commonly introduced into genetic counseling.

Student Major(s): Biology

Advisor: Dr. Kristin Conradi Smith

Video Presentations