Doctoral Portfolio: Educational PsychologyJulie Esparza, Northern Illinois University

Demonstrate proficiency in coursework based on individual goals for professional growth and development.

My goals been focused on the education of gifted and talented students. Throughout my program I have practiced both quantitative and qualitative research to study late elementary and middle school students. I will continue to create a bridge the world of educational research and practice through workshops, conference presentations and professional development programs that benefit students attending public schools.

Demonstrate proficiency in coursework based on individual goals for professional growth and development.

Fall 2010 EPS 701 Professional Practices in Educational Psychology (required)

Spring 2011 EPS 713 Advanced Educational Psychology (required)EPS 679 Cultural Perspectives in Human Development (cognate 1 of 5) Summer 2011ETR 521 Educational Statistics 1 (deficiency)EPS 797 Independent Study (cognate 2 of 5) Fall 2011EPS 706 Research in Child Development (1 of 2 Research Method)EPS 718 Research Seminar in Motivation (cognate 3 of 5)

Spring 2012EPS 524 Ethnographies in Human Development (required)EPFE 721 Seminar in American Educational Thought (required Foundations 1 of 1) Fall 2012EPS 723 Design of research on Human Development (required)EPS 739 Fieldwork Methods in Ed Research (required research method 2 of 2) Spring 2013ETR 522 Educational Statistics 2 (required)EPS 792 Advanced Seminar in Ed. Psychology (cognate 4 of 5)

Summer 2013 EPS 786 Internship (1 of 2)EPS 797 Independent Research (cognate 5 of 5)

Fall 2013EPS 508 Theories and Research in Adolescent Behavior and Development (required Development 1 of 1, replaced EPS 708)EPS 786 Internship (2 of 2) Summer 2014EPS 799 Doctoral Research and Dissertation (6 credits) Fall 2014- Spring 2015 EPS 799 Doctoral Research and Dissertation (6 credits)

Program of Study

Demonstrate experience using research methodologies.

This case study of a gifted middle-school student used mixed methods to investigate various domains of her development. Much of the data was examined through a qualitative lens, but quantitative methods also were utilized. Data was collected, presented, and interpreted. Practical implications were drawn for teachers of this student. This project, completed in Theories and Research in Adolescent Behavior and Development, EPS 508 demonstrates my ability to gather and interpret information and make recommendations that will benefit students.

Demonstrate experience using research methodologies

This draft research paper presents findings from an NSF funded research project. Using an existing data set, I used a quantitative method to demonstrate the different effect of the intervention for a subset of students in the study. It is my hope to publish this paper in its final form.

Demonstrate experience using research methodologies.

In this independent research paper for Educational Statistics II, ETR522, the effects of ability-grouping highly capable reading/language arts students were investigated. Students who have been identified as highly capable but did not experience ability grouping were compared to highly capable students who experienced ability grouping in reading/language arts classes for four or more consecutive school years. Students’ self-efficacy for learning reading/language arts was be measured and compared. For this study I administered a survey and used quantitative methods to demonstrate differences in self-efficacy of students who had different learning experiences.

Demonstrate in-depth knowledge of theory and expertise in a domain within educational psychology.

This paper demonstrates my personal learning theory. It includes a literature review regarding the learning strategy of homogeneously grouping students for learning based on ability. The paper concludes with a discussion of the use of ability-grouping as an intervention for student learning. This paper shows my beliefs in learning theories and the use of a curricular intervention to enhance student learning experience.

Demonstrate in-depth knowledge of theory and expertise in a domain within educational psychology.

This research proposal suggests investigating the effectiveness of ability grouping high-ability learners in the area of reading instruction. Evidence for the effectiveness of ability grouping could include data that shows that students experience increased self-efficacy and higher standardized achievement test scores when grouped with others of high ability. This shows the application of learning theory and motivation in an academic setting.

Demonstrate in-depth knowledge of theory and expertise in a domain within educational psychology.

This paper examines adolescents in India and Mexico. My focus is on the assumed informal education or socialization given to the adolescents of each of these countries. Studying informal education and socialization may reveal taken-for-granted values and the assumptions of those that guide adolescents. An additional reason for selecting this focus was that our public school system receives immigrants from these countries. This paper demonstrates my desire to understand students better by considering and comparing additional cultures.

Demonstrate effective communication and presentation skills, both (a) oral and (b) written.

Based on the research paper shared earlier in this portfolio, I presented at two different conferences. One was for the Graduate Student Research Association conference at NIU in the spring of 2013. The second is for the Illinois Association of Gifted Children (IAGC) conference in Feb. 2014. This is the second year in a row that I am presenting at the IAGC conference. My goal is to continue to share information with educators, parents, and other researchers on what interventions are beneficial to gifted students.

Demonstrate effective communication and presentation skills, both (a) oral and (b) written.

I presented at a national conference for school district superintendents called District Administrator Leadership conference in March, 2012 in Orlando, FL. Our goal was to share an online learning experience that was positive and challenging for our most gifted middle school students. Superintendents from across the United States were able to hear about the program from both the administrators. Gifted students were also able to share information during the presentation via Skype. This video shows my ability to utilize different technological tools and formats to present effectively.

Demonstrate effective communication and presentation skills, both (a) oral and (b) written.

This presentation was created to share characteristics and teaching tips regarding gifted learners to pre-service teachers. On a local level, I have presented numerous times for pre-service teachers at Aurora University. On a monthly basis, I present information to the new teachers in my own district. Additionally, in my current position as district gifted coordinator, I present to grade level teams of teachers, principals, school boards, parents, and even entire building staffs. I have been in this position a total of eight years which indicates that I have had many opportunities to improve my public speaking skills.

Demonstrate effective communication and presentation skills, both (a) oral and (b) written.

After completing qualitative research with middle school high-ability students, I wrote this paper, Letting My Light Shine: Undimming Among Other Stars, as a possible submission to a journal. My thought was that the “themes” that emerged would be important for teachers to know especially if they were considering the practice of ability grouping those students for one or more subjects. This paper demonstrates my ability to organize and present information in a useful format.

Demonstrate effective communication and presentation skills, both (a) oral and (b) written.

This short piece was written for the NIU’s Collaborative on Early Adolescence website. It is a newsletter article that may be distributed to parents by teachers. It’s intent was to offer solutions to a problem that some gifted students experience. This article shows my ability to disseminate valid research-based information that may benefit those who do not have the time or skills to interpret materials prepared for specialists.

Demonstrate effective communication and presentation skills, both (a) oral and (b) written.

This academic paper demonstrates my ability to share the method and information gleaned during an informal qualitative study. Classroom observations, student and teacher surveys, student and teacher interviews were all used to gather information. It was during this study that I learned the value of recording an interview and transcribing the information later. Over time I was able to document change and growth in both teaching practices.

Demonstrate knowledge and application of ethical standards.

Ethics training was done in conjunction with Professional Practices in Educational Psychology, EPS 701 which I took early in my program. I was able to integrate the ethical principles through out all of my academic research projects. These principles are also practiced in my educational workplace.

Demonstrate evidence of successful research internship experience supervised by a faculty member.

Letter from Dr. Schmidt (to me by 2/1/2014)

Demonstrate evidence of successful research internship experience supervised by a faculty member.

This draft paper was one component of my internship experience. I spent time sifting through data and running it through statistics software. Select pieces of information was included in this draft document. The majority of my internship experience was spent coding data from other sections of the IMuscle research. Most of this coding was done with other graduate students, allowing me the experience of cooperating and defending my opinions.