serial: '670'
sid: '13966'
uuid: d156693f-6468-4f74-bad9-dd75c5745f48
uri: /urop-research-mentor-project-submission-portal
created: '1718631603'
completed: '1718637631'
changed: '1718637631'
in_draft: '0'
current_page: ''
remote_addr: 146.201.55.117
uid: '0'
langcode: en
webform_id: urop_project_proposal_portal
entity_type: node
entity_id: '1116'
locked: '0'
sticky: '0'
notes: ''
data:
  approximately_how_many_hours_a_week_would_the_research_assistant: '5-10 hours'
  are_you_currently_looking_for_students_: 'Yes'
  confirmation_1: '1'
  contact_email_fsu_email: lrdennis@fsu.edu
  contact_email_fsu_email2: ''
  contact_email_fsu_email_if_affiliated_: ds02@fsu.edu
  faculty_advisor_confirmation: '1'
  faculty_advisor_name: 'Dr. Sonia Cabell'
  faculty_advisor_s_fsu_email: scabell@fcrr.org
  fsu_college: 'Education, Health, and Human Sciences'
  fsu_department_if_applicable_: 'Florida State University'
  headshot_optional_: '43976'
  if_the_project_location_is_off_campus_does_the_student_need_to_p: 'No'
  mentoring_philosophy: |-
    I believe being a mentor is one of the most important roles a person can have, as it helps prepare others to become future leaders and experts in their fields. Fostering the personal and professional growth of those I mentor is paramount, and I aim to provide a positive, supportive, and openly communicative experience for each mentee. 

    Mentoring is about more than ensuring academic success; it’s about fostering personal growth and development. I encourage my mentees to learn new things, feel safe to express themselves, and view failures as learning opportunities. Through these experiences, I aim to help students develop a strong sense of self and purpose, regardless of whether they follow the same career path as mine or choose a different direction. 

    In line with my research project, I will provide clear guidance and training on the expected duties and responsibilities of my mentees. This includes ongoing support and feedback as we work together. My goal is to equip my students with the tools and skills they need to succeed in their chosen fields, ensuring they are well-prepared for their future careers. 

    Creating an environment of inclusivity and respect is central to my mentoring philosophy. I celebrate the diverse backgrounds and voices of my students, ensuring that everyone feels respected and supported. By acknowledging and valuing each student's unique perspective, I foster a collaborative and enriching mentoring experience. 

     
  mentor_handbook_and_faqs: '1'
  name_of_other_faculty_collaborator_if_applicable_: ''
  number_of_assistants_needed_faculty_postdoc_max_6_graduate_stude: '1'
  other_faculty_collaborator_s_preferred_pronouns: ''
  overall_research_project_description: |-
    I am conducting a single-case, multi-probe study involving approximately four pairs of paraprofessionals (teachers’ aides) and students at a voluntary pre-kindergarten (VPK) preschool in Perry, Florida. The focus of my research is to train paraprofessionals to engage in meaningful conversations with students during book reading sessions.

    In the baseline phase of the study, each paraprofessional will be voice-recorded while reading a book of their choice to a student who has at least one IEP goal for a speech and language impairment. Once a paraprofessional transitions to the intervention phase, which will be staggered, they will receive a one-time professional development session. This session will cover techniques for scaffolding conversations to extend student dialogue during shared book reading. Research indicates that longer conversations during book reading can enhance children's inferential knowledge, vocabulary, and later reading comprehension.

    Following the professional development session, I will offer ongoing coaching support to the paraprofessionals via text messaging. Each paraprofessional will read the same book to their student three times a week and send me voice recordings of these sessions. I will review these recordings and provide feedback for them to incorporate in subsequent sessions. This process will continue for several weeks until a noticeable change in the trend of the reading sessions is observed, compared to the baseline.

    Approximately one month after the study concludes, I will collect maintenance data by having the paraprofessionals read a book to their students again to determine if they are still applying the techniques learned during the intervention.
  please_add_any_additional_information_here: ''
  please_provide_a_link_to_your_publications_a_video_clip_or_a_web: ''
  please_select_the_choice_that_most_accurately_describes_your_exp: 'Partially Remote'
  please_select_the_location_of_your_project_: 'Taylor County Primary School, 1000 Howard Street, Perry FL'
  position_availability_for_student_research: 'Flexible schedule'
  position_title: 'Graduate Student'
  primary_research_mentor_name: 'Debbie Slik'
  project_keywords: 'paraprofessionals, scaffolding, practice based coaching'
  relevant_student_major_s_: 'I am open to all majors, but elementary and special education majors would particularly enjoy working on this project.'
  research_mentor_preferred_pronoun2: 'she, her'
  research_mentor_pronouns: 'she, her'
  research_mentor_supervisor_if_different_from_above_: 'Lindsay Dennis'
  research_tasks_for_student_research_assistant_s_: |-
    The UROP student will have several key responsibilities in my study: 

    Coding Professional Development Implementation: The student will listen to the recordings of the professional development sessions and code them to ensure that the training was consistently and accurately implemented for each paraprofessional. 

    Coding Shared Book Reading Sessions: The student will code approximately one-third of the voice recordings of the shared book reading sessions to evaluate the use of scaffolding techniques. This will involve identifying and categorizing instances of scaffolding during the reading sessions. 

    Training in Coding Procedures: The student will receive thorough training in the coding procedures to ensure reliability and accuracy in their coding efforts. 

    Interrater Reliability: The student will work alongside other coders to assess interrater reliability, ensuring that the coding is consistent across different individuals. 

    Fidelity Checks: The student will assist in conducting fidelity checks to confirm that the intervention is being implemented as designed. 

    Data Analysis Assistance: If the student is interested, there may be opportunities to assist with data analysis, contributing to the interpretation and presentation of the study's findings. 
  roundtable_times_and_zoom_links: ''
  skills_that_research_assistants_may_need_: |-
    It is recommended that the research assistant have the following skills: 

    Attention to Detail: The ability to meticulously code and analyze recordings, ensuring accuracy and consistency in the data collected. 

    Organizational Skills: Strong organizational abilities to manage multiple recordings, coding sheets, and data analysis tasks efficiently. 

    Technical Proficiency: Basic technical skills, including the use of audio recording software, data entry programs, and possibly statistical analysis software (Excel) if involved in data analysis. 

    Reliability and Commitment: A dependable and committed attitude towards the project, ensuring timely and consistent completion of tasks. 

    Critical Thinking: A willingness to learn basic tenets of research that involves critical thinking about the collection and interpretation of the data.  

    Confidentiality: Understanding the importance of maintaining confidentiality and ethical standards when handling sensitive data related to students and their educational progress. 
  title_of_the_project: 'Coaching Paraprofessionals in Evidence-Based Oral Language Practices'
  update_url: 'https://cre.fsu.edu/urop-research-mentor-project-submission-portal?element_parents=elements/research_mentor_information/headshot_optional_&ajax_form=1&_wrapper_format=drupal_ajax&token=mkCi0g9W2kZUFsQUqpN2WUlHoPJzV2GUwttDMeKiGXI'
  urop_performance_evaluation: '1'
  urop_poster_presentation: '1'
  when_potential_research_assistants_are_reaching_out_via_email_2: Dr.
  when_potential_research_assistants_are_reaching_out_via_email_wh: ''
  when_students_are_reaching_out_via_email_what_is_your_preferreda: Mrs.
  would_you_like_to_participate_in_the_urop_research_mentor_roundt: 'No'
  year: '2024'