Jean Stockard’s research while affiliated with University of Oregon and other places

In a recent book, Anthony Biglan describes how strong social research can be used to build a compassionate and more caring society that promotes the well-being of all. This article asserts that a strong educational system needs to be part of this transformation and that widespread use of Direct Instruction (DI) could be key in the process. Analysis of the underlying theory, development, and use of DI describes the way it is based on careful developmental research. It promotes effective and efficient learning while embodying respect for students and teachers. The results of a recent large meta-analysis of research on DI’s effectiveness show it is more effective than other educational approaches, with effect sizes that surpass the effect associated with the difference in achievement of students from lower income and other homes. Alternative approaches to educational change are reviewed and it is suggested that DI is a more effective and efficient method of improving student success. Powerful actors within the educational establishment have expressed opposition to DI and have worked to hide evidence of its effectiveness. This paper identifies other social actors who could work together to counter the resistance to DI and build an educational system that promotes the well-being of all.

Significance On June 10, 2020, as part of the Black Lives Matter movement, scientists in the United States and throughout the world paused to consider how systematic racism affects the scientific enterprise. As a result, many academic departments are now assessing policies and practices that may contribute to this situation. This paper provides evidence of the nature of inequities related to race–ethnicity and gender in graduate school experiences and career plans of PhD students in one science, technology, engineering, and math (STEM) discipline, chemistry. The results can help promote understanding of the problems and guide efforts toward equity within STEM and, potentially, other academic areas. In turn, these changes can strengthen the scientific enterprise and the well-being of society.

This article examined the extent to which administrative decisions that affected the implementation fidelity of Direct Instruction programs were related to student achievement. Data from three studies showed that administrative decisions that disregarded recommended protocols regarding teacher training, teacher preparation, and student schedules were related to lower levels of teacher fidelity, student progress at mastery, and student achievement. Most results were statistically significant and had large associated effect sizes. Implications for practice and policy are discussed.

This study examined how middle-aged adults perceive discretionary or free time in their lives and the ways in which their life experiences and reflections on life structure are related to these perceptions. Research focused specifically on how changes in perceptions of available discretionary time were related to changing life experiences, assessments of life structure, and perceptions regarding leisure over a nine-year period. Data came from the longitudinal investigation of leisure, life perceptions, and life values: A Study of Leisure During Adulthood, ASOLDA. Descriptive statistics and mixed models were used to examine longitudinal quantitative data from eighty-four study participants. Results indicated that perceptions of time scarcity were most common for adults in years in which they had experienced more negative life events, especially when these life experiences prompted them to rethink and re-evaluate their lives. This pattern was most marked for those who had more positive perceptions of leisure. Data from four qualitative case studies further illustrate findings and future theoretical directions are discussed.

After a decade of program offerings, the Mentoring Physical Oceanography Women to Increase Retention (MPOWIR) program initiated a community wide survey to 1) assess the impact MPOWIR has had on retention of women in the field of Physical Oceanography, and 2) gauge where needs are being met and where gaps still exist. To investigate the impact of MPOWIR, we compare MPOWIR participants with male and female cohorts that did not participate in MPOWIR but were at a similar career stage. The survey results indicate MPOWIR has had a substantial impact on aiding individuals in finding and developing mentoring relationships. MPOWIR women are far more likely to have a mentor and they report mentors in addition to their advisors, indicating proactive seeking of mentoring relationships. Survey results indicate many unmet mentoring needs for both men and women, but MPOWIR participants appear to be receiving more from their mentoring relationships than their non-MPOWIR cohorts. The majority of survey respondents indicated challenges to achieving their career goals, but MPOWIR participants were significantly more likely to have attained their career goals, even though they had received their Ph.D. more recently. 88% of survey respondents with PhDs were employed in oceanography, irrespective of participation in MPOWIR. MPOWIR women indicate the program has had a large impact on their lives, with the greatest impact on expansion of professional networks and exposure to professional development skills. Senior participants in the program (who serve as mentors to junior scientists) also reported significant professional and personal growth from being involved. Data obtained independently of the survey indicate that, of the 173 women that have participated in MPOWIR, the recent Ph.D.’s are predominantly in postdoctoral positions as expected, but for participants receiving their Ph.D. prior to 2012, an impressive 80% are in faculty or university/government/non-profit research positions. MPOWIR has therefore appeared to have an important impact on retention and career satisfaction of its participants.

The representation of women among recipients of chemistry Ph.D. degrees has increased in recent years, but their representation among the faculty in academic departments is still below what would be expected given the proportion of degrees received. Articles published in the Journal of Chemical Education in 2010 documented a hostile gender-related climate in academic chemistry and the way in which COACh had helped women deal with this hostile environment. This paper replicates and extends the 2010 analyses. Findings from surveys of over 400 women indicate that the negative gender-related climate within chemistry changed very little from 2006 to 2016. Women who had participated in COACh continued to report that they often used skills learned in COACh workshops and that these skills helped them in their careers. Discussion of the findings emphasizes the extent to which commitment and actions by administrators and the profession as a whole are needed to promote the full inclusion of women within the field.

Quantitative mixed models were used to examine literature published from 1966 through 2016 on the effectiveness of Direct Instruction. Analyses were based on 328 studies involving 413 study designs and almost 4,000 effects. Results are reported for the total set and subareas regarding reading, math, language, spelling, and multiple or other academic subjects; ability measures; affective outcomes; teacher and parent views; and single-subject designs. All of the estimated effects were positive and all were statistically significant except results from metaregressions involving affective outcomes. Characteristics of the publications, methodology, and sample were not systematically related to effect estimates. Effects showed little decline during maintenance, and effects for academic subjects were greater when students had more exposure to the programs. Estimated effects were educationally significant, moderate to large when using the traditional psychological benchmarks, and similar in magnitude to effect sizes that reflect performance gaps between more and less advantaged students.