University Research Council 2011-12
Graduate Student Research Fellowship
Grant Application
___________________________________________________________________
(1) Graduate Student Information
Graduate Credit Hours Earned at UC through autumn 2011 147 (must be less than 260)
Qualifying Exam (date exam was passed): _May 12,2011______________
Anticipated Graduation Date: December, 2012
If this proposal is accepted for funding, I certify that I shall devote full effort (i.e., a
minimum of 40 hrs. a week) from July 1 through August 31, 2012 on this project.
Education and Career Objectives:
I plan to seek a tenure-track position in a research university. My research interests include
multicultural teacher preparation, preservice special teacher preparation, and reading instruction
for students with moderate to severe disabilities.
Academic and Research Achievements: (Please see attached vita)
Presentations:
Xiaohe, Li; Williamson, Pamela; Carnahan, Christina & Tan, Christine. (Nov, 2011).
Examining the Nature of Reading Instruction for Learners with Autism. Austin, Texas.
Jennifer, Mohler-Geary; Williamson, Pamela; Xiaohe Li & Tan, Christine. (Nov, 2011).
Embedded Special Education Teacher Education: Literacy Instruction for Preservice
Teachers. Austin, Texas.
Xiaohe, Li. (Sep, 2010). Linking Coursework to Field Experience –Proposing a Longitudinal
Evaluation Framework for Multicultural Special Education Teacher. Fourth International
Symposium on Service-Learning in Ningbo, Zhejiang, China.
Xiaohe, Li. (May, 2011). Syllabi review of an inclusive special education program for
multicultural content integration. International Congress of Qualitative Inquiry,
University of Illinois at Urbana-Champaign.
Xiaohe, Li. (April, 2011). Evaluating the effectiveness of an inclusive special education program
in preparing culturally responsive teachers. CECH Convention & Expo, National Harbor,
MD.
Xiaohe, Li. (April, 2011). Validating a multicultural course exposure instrument to examine
preservice teachers’ learning experience. Spring conference, Cincinnati, OH.
Xiaohe, Li. (April, 2010). Tracing the change of preservice teachers’ diversity attitudes/beliefs
and referral decision over an assessment course with an emphasis on diversity. Spring
conference, Lexington, KY.
Course Transcripts: (copy of transcript attached)
College of Education, Criminal Justice, and Human Services
Graduate Student Research Fellowship Grant
Proposal Title: Examining Preservice Special Education Teachers’ Appropriation of
Pedagogical Tools for Teaching Reading to Students with Moderate to Severe Disabilities
through Embedded Coursework and Field Experiences
Brief Abstract: Historically, there has been little emphasis on teaching literacy skills for most individuals
with severe disabilities (Browder, Wakeman, Spooner, et al., 2006). The relevance of academic
instruction for students with disabilities changed because of the 1997 and 2004 IDEA amendments, and
the No Child Left Behind Act of 2001 (NCLB).Special education teacher preparation programs are
expected to prepare special education teachers to work in a variety of settings, teaching a variety of
contents, and work with students who have the most challenging of academic and social needs. However,
not all educators emerge from special education program are ready and able to do so. The purpose of this
study is to examine the various influences, processes and extend of special education preservice teachers’
appropriation of pedagogical tools for teaching reading to students with moderate to severe disabilities
within the context of a reading method course paired with a field experience.
School: Education Program: Teacher Education
Mailing Address: 3232 Glendora Ave. Apt 1, Cincinnati, OH, 45220
Contact Information: li2xe@mail.uc.edu
Checklist:
1. Project Cover Sheet
2. Project Proposal
3. Vita
4. Transcript
Purpose of the Research Study
Historically, there has been little emphasis on teaching literacy skills for most individuals
with severe disabilities (Browder, Wakeman, Spooner, et al., 2006). The relevance of academic
instruction for students with disabilities changed because of the 1997 and 2004 IDEA
amendments, and the No Child Left Behind Act of 2001 (NCLB). Converging research
evidences demonstrated that although students with moderate to severe disability do need
functional skills, reading must be an instruction priority because students who do not learn to
read has little opportunities as adults and not being able to read affects their economic security,
social relationships and quality of life (Chhabra & McCardle, 2004). On the other hand, special
education teacher education has come under increasing pressure to demonstrate the importance
of preservice preparation, particularly in the area of reading preparation, as the vast majority of
students served in special education struggle with reading (Brownell et al., 2009). Developing
the necessary knowledge and skills to teach students to read, particularly students with
disabilities, is a complex endeavor. At the same time, special education teacher preparation
programs are expected to prepare special education teachers who, upon entering the profession,
are equipped to work in a variety of settings, teaching a variety of content, and work with
students who have the most challenging of academic and social needs. Not surprisingly, studies
of both preservice and early inservice special education teachers have documented that while
some preservice and early inservice special education teachers develop the knowledge and skills
to effectively teach reading to students with special needs, not all educators emerge from special
education teacher preparation programs ready and able to do so. Thus, better understanding of
the complex interaction among individual dispositions, content knowledge, and pedagogical
knowledge could be used to improve special education teacher preparation, and ultimately,
improve K-12 special education student reading outcomes.
Rationale. Studies of preservice special education teacher preparation in reading suggest
that pedagogical content knowledge of reading instruction and having opportunities to apply and
practice these practices during preservice preparation were essential to engaging students in
instruction that ultimately improved student outcomes (Brownell et al., 2009). Recent studies
(e.g., Brownell et al., 2009; Leko & Brownell., 2011) of reading preparation of special education
teachers examined teachers’ adoption of pedagogical tools for reading instruction during
preservice internships. Findings from these studies suggested that settings and mentor teachers
influenced preservice teachers’ adoption of pedagogical tools. In particular, the setting (e.g.,
curriculum requirements), and mentor teachers (e.g., expertise in teaching reading, turning
control of instruction to preservice teachers) seemed to have more adoption of tools than did
preservice preparation. This mitigated preservice teachers’ abilities to adopt a broader range of
pedagogical tools for reading instruction that envisioned by university coursework that engaged a
full range of evidence-based practices. Other studies that examined the use of case
methodologies to develop pedagogical tools for reading specialists suggest that coursework
combined with field work offer both knowledge and practical implementation of that knowledge
(Fang & Ashley, 2004).
Program overview and goals. Currently, UC has an embedded reading course in its
fourth year of implementation, which requires three hours per week at school. Field supports are
provided to teachers at both university and school level.
Purpose of the Research Study
Using mixed methods, the purpose of this study is to describe the extent to which preservice
teachers adopted pedagogical tools for teaching reading to students with moderate to severe
disabilities through an embedded reading course paired with a field experience. Research
questions include: (a) What are the individual and contextual influences on special education
preservice teachers’ appropriation of pedagogical tools in reading for students with disabilities?
(b) To what extent do preservice teachers appropriate evidence-based practices for reading
instruction for students with disabilities in an embedded reading course? (c) What are the
experiences of preservice teachers in the various activity systems and how these experiences
influence their beliefs and knowledge of reading instruction?
Methods
Mixed methods will be used in order to evaluate the effectiveness of the course in general
and each component of the course in particular to understand how each component of the course
meets the needs of participants to improve evidence-based practices in each setting (Castro,
Kellison, Boyd, & Kopak, 2010).
Setting and Participants. Participants will include all cohort students enrolled in a
field-based reading course paired with a teaching associate position (i.e., 6 hours per week). The
context is an inner city K-8 elementary school in “continuous improvement.” Special education
students represent 24.9% of student population. In addition, 73% of the school’s students are on
free-reduced lunch, 97% are African-American, and 95.3% are economically disadvantaged high
poverty status.
Data collection and procedures. Data collection will occur during Winter Quarter 20112012. Quantitative data will include pre- and post- Teacher Self-efficacy Literacy Scales
(Johnson & Tschannen-Moran, 2003) and reading instruction evaluated using the modified
Reading Instruction in Special Education (RISE) observation instrument (Brownell et al., 2009).
Qualitative data sources will include preservice-teacher produced course artifacts (i.e., preservice
teachers’ assessment case study and intervention plan), course materials (e.g., Power Point
Lectures, assignment sheets), and coaching notes (e.g., logs and records). Qualitative data will be
used to trace preservice teachers’ trajectory of adopted pedagogical tools back to the course and
specific assignments thereby linking preservice preparation with evidence-based reading
instruction.
Data analysis. Quantitative data will be analyzed with a linear regression model using
change in Teacher Self-efficacy Literacy Scales to predict measures of practice accessed via the
modified Reading in Special Education (RISE) scale (Brownell et al., 2009). Quantitative data
will be used descriptively to determine the level at which teachers objectively and subjectively
displayed adoption of pedagogical tools and inform qualitative analyses.
Reference
Brownell, M.T., Bishop, A.G., Gersten, R., Klingner, J.K., Penfield, R.D., Dimino, J., Hagar, D.,
Mennon, S., & Sindelar, P.T. (2009). The role of domain expertise in beginning special
education teacher quality. Exceptional Children, 75(4), 391-411.
Brownell, M.T., Sindelar, P.T., Kiely, M.T., & Danielson, L.C. (2010). Special education teacher
quality and preparation: Exposing foundations, constructing a new model. Exceptional
Children, 76(3), 357-377.
Browder, D. M., Wakeman, S. Y., & Flowers, C. (2006). Assessment of progress in the general
curriculum for students with disabilities. Theory Into Practice, 45, 249-259.
Castro, F.G., Kellison, J.G., Boyd, S.J., & Kopak, A. (2010). A methodology for conducting
integrative mixed methods research and data analyses. Journal of Mixed Methods
Research, 4(4), 342-360.
Chhabra, V., & McCardle, P. (2004). Contributions to evidence-based research. In P. McCardle
& V. Chhabra (Eds.). The voice of evidence in reading research. Baltimore: Paul H.
Brookes.
Fang, Z., & Ashley, C. (2004). Preservice teachers interpretations’ of a field based reading block.
Journal of Teacher Education, 55(1), 39–54.
Grigg, W., Donahue, P., & Dion, G. (2007). The nation.s report card: 12th-grade reading and
mathematics 200S (NCES 2007-468). U.S. Department of Education, National Center for
Education Statistics.Washington, DC: U.S. Government Printing Office.
Leko, M. & Brownell, M. (2011). Special education preservice teachers' appropriation
of pedagogical tools for teaching reading. Exceptional Children, 77(2), 229-251.
Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: capturing an
elusive construct. Teaching and Teacher Education, 17, 783-805.
1) Human Subjects and Animal Research:
Are human subjects involved in this research project? Yes: _No:
___
If yes, please provide the protocol number ______________ to indicate that a protocol has been
submitted or approved.
Are animals involved in this research project? Yes: ________ No: __
_____
If yes, please provide the protocol number ______________ to indicate that a protocol has been
submitted or approved.
Xiaohe Li
3232 Glendora Ave. Apt1
Cincinnati, OH, 45220
Phone: 513-476-3756
Cellphone: 513-476-3756
Email: li2xe@mail.uc.edu
Education
2008-Present
2001-2004
1997-2001
Doctorate of Philosophy, Special Education
University of Cincinnati , Cincinnati, OH
Master of Art
University of International Business and Economic, Beijing,
P.R. China
Specialization in Applied Linguistics and English Literature
Bachelor of Arts
Shandong University, Shandong, China
Graduate with High Honors
Professional Experience
Sep, 2009 – June, 2010
August 2007-Sep, 2008
February, 2007 –Oct, 2007
Research Assistant – Dr. Pamela Williamson, University of
Cincinnati
Responsible for Teacher Leader program, manage candidate
profile and database. Write instructional manual for Quality
Literacy Instruction for Students with Autism Spectrum
Disorders. Prepare research materials and involve in data
collection and analysis.
Project Research Assistant – Dr.Yongquan Liu, Beijing Radio
and Television University. Project Comparative study of
Chinese and Western cultural difference and its impact longdistance education funded by Ministry of Education of China.
The project tracking number is FIBO60402. Responsible for
-Collected information about long-distance education in
America and China
-Did a literature review of the long-distance research over the
past years
-Wrote preliminary project report on comparative study of
America-China long-distance education
-Designed questionnaire, collected data
-Used SPSS to analyze the result
-Wrote final project and presented it to the panel
Research Assistant – Dr. Yongquan Liu, Beijing Radio and
Television University. Project on Improving Communication
Skills /strategies among English Learners
Responsible for
-Recruit participants
-Processed the data collected through Factor Analysis
-Designed training courses and syllabus
-Handed out questionnaires, collect data and wrote project
report
August, 2006 – Oct, 2006
July, 2006 – July,2007
July, 2004 – Sep. 2008
July, 2001 – July, 2003
Lecturer– Dr. Yongquan Liu, Beijing Radio and Television
University. Project on Classroom English for Elementary
school English teachers. This project was funded by Beijing
municipal government, aiming at improving the English
proficiency of elementary school teachers. The government
provides free training to elementary school teachers across
Beijing. We are responsible for making the on-line course.
-Interviewed with Elementary school teacher, and understood
their needs
-Reviewed randomly selected survey sample to strictly control
the survey quality
-Analyzed the final data of the survey using both psychological
and statistical methods
-Videotaped the courses and distributed it to the elementary
school teachers across Beijing
Project Coordinator– Dr.Yongquan Liu. Beijing Radio and
Television University. Project on Non-English major students’
reading strategy. The project was funded by Beijing Municipal
Education Commission. The project tracking number is
XM2206026
Assigned tasks to group members and clarify their
responsibilities
-Held monthly meeting with group members and discussed the
project progress
-Wrote preliminary project report
-Supervised over data collection and analyzed process
-Using qualitative research method, like interview, progress
report
Instructor – Dr. Yongquan Liu
Instructor for course entitled Introductory to Business English,
Advanced Business English. Course content includes how to
use English in the business world.
Research Assistant, University of International Business and
Economics, Beijing, China.
-Assisted in the educational development under the direction
and guidance of the class teacher.
-Assisted in the implementation of individual education for
students and help monitor their process.
-Assisted class teacher in maintaining students’ record and
grading their homework.
-Taught the freshmen oral English and Listening
Sep, 1998 –May, 2004
July, 2004 – Sep. 2008
July, 2001 – July, 2003
Sep, 1998 –May, 2004
Assistant Department Secretary– Dr. Xuezhi Zhang,
Shandong University
Performs secretarial duties including typing correspondence,
reports, and memoranda from the Department Head. Receives
and screens calls and correspondence directed to the
Department Head.
-Managed Department Head's calendar and arrange tentative
schedules.
-Answered and screens telephone calls for all office staff, took
and relayed messages; responded to routine telephone inquiries;
forwarded calls to appropriate party.
-Received, date stamps and distributed incoming mail and
purchased requisitions to appropriate office staff.
-Prepared departmental reports by gathering data from various
sources, compiling and typing data. Revised forms and
department documents.
-Maintained a variety of files.
-Performed other duties as assigned.
Instructor – Dr. Yongquan Liu
Instructor for course entitled Introductory to Business English,
Advanced Business English. Course content includes how to
use English in the business world.
Research Assistant, University of International Business and
Economics, Beijing, China.
-Assisted in the educational development under the direction
and guidance of the class teacher.
-Assisted in the implementation of individual education for
students and help monitor their process.
-Assisted class teacher in maintaining students’ record and
grading their homework.
-Taught the freshmen oral English and Listening
Assistant Department Secretary– Dr. Xuezhi Zhang,
Shandong University
Performs secretarial duties including typing correspondence,
reports, and memoranda from the Department Head. Receives
and screens calls and correspondence directed to the
Department Head.
-Managed Department Head's calendar and arrange tentative
schedules.
-Answered and screens telephone calls for all office staff, took
and relayed messages; responded to routine telephone inquiries;
forwarded calls to appropriate party.
-Received, date stamps and distributed incoming mail and
purchased requisitions to appropriate office staff.
-Prepared departmental reports by gathering data from various
sources, compiling and typing data. Revised forms and
department documents.
-Maintained a variety of files.
-Performed other duties as assigned.
Publications
Books (Instructional Manual)
Carnahan, C., Williamson, P., Snyder, K., Li, X., & Davis-Bowman, J. (2010). Quality
Literacy Instruction for Students with Autism Spectrum Disorders. Shawn Mission,
Kansas: Autism Asperger Publishing Company.
Journal Articles
Xiaohe, Li. (2007). Factors that affect the attendance rate of adult students. Journal of Beijing
Radio and Television University.
Xiaohe, Li. (2006). Collaborative learning- research into the effect of on-line group work. Journal
of Beijing Radio and Television University.
Translation Books
Xiaohe Li. (2005) Women’s Psychology . China Machine Press: Beijing.
Presentations
Invited Conference Presentations
Xiaohe, L; Williamson, P; Carnahan, C & Tan, C. (Nov, 2011). Examining the Nature of Reading
Instruction for Learners with Autism. Austin, Texas.
Jennifer, M; Williamson, P; Xiaohe L & Tan, C. (Nov, 2011). Embedded Special Education
Teacher Education: Literacy Instruction for Preservice Teachers. Austin, Texas.
Xiaohe, Li. (Sep. 2010). Linking Coursework to Field Experience –Proposing a Longitudinal
Evaluation Framework for Multicultural Special Education Teacher. Fourth International
Symposium on Service-Learning in Ningbo, Zhejiang, China.
Xiaohe, Li. (May, 2011). Syllabi review of an inclusive special education program for
multicultural content integration. International Congress of Qualitative Inquiry, University
of Illinois at Urbana-Champaign.
Xiaohe, Li. (April, 2011). Evaluating the effectiveness of an inclusive special education program in
preparing culturally responsive teachers. CECH Convention & Expo, National Harbor,
MD.
Xiaohe, Li. (April, 2011). Validating a multicultural course exposure instrument to examine
preservice teachers’ learning experience. Spring conference, Cincinnati, OH.
Xiaohe, Li. (April, 2010). Tracing the change of preservice teachers’ diversity attitudes/beliefs and
referral decision over an assessment course with an emphasis on diversity. Spring
conference, Lexington, KY.
Teaching Experience
18-EDST-802, Section 001: Introduction to Field Methods in Qualitative Research
18-EDST-812, Section 002: Introduction to Field Methods in Qualitative Research
Honors
2005 Awarded “Best Teaching Practice” by Beijing Radio and Television University
2001 Graduate with honors at Shandong University
1998—1999 Award for Social working at Shandong University
1998—1999 Department Scholarship, Shandong University English Department
1997—1998 Dean’s Scholarship at Shandong University