Emerging Scholars Poster Presentations
Teacher Preparation with and International Flavor
Critiana Villagomex, Gerado Alanis, Autumn Stankavich & Meleesa Halling
University of St. Thomas
Expanding My Views of Research
Whitney White
Abilene Christian University
Analyzing the Causes of Underachievement in Gifted and Talented Students
Michelle Solomon
Baylor University
Service Learning: A Teacher Candidate’s Perspective
Meredith Smith & Peggy Wallace
University of St. Thomas
Does Letter Formation Matter?
Katie Nelson
Baylor University
Complicity and Resistance: Understanding Teachers’ and Administrators’
Responses to a High-Stakes Testing Policy in Reading
Tara Lowe
Abilene Christian University
Collaborative Partnerships in Learning
Jennifer Hall, Keenan Palmer & Odilia Espino
Texas Woman’s University
The Effect of Whole-Class versus Small Group Discussion on Student Comprehension of Poetry
Laura Haigler
Baylor University
Growth through Undergraduate Research
Juleen Flint and T’Neise Ragland
Abilene Christian University
Empowering Teacher Candidates’ Literacy Instructional Practices through
Field-Based Learning
Kayla Smith and Joanna Parker
University of Houston-Downtown Urban Education
Critiana Villagomex, Gerado Alanis, Autumn Stankavich & Meleesa Halling
University of St. Thomas
Expanding My Views of Research
Whitney White
Abilene Christian University
Analyzing the Causes of Underachievement in Gifted and Talented Students
Michelle Solomon
Baylor University
Service Learning: A Teacher Candidate’s Perspective
Meredith Smith & Peggy Wallace
University of St. Thomas
Does Letter Formation Matter?
Katie Nelson
Baylor University
Complicity and Resistance: Understanding Teachers’ and Administrators’
Responses to a High-Stakes Testing Policy in Reading
Tara Lowe
Abilene Christian University
Collaborative Partnerships in Learning
Jennifer Hall, Keenan Palmer & Odilia Espino
Texas Woman’s University
The Effect of Whole-Class versus Small Group Discussion on Student Comprehension of Poetry
Laura Haigler
Baylor University
Growth through Undergraduate Research
Juleen Flint and T’Neise Ragland
Abilene Christian University
Empowering Teacher Candidates’ Literacy Instructional Practices through
Field-Based Learning
Kayla Smith and Joanna Parker
University of Houston-Downtown Urban Education