Our Studies

Basic research shows that learning is an intrinsic property of the mind. Rather than being an unpleasant chore, learning is a very basic process of how the mind functions. Yet, when one looks at schools’ report cards, the opposite seems to be the case: Many children seem to have trouble learning. To address this conundrum, we pursue three lines of research, each infused with community-based participatory research and insights from complexity theory.

Andino, A. (2017) Measuring Self-Efficacy Across Development: Do feelings have an affect on math learning? (Senior thesis)

Arwood, Z. (2017) Exploring Adversity: Does perception of childhood trauma influence the development of Executive Functioning in adulthood? (Senior thesis)

Cartwright, M.D. (2017). Addressing math competence in low SES-children using a CBPR approach: The role of personalized math practice. (Master's thesis)

McIntire, M. (2017) Relevance of Math Fluency in Middle School. Poster presented at the Undergraduate Research Conference of the University of Cincinnati, Cincinnati, Oh.