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Sydney
It is hard not to feel drawn to Sydney. It's a coastal crowd-pleaser replete with beaches, bays, barbecues and bronzed bodies, after all. Throw in an enviable climate and high quality of life and it's little wonder Sydneysiders are such a relaxed and informal bunch. But the charms of Australia's most populous city go beyond its natural assets and easygoing lifestyle. The Monocle Travel Guide to Sydney bypasses the usual tourist haunts to unlock the Harbour City's delights, from world-leading restaurants and top-notch independent hotels to keen retailers brimming with Aussie-made goods. There's also more to the city's modernist architecture than its iconic Opera House. While Bondi Beach naturally gets a mention, we'll also reveal our secret swimming spots and a series of cheery neighbourhoods that are best enjoyed on foot.
Book
Bias in the Air: A Nationwide Exploration of Teachers’ Implicit Racial Attitudes, Aggregate Bias, and Student Outcomes
Theory suggests that teachers’ implicit racial attitudes affect their students, but large-scale evidence on U.S. teachers’ implicit biases and their correlates is lacking. Using nationwide data from Project Implicit, we found that teachers’ implicit White/Black biases (as measured by the implicit association test) vary by teacher gender and race. Teachers’ adjusted bias levels are lower in counties with larger shares of Black students. In the aggregate, counties in which teachers hold higher levels of implicit and explicit racial bias have larger adjusted White/Black test score inequalities and White/Black suspension disparities.
Journal Article
Connections Between Teachers' Knowledge of Students, Instruction, and Achievement Outcomes
Both scholars and professional standards identify teachers' knowledge of students as important to promoting effective instruction and student learning. Prior research investigates two such types of knowledge: knowledge of student thinking and teacher accuracy in predicting student performance on cognitive assessments. However, the field presents weak evidence regarding whether these constructs are amenable to accurate measurement and whether such knowledge relates to instruction and student outcomes. Without this evidence, it is difficult to assess the relevance of this form of teacher knowledge. In this article, evidence from 284 teachers suggests that accuracy can be adequately measured and relates to instruction and student outcomes. Knowledge of student misconceptions proved more difficult to measure, yet still predicted student outcomes in one model.
Journal Article
Physical attractiveness predicts endorsement of specific evolutionary psychology principles
Evolutionary psychology has emerged as a controversial discipline, particularly with regard to its claims concerning the biological basis of sex differences in human mate preferences. Drawing on theories of motivated inference, we hypothesized that those who are most likely to be privileged by specific aspects of the theory would be most likely to support the theory. In particular, we predicted that physical attractiveness would be positively associated with endorsement of predictions of evolutionary psychology concerning mating strategies. Two studies confirmed this hypothesis. In Study 1, participants rated as higher in physical attractiveness were more likely to support specific principles of evolutionary psychology. In Study 2, a manipulation designed to boost self-perceived physical attractiveness increased endorsement of those same principles. Observer-rated physical attractiveness generally predicted individuals’ support of the theoretical principles better than did gender, political orientation, or self-esteem. Results suggest that those most likely to benefit according to certain predictions of evolutionary psychology are also those most likely to be sympathetic toward its relevant principles.
Journal Article
Mathematical content knowledge and knowledge for teaching: exploring their distinguishability and contribution to student learning
During the last three decades, scholars have proposed several conceptual structures to represent teacher knowledge. A common denominator in this work is the assumption that disciplinary knowledge and the knowledge needed for teaching are distinct. However, empirical findings on the distinguishability of these two knowledge components, and their relationship with student outcomes, are mixed. In this replication and extension study, we explore these issues, drawing on evidence from a multi-year study of over 200 fourth- and fifth-grade US teachers. Exploratory and confirmatory factor analyses of these data suggested a single dimension for teacher knowledge. Value-added models predicting student test outcomes on both state tests and a test with cognitively challenging tasks revealed that teacher knowledge positively predicts student achievement gains. We consider the implications of these findings for teacher selection and education.
Journal Article
Analysis of multiplex gene expression maps obtained by voxelation
Background
Gene expression signatures in the mammalian brain hold the key to understanding neural development and neurological disease. Researchers have previously used voxelation in combination with microarrays for acquisition of genome-wide atlases of expression patterns in the mouse brain. On the other hand, some work has been performed on studying gene functions, without taking into account the location information of a gene's expression in a mouse brain. In this paper, we present an approach for identifying the relation between gene expression maps obtained by voxelation and gene functions.
Results
To analyze the dataset, we chose typical genes as queries and aimed at discovering similar gene groups. Gene similarity was determined by using the wavelet features extracted from the left and right hemispheres averaged gene expression maps, and by the Euclidean distance between each pair of feature vectors. We also performed a multiple clustering approach on the gene expression maps, combined with hierarchical clustering. Among each group of similar genes and clusters, the gene function similarity was measured by calculating the average gene function distances in the gene ontology structure.
By applying our methodology to find similar genes to certain target genes we were able to improve our understanding of gene expression patterns and gene functions.
By applying the clustering analysis method, we obtained significant clusters, which have both very similar gene expression maps and very similar gene functions respectively to their corresponding gene ontologies. The cellular component ontology resulted in prominent clusters expressed in cortex and corpus callosum. The molecular function ontology gave prominent clusters in cortex, corpus callosum and hypothalamus. The biological process ontology resulted in clusters in cortex, hypothalamus and choroid plexus. Clusters from all three ontologies combined were most prominently expressed in cortex and corpus callosum.
Conclusion
The experimental results confirm the hypothesis that genes with similar gene expression maps might have similar gene functions. The voxelation data takes into account the location information of gene expression level in mouse brain, which is novel in related research. The proposed approach can potentially be used to predict gene functions and provide helpful suggestions to biologists.
Journal Article
The Influence of Parent Expectations and Parent‐Child Relationships on Mental Health in Asian American and White American Families
Previous studies have suggested that Asian parents’ high academic expectations can lead to negative mental health outcomes among Asian American youth. We explore this hypothesis by analyzing data collected in an affluent, suburban high school with a large Asian American population. We examine the relationships between parent expectations, students’ relationships with their parents, and mental health outcomes among Asian American (predominantly Indian American and Chinese American) and white youth. We find that the quality of parent‐child relationships is associated with mental health outcomes and that the association between parent expectations and mental health outcomes is insignificant after controlling for these relationships. We discuss significant differences by race and gender. The findings presented expand our understanding of the influence of Asian parents. They suggest that focusing on improving parent‐child relationships, as opposed to altering parents’ expectations, might lead to improved mental health outcomes for Asian American youth, particularly for those in affluent communities.
Journal Article
The Temporal Doppler Effect: When the Future Feels Closer Than the Past
People routinely remember events that have passed and imagine those that are yet to come. The past and the future are sometimes psychologically close (\"just around the corner\") and other times psychologically distant (\"ages away\"). Four studies demonstrate a systematic asymmetry whereby future events are psychologically closer than past events of equivalent objective distance. When considering specific times (e.g., 1 year) or events (e.g., Valentine's Day), people consistently reported that the future was closer than the past. We suggest that this asymmetry arises because the subjective experience of movement through time (whereby future events approach and past events recede) is analogous to the physical experience of movement through space. Consistent with this hypothesis, experimentally reversing the metaphorical arrow of time (by having participants move backward through virtual space) completely eliminated the past-future asymmetry. We discuss how reducing psychological distance to the future may function to prepare people for upcoming action.
Journal Article
Relationships between Observations of Elementary Mathematics Instruction and Student Achievement
Much debate surrounding teacher quality has focused on students’ standardized test scores, but recent federal and state initiatives have emphasized the use of multiple measures to evaluate teacher quality, including classroom observations. In this study, we explore differences across school districts in the relationship between student achievement outcomes and the observed quality of teachers’ instruction. Using data from 298 elementary mathematics teachers in five urban US districts, we examine relationships between teachers’ performance on the Mathematical Quality of Instruction observation instrument and their students’ scores on both state standardized and researcher-developed tests. We find that these relationships differ across school districts. We explore the extent to which differences in skills and expectations for students across tests may explain this variability. An improved understanding of the relationship between classroom observations and student tests may help districts to better support teachers in developing their instructional effectiveness.
Journal Article
Three Essays on Educational Policy and Equity
The systematic oppression of Black men and women throughout U.S. history has resulted in persistent unequal access to opportunity. U.S. leaders have long attempted to improve the outcomes of Black Americans through public policy. With nearly all key long-term measures—employment, wealth, incarceration, health—correlating with educational attainment, policymakers have often focused on changing public schools in particular. But decades of educational reform have not meaningfully reduced racial differences in standardized test performance or college going, let alone in adulthood outcomes. I leverage rigorous quantitative methods in my research to contribute to and build on these existing efforts to address racial inequalities through educational policy. In the first strand of my work, I explore how changing the in-school experiences of White youth can expand opportunity for Black Americans. I specifically identify how schools impact White students’ racial attitudes, prosocial behaviors, and preferences for equity. In the second strand, I investigate how these particular outcomes contribute to Black-White disparities in schools and in adulthood more broadly. In the third and final strand of my research, I partner with educational agencies and evaluate the effects of their programs and policies on Black and Brown students’ outcomes. I believe it is imperative to support partners’ ongoing efforts that aim to expand the opportunities of their most marginalized youth.Each of the papers of my three-paper dissertation that follows falls into at least one of these strands of research.
Dissertation