100 Women Strong – Data-Driven Evaluation of Classroom Design
Overview: Evaluated how student-centered classroom design impacts academic and social-emotional outcomes.
Techniques: Utilized SQL for data management, along with exploratory factor analysis, structural equation modeling, and logistic regression.
Outcomes: Delivered actionable recommendations that optimized classroom design to enhance student learning and well-being.
My Contribution: Led the data analysis and interpretation, directly influencing improvements in K-12 classroom environments.
Publication:
Campbell, L. O., Frawley, C., Lambie, G. W., & Gao, X. (2024). Designing a caring classroom community: A propensity score matching study. Learning Environment Research. https://link.springer.com/article/10.1007/s10984-024-09493-1
Reading Assessment Validity, Program Fidelity, and Teacher Effectiveness
Overview: Investigated the relationships among reading proficiency, student engagement, and instructional practices in a K-12 setting.
Techniques: Applied advanced methods including EFA, confirmatory factor analysis, SEM, and machine learning to develop predictive models.
Outcomes: Produced annual reports that guided program enhancements and increased the effectiveness of an educational technology reading program.
My Contribution: Spearheaded data collection and analysis, ensuring robust and actionable insights.
Publication:
Campbell, L.O., Howard, C., Lambie, G.W., & Gao, X. (2022). The efficacy of a computer-adaptive reading program on grade 5 students’ reading achievement scores. Education of Information Technology. https://doi.org/10.1007/s10639-022-10953-5
Campbell, L. O., Rujimora, J., Howard, C., Gao, X., Lambie, G.W., & Sutter, C. C. (Submitted 10/23). Exploring the Fidelity of Implementation of a Computer Adaptive Reading Program: Teacher Typologies. Studies in Educational Evaluation.
Campbell, L. O., Frawley, C., Howard, C., Gao, X., Lambie, G.W., Sutter, C. C. (Submitted 8/2024). Exploring the Fidelity of Implementation of a Computer Adaptive Reading Program: Teacher Typologies. Journal of Computer Assisted Learning (JCAL-24-1284).
Projecting the Impact of Remote Instruction During COVID-19
Overview: Conducted a meta-analysis to understand the effects of remote instruction on student learning outcomes during the pandemic.
Techniques: Synthesized data across multiple studies to quantify effect sizes and identify key trends.
Outcomes: Provided strategic insights that informed educators and policymakers on enhancing digital learning strategies amid unprecedented challenges.
My Contribution: Coordinated the meta-analytic effort using R, delivering comprehensive recommendations based on data-driven evidence.
Conference:
Gao, X., Paul, M., Caines, L. K. & DeStefano, C. (2022). Investigating the impact of instructional modality change on student learning motivation due to COVID-19 [Paper presentation]. American Evaluation Association [AEA] Annual Conference, New Orleans, LA, United States.
Academic Incivility and Bullying in Higher Education
Overview: Developed a survey instrument and analyzed the prevalence and impact of bullying among graduate assistants.
Techniques: Employed factor analysis to explore relationships between bullying experiences and perceptions of academic incivility.
Outcomes: Generated evidence-based recommendations to foster safer and more respectful academic environments.
My Contribution: Designed and executed the study, conducted factor analysis using R, ensuring that the findings directly contributed to policy and practice improvements.
Publication:
Gao, X., Chen, Y., & Campbell, L. O. (2023). The Development of the Perceptions of Graduate Assistants and Faculty Professional Relationships Instrument. Higher education research & development. https://doi.org/10.1080/07294360.2023.2218815
