FIU - Education , Florida International University

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Research Awards

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The purpose of the award is to acknowledge, in the name of L. R. Gay, outstanding research scholarship on the part of students and their supporting presented at the South Florida Education Research Conference.

L. R. (Lori) Gay, the founding professor of educational research for the FIU College of Education, was dedicated to students, to the rigorous pursuit of educational excellence and to research scholarship. She chaired the first doctoral dissertation awarded in the College of Education. She published textbooks in educational research, tests and measurement, and educational psychology. They were published as L.R. rather than Lori because the publisher felt a female author would not be as accepted as a male, so initials were used. The educational research text became the best-selling book of its kind and her publisher estimates that 1 out of every 2 students in the field has used this text.

The recipients of this award walk in the shadow of someone who cared for every student, and fought to make our course in educational research the best of its kind because she knew this was the way to best serve students. If you have taken the course you know what it requires and as you realize the skills you have attained through her efforts, you appreciate her efforts to this day, years after her passing.

It is anticipated that one award will be presented annually to the student whose research best exemplifies Lori’s high standards. In the case of multiple authors for the same paper, multiple awards will be bestowed.

The awards are determined based upon papers submitted for presentation at the South Florida Education Research Conference. Award decisions are determined by the judgment of the faculty members serving as the L. R. Gay Award Sub-Committee.

L. R. Gay Award Recipients

2016 Lori Ann Gionti The Impact of a Training Component on the "Job" Satisfaction of Foster Parents
2015   Mia R. Heikkila and Craig M. McGill, A Study of the Relational Component in an Academic Professional Development Program
2014   John Althoff, Non-verbal Aptitude and Academic Achievement at a Diverse Parochial Secondary School-A Correlational Study
2013   Ildiko Barsony, Perceptions of French and Creole Among First-Generation Adult Haitian English Language Learners
2012  Annika L. R. Labadie, Ilisa J. Lieberman, Kurt Vargo, and Olga Flamion, The Use of Literature to Combat Bullying
2011     Maria S. Plakhotnik, A Geocentric Organizational Culture of a Global Corporation: A Phenomenological Exploration of Employees’ Experiences
2010 Martin J. Wasserberg, “I’m Trying To Bring the Scores of My School Up, Man!" Standardized Testing,   Stereotypes, and High-Performing African American Elementary School Students
2009 Debra Mayes Pane, Reducing the Discipline Gap Among African American Students: Learning in Classroom Communities of Practice
2008  Antonio Delgado, Speaking Up: A Phenomenological Study of Student Perceptions of Being Silenced in their Higher Education Classrooms
2008 Tekla Nicholas and LéTania Severe, School Segregation, Educational Disparities, and Impacts on Haitian Youth in South Florida
2007 Liana Casbarro and Jemlys Jäger, The Mistranslation of the ABCs: An American AIDS Education Campaign in Botswana
2006  Suzanne J. Gallagher, A Phenomenological Study of Learning Processes at Work; Confirming, Extending, and Challenging Holistic Learning Theory
2005  Victoria A. Giordano, A Professional Development Model to Promote Internet Integration into P-12 Teaching Practices
2004 Kandell Malocsay, The Effects of Cultural Distance on Student Socialization and Departure Decisions
2003 Sarah M. Nielsen, High Stakes and No Takers: The Impact of Florida Comprehensive Assessment Test (FCAT) Writing on Students' and Teachers' Perceptions of Writing
2002 Loraine Wasserman, The Effects of a Family-based Educational Intervention on the Prevention of Lead Poisoning in Children

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The purpose of this award is to acknowledge, in the name of Keiser University, outstanding scholarship on a poster created by a student and presented at the South Florida Education Research Conference.

It is anticipated that one award will be presented annually to a student presenter who, based upon the quality of their poster and presentation as a whole, meet all specified award criteria as determined by the South Florida Education Research Conference award committee.

Criteria for this award includes, but is not limited to, organization, visual appeal, definition and clarity of the problem, clarity of research methods, interpretation and discussion of the results, and overall verbal presentation of the poster.

Keiser University Poster Award

2015 Lilla DiBello, Ruth Ban, and Veronica Gesser, How Graduate Professors and Students Understand the Relationship between Higher Order Thinking and Pedagogical Practice: An Exploratory Study
2014 Patricia Walters, The Effects of Intensive Interactive Writing Instruction and Self-Monitoring Skills on Students' Ability to Write Complete Sentences Independently
2013 Trisha Spencer, Developing Science Inquiry Skills in Developmentally Delayed Pre-Kindergarten Students through Cooperative Learning

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The purpose of the award is to acknowledge, in the name of Barnes and Noble, outstanding scholarship on a paper written by a faculty-student(s) team and presented at the South Florida Education Research Conference.

It is anticipated that one award will be presented annually to a faculty-student team. In the case of multiple authors for the same paper, multiple awards will be bestowed.

The awards are determined based upon papers submitted for presentation at the South Florida Education Research Conference. Award decisions are determined by a panel of faculty and students serving as the Barnes & Noble Award Sub-Committee. Members of this sub-committee are to be selected by the entire Steering Committee.

Barnes & Noble Award Recipients

2014   Amanda Giust and Diana Martinez Valle-Riestra, Supporting Students with Intellectual Disabilities in Higher Education through Mentoring
2013   Zhizhen Chen and Charles Bleiker, Effects of Number-Way Curriculum on Pre-Schoolers' Mathematical Learning for Low Socioeconomic Status Children
2012  Esther Fineus and Maria Lorelei Fernandez, An Investigation of Participants’ Perspectives About a Learning Assistant Program and their Thinking about Becoming a Mathematics Teacher
2010   Maria I. Bendixen and Martha Pelaez, Effects of Contingent Maternal Imitation vs. Contingent Motherese Speech on Infant Canonical Babbling
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