Elham received her B.S. in Cognitive Science with a concentration in Computing from University of California, Los Angeles in 2014. Throughout her undergraduate career, she collaborated with other students in conducting research in designing effective multimedia lessons and other interactive computer-based lessons for college students. After graduating from UCLA, Elham worked as a classroom observer for the Head Start Family and Child Experiences Survey (FACES). Observing the different teaching methods, as well as the student differences, Elham became more interested in conducting research in education.
Elham’s research interests include enhancing and individualizing education using both classroom instruction and technology by applying the science of learning as well as cognitive science principles.
Elham is currently a doctoral student in the University of California, Irvine’s School of Education with a concentration in Learning, Cognition, and Development (LCD). Elham is part of the Individualizing Student Instruction Lab, working under the supervision of Dr. Carol Connor.
Connor, C.M., Dombek, J., Crowe, C., Spencer, M., Tighe, E., Coffinger, S., Zargar, E., Wood, T., Petscher, Y. (2015). Gaining science and social studies knowledge: Conceptualization, design, implementation, and efficacy testing of content and literacy instruction, 109(3), 301-320.
Taffeta Wood is a first year PhD. student at the University of California, Irvine’s School of Education with a specialization in Language, Literacy and Technology (LLT). Her research interests include second language literacy in immigrant and refugee populations, how teacher beliefs and attitudes translate into practice and student outcomes, and teacher professional development.Taffeta earned her B.A. in Religious Studies from Arizona State University in 2001. She then taught in Iceland, Los Angeles, New York, and Phoenix. These experiences in different school systems with different populations lead to her interest in language and literacy development and the dynamic system theory as it relates to the classroom.
Sparapani, N., Connor, C.M., Day, S., Wood, T., McLean, L., Ingebrand, S. (2015). Developmental latent profiles in a sample of first grade students. Invited to submit to the special issue on Internalizing and Learning in Learning and Individual Differences.
Connor, C.M., Dombek, J., Crowe, C., Spencer, M., Tighe, E., Coffinger, S., Zargar, E., Wood, T., Petscher, Y. (2017). Gaining science and social studies knowledge: Conceptualization, design, implementation, and efficacy testing of content and literacy instruction, 109(3), 301-320.
Karen Taylor is a Ph.D. student specializing in Language, Literacy, and Technology (LLT). She received her B.A. and multiple subject teaching credential from Pepperdine University in 1995. She later pursued graduate studies at Pepperdine University Graduate School of Education and Psychology (M.A. in Education, 2011) and Harvard Graduate School of Education (Ed.M. in Learning and Teaching, 2013).
A classroom teacher for eighteen years, Karen taught primary and upper elementary grades in Oak Park and Santa Barbara, California. Karen served as a teacher consultant with the South Coast Writing Project at UCSB from 2007-2014. In addition, she has enjoyed teaching a course on writing instruction to the UCSB Teacher Education Program graduate students.
Karen’s research interests focus on reading development, academic writing, adolescent literacy, professional development for educators, and teacher education.
Taylor, K. (2013, April). Research into Practice: A Closer Look at 6th Graders’ Written Features of Argumentation. Poster session presented at the Student Research Conference, Harvard Graduate School of Education, Cambridge, MA.