The central mission of research conducted by faculty and students in Lehigh’s College of Education is to improve the lives of individuals across the lifespan by enhancing educational, psychological, and social functioning.
We accomplish this mission by conducting research that is relevant and accessible to our stakeholders including school and mental health professionals, policy makers, and families. We believe that research is critically important in informing and improving educational and mental health policy and practice. Thus, the community is our “laboratory” in that we conduct research in collaboration with our stakeholders to address critical issues that affect the daily lives of students, families, and adults. And our research involves data collection at the “point of performance”, i.e., in the real world settings and timeframes where behaviors of interest occur.
Research in Service to Society
Although our college is relatively small in terms of number of faculty, we are extraordinarily productive in the quantity, quality, and breadth of our research and scholarship. This is reflected by traditional academic metrics of publication rates, citations by other scholars, and receipt of grant research funding. More importantly, our faculty, students, and alumni produce work of lasting impact on educational and mental health practice in schools and communities as well as on development and implementation of policy.
Our work covers a wide spectrum of issues that are important to the community such as examining the effects of interventions on the educational and psychological functioning of youth and adults with disabilities (e.g., autism, attention-deficit/hyperactivity disorder, learning disorders); measuring children’s school readiness and academic skills over time; examining the origins of gender roles and their impact on the psychological status of individuals and communities; or assessing factors that improve the daily practice of school building principals. Of particular note is our Center for Promoting Research to Practice that has produced dozens of studies that have improved school- and community-based services for individuals with educational and mental health disabilities.
We endeavor to ensure that our research directly improves educational and mental health practice across local, national, and global communities.
Dr. George DuPaul, Associate Dean for Research
College of Education Researchers Awarded AERA/NSF Grant to Study Dual-Licensure Policies. Jihyun Kim and Esther Lindström have received funding to explore the effects of states’ dual-licensure policies on teacher preparation quality and outcomes for students with disabilities.
“Home visiting is a broad term of how we might provide child development services to low-income infants and toddlers who are at risk for developmental challenges because of their socioeconomic status,” explains Patricia Manz, professor of school psychology. “Precision home visiting is basically mirroring precision medicine in the sense that it calls for home visiting research that can identify what ingredients of home visiting work best for certain families."
According to Germán A. Cadenas, an assistant professor of counseling psychology at Lehigh’s College of Education, systemic obstacles exist for women, minorities and immigrants in STEM, as evidenced by low representation and education attainment gaps.
Centennial School pursues two principal missions; serving children and youth with educational disabilities and preparing high quality teachers to enter the workforce of special education.
The Center for Promoting Research to Practice generates knowledge that impacts the lives of individuals with, or at risk for disabilities.
In the News
In a recently published paper, Lehigh Counseling psychology professor, Nicole Johnson argues that three factors make bi women more likely to be abused. First, cultural stereotypes portray bisexual women as constantly sexually available, regardless of consent. Second, high rates of substance use across the LGBTQ community leave bisexual women vulnerable to violence. Finally, biphobic harassment ups the risk. Harmful stereotypes about bisexuality are also a stressor, Johnson found.
A heartening new Lehigh University study found that when caregivers respond to their baby’s need for attention, they need only to “get it right” half the time to provide a secure base for baby. As study author Susan S. Woodhouse, an infant researcher, put it, “You don’t have to be perfect, you just have to be good enough.”
Robson Martins De Araujo Junior, Dr. Alec Bodzin, Dr. Thomas Hammond, Dr. David Anastasio, Dr. Farah Vallera, Scott Rutzmoser, Sayed Abdul Bashir Sadat, Henry Levy, and Brian Yeung, all of Lehigh University, won the 2019 Best Poster Award at the Immersive Learning Research Network (iLRN) Conference in London, UK.