Newsletter

Our newsletter shares Kremen School highlights four times throughout the year. If you want to keep updated on the latest news, subscribe to our blog or email samray@mail.fresnostate.edu to receive the email newsletter.


January 2021 Newsletter


Dean’s Message

At times such as these, we learn what really matters.  We learn to take stock and evaluate what we hold dear and where we are investing our efforts. We also learn that the most important things we have are not “things” at all.  They are the relationships we share and the moments and accomplishments that we create together.  

Schools of education across the country are experiencing great challenges due to the harsh realities of the global pandemic COVID-19 and social injustice, inequity, and tensions we observe all too often in the news. The Kremen School of Education and Human Development is no different.  We strive to protect our campus students while providing them the excellence they deserve and expect from their instructors.  We labor diligently to put safety measures and protocols in place to protect our students from infection while working closely with our partners to be sure all our clinical internships and experiential learning opportunities protect them as well.  We engage in matters of social justice and collaborate with a whole host of partners also engaged in creating spaces where everyone’s voice and contributions matter. 

Fresno State has a strong history attending to social justice issues and serving the community. Kremen is no small part of that legacy, and I couldn’t be prouder of my faculty and their efforts.  Each Kremen faculty has reinvested in teaching and engaged in high levels of technological and pedagogical training from the Center for Faculty Excellence so that we can continue to offer excellent instruction.  In addition, we have allowed no student to lapse in their credential nor graduation timeline because of access to technology.  Fresno State has literally provided over eight thousand devices and hot spots to mitigate gaps in opportunity for our students. 

In addition to preparing teachers, we have provided family and school counseling and counselor training through virtual telehealth venues in an era when the need for the mental health services has more than doubled.  At last count more than half the acting Superintendents in the Central Valley and more than three fourths of all the teachers hired have gone through Kremen programs.  With such a wide influence, we take very seriously our values and commitments and the kind of impact our centers, our programs, our partnerships, and our faculty have on the future. 

That is why I am so excited to announce to you that we are beginning this newsletter for the Kremen School of Education and Human Development. We will be sharing updates on our outreach, our projects, our research, our programming, and our partnerships as we approach this year with a renewed hope and optimism, spirit of togetherness, and hope for the future. We rededicate ourselves to working with our partners on new solutions and we will keep our students, our stakeholders, and our community up-to-date with this new communication tool, also encouraging all of our followers to engage with us. Once we have this chapter behind us, we will look back at what we have accomplished and know that, what we did best, we did together.  

Dr. Randy Yerrick
Dean, Kremen School of Education and Human Development

Faculty Spotlight – HERS Leadership Institute Alumna

Dr. Jenelle Pitt, professor and chair in the department of Counselor Education and Rehabilitation, has been spotlighted for leading higher ed initiatives in strengthening diversity, equity, and inclusion.
Read more.


Recent Faculty Publications

Akhavan, N., & Walsh, N. (2020). Cognitive Apprenticeship Learning Approach in K-8 Writing Instruction: A Case Study. Journal of Education and Learning, 9(3), 123-142.

Akhavan, N., Walsh, N., & Goree, J. (2020). Cultivating problem-solving scholar-practitioners: Impact of one Carnegie Project on the Education Doctorate Program on leader self-efficacy. International Journal of Learning, Teaching and Educational Research, 19(4), 58-78. [Available:  https://doi.org/10.26803/ijlter.19.11.1]

Benninga, J. (2020). Do Educators Exaggerate the Harm of Extrinsic Motivation? Inspiring Character: Newsletter of Character.org, Oct 15 Issue.

Benninga, J. & Berkowitz, M. W., with H. Cazad and S. Morgan (2020). Special Issue: Exemplary schools of character.  Journal of Character Education: 16(2). Information Age Publishing.

Benninga, J. (2021). Grandpa’s School of Life: 7 Great Lessons on Being a Good Person, Journal of Character Education, 16(2).

Beucher, B., Low, D. E., & Smith, A. (2020). Memes and social messages: Teaching a critical literacies curriculum on the Dakota Access Pipeline. International Journal of Multicultural Education, 22(3), 24-49. [Available: http://dx.doi.org/10.18251/ijme.v22i3.2235]

Dallacqua, A. K., & Low, D. E. (2021). Cupcakes and beefcakes: Students’ readings of gender in superhero texts. Gender and Education, 33(1), 68-85.  [Available: https://doi.org/10.1080/09540253.2019.1633460]

Hagiwara, G., Yukhymenko-Lescroart, M. A., Shimozono, H., Isogai, H., Akiyama, D., Shinriki, R., Ohshita, K., & Hagiwara, Y. (2020). Development of a Japanese Version of the Academic and Athletic Identity Scale. Journal of Japan Society of Sports Industry, 30(20), 183-193.  [Available: https://doi.org/10.5997/sposun.30.2_183]

Hannigan, J. D., & Hannigan, J. (2020). SEL From A Distance: Anytime, Anywhere!. Corwin Press.

Harrington, L., & Walsh, N. (2020). District support of alternative permit teachers for increasing efficacy and retention. Management in Education, OnlineFirst, 1-10. https://doi.org/10.1177/0892020620942508 

Kavussanu, M., Hurst, P., Yukhymenko-Lescroart, M. A., Galanis, V., King, A., Hatzigeorgiadis, A., & Ring, C. (2020). A moral intervention reduced doping likelihood in UK and Greek athletes: Evidence from a cluster randomised control trial. Journal of Sports and Exercise Psychology, 1-15. https://doi.org/10.1123/jsep.2019-0313

Kavussanu, M., Yukhymenko-Lescroart, M. A., Elbe, A. M., & Hatzigeorgiadis, A. (2020). Integrating moral and achievement variables to predict doping likelihood in football: A cross-cultural investigation. Psychology of Sport & Exercise, 47. [Available:  https://doi.org/10.1016/j.psychsport.2019.04.008]

Lee, Mai S., & Walsh, N. (2020). Academically Achieving Hmong American Students in Higher Education. Global Research in Higher Education, 3(4), 58-78.   [Available:  https://doi.org/10.22158/grhe.v3n4p58]

Low, D. E. with Monea, B., Stornaiuolo, A., Thomas, E. E., & Campano, G. (2020). Drawing out the A in English Language Arts. Research in the Teaching of English, 55(2), 105-108.   [Available:  https://library.ncte.org/journals/rte/issues/v55-2/31019]

Mehta, R., Henriksen, D., & Mishra, P. (2020). ”Let Children Play!”: Connecting Evolutionary Psychology and Creativity with Peter Gray. TechTrends, 64(5), 684-689.

Pandya, J. Z., & Low, D. E. (2020). Theorizing the addressive audience in children’s digital video production. Written Communication, 37(1), 41-68.  [Available:  https://doi.org/10.1177/0741088319880509]

Phan, T. (2020). Exercises of voice, choice and collaboration in a Personalized Learning Initiative. Educational Media International Special Issue Journal, 57 (1), 73-85.

Phan, T., Zhu, M. (2020). Professional development journey in MOOCs by pre- and in-service teachers. Educational Media International Journal.  57 (2), 148-166.

Phan, T. (2020). “The Emotional Benefits of Diversity in MOOCs: Reshaping Views of Online Education Through Exposure to Global Learners.” In Zhang K., Bonk C., Reeves, T., Reynolds, T. MOOCs and Open Education Across Emerging Economies: Challenges, Successes, and Opportunities. 113-126. NY: Routledge.

Ruser, J. B., Yukhymenko-Lescroart, M. A., Gilbert, J. N., Gilbert, W., & Moore-Reed, S. D. (2020). Gratitude, coach-athlete relationships, and burnout collegiate student-athletes. Journal of Clinical Sport Psychology. [Available:  https://doi.org/10.1123/jcsp.2019-0021]

Sharma, G., Kim, J., & Bernal, K. (2021). The Relationship between the High School Sophomores’ Purpose Orientations and their Post-Secondary Education Completion a Decade Later. Professional School Counseling Journal, 25, 1-10.  
https://doi.org/10.1177/2156759X20981051

Shelton, C., Aguilera, E., Gleason, B., & Mehta, R. (2020). Resisting dehumanizing assessments: Enacting critical humanizing pedagogies in online teacher education. Teaching, technology, and teacher education during the COVID-19 pandemic: Stories from the field, 125-128.

Story, W. K., Yukhymenko-Lescroart, M. A., & Deitz, G. D. (2020). Understanding student preferences: Improving outcomes in computer simulation experiential learning activities. Journal for Advancement of Marketing Education, 28(1), 13-25.

Valencia, A. (2020). Latin Boy ‘Shuffle’  The Early Years. Floricanto Press.

Wahleithner, J. M. (2020). The high school-college disconnect: Examining first generation college students’ perceptions of their literacy preparation. Journal of Adolescent & Adult Literacy, 64(1), 19-26.

Walsh, N. R., Ginger, K., & Akhavan, N. (2020). Benefits of instructional coaching for teacher efficacy: A mixed methods study with PreK-6 teachers in California. Issues in Educational Research, 30(3), 1143-1161.

Xiong, S., & Wood, J. L. (2020). Determinants of faculty-student engagement for Southeast Asian men in community college: An exploratory analysis. Journal of Educational Research and Practice, 10(1), 185-198.

Xiong, S., Lorchueya, J., & Lor, D. (2020). Counseling Southeast Asian American male students: Insights from community college counselors. Journal of Student Affairs, 29, 60-73.

Yi, V., Mac, J., Na, V. S., Venturanza, R. J., Museus, S. D., Buenavista, T. L., & Pendakur, S. L. (2020). Toward an anti-imperialistic critical race analysis of the model minority myth. Review of Educational Research, 90(4), 542-579. https://doi.org/10.3102/0034654320933532

Yukhymenko-Lescroart, M. A. (2020). The role of team and sport social contexts: Are three-level models needed in studies of sport conduct? Psychology of Sport & Exercise, 53, 101848 https://doi.org/10.1016/j.psychsport.2020.101848

Yukhymenko-Lescroart, M. A., & Sharma, G. (2020). Examining the factor structure of the Revised Sense of Purpose Scale (SOPS-2) with adults. Applied Research in Quality of Life, 15(4), 1203-1222. [Available  https://doi.org/10.1007/s11482-019-09729-w]

Yukhymenko-Lescroart, M. A., & Sharma, G. (2020). Passion for work and well-being of working adults. Journal of Career Development.  https://doi.org/10.1177/0894845320946398

Yukhymenko-Lescroart, M. A., & Sharma, G. (2020). Sense of purpose and progress towards degree among freshman college students. Journal of College Student Retention: Research, Theory & Practice. https://doi.org/10.1177/1521025120975134 

Yukhymenko-Lescroart, M. A., Goldman, S. R., Lawless, K. A., Pellegrino, J. W., & Shanahan, C. R. (2020). Assessing information synthesis within and across multiple texts with verification tasks: A Signal Detection Theory approach. Educational Psychology: An international Journal of Experimental Educational Psychology. https://doi.org/10.1080/01443410.2020.1811840

Yukhymenko-Lescroart, M. A., & Sharma, G. (2020). Sense of purpose and progress towards degree among freshman college students. Journal of Student Retention: Research, Theory, & Practice. https://doi.org/10.1177/1521025120975134 


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