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Faculty Publications

McKillop Library supports and promotes the scholarship and research of faculty through its faculty lecture series and through this virtual and ongoing display of recent faculty publications. The display of faculty publications is updated biannually.

Kaitlin Gabriele-Black, Ph.D.

Kaitlin Gabriele-Black, Ph.D.

Associate Professor, McAuley Scholar | Psychology

Dr. Katie Gabriele-Black is an Associate Professor of Psychology at Salve Regina University. Her research and expertise focuses on the intersections of sexuality, gender and evangelical Christianity. She has written and presented extensively on being LGBTQ+ in evangelical Christian families and on queer student engagement on evangelical Christian college campuses. She has also conducted research and published in the areas of same-sex parenting, adoptive parenting, religion and faith, education, and trans- and gender-nonconforming adolescents and college students. Her current mixed methods study, funded by grants from the American Psychological Association and the Spencer Foundation, explores the experiences of faculty and staff on Evangelical Christian college campuses who are working to support LGBTQ students.

Featured Fall 2024

Elementary Preservice Teachers’ Coding and Perceptions of Questions Posed during Mathematics Practicum Lessons

Elaine Silva Mangiante and Kaitlin Gabriele-Black

Abstract:   Teacher education programs adopted alternative practicum field experiences for pre-service teachers (PSTs) during the COVID-19 pandemic when school placements were not available. One approach was for PSTs to teach each other, video-record their teaching, and code types of questions asked by the teachers. This mixed-methods study examined data from PSTs’ coding of their peers’ questions posed during fourth-grade mathematics lessons compared with the teacher educator’s coding of the same questions. Also, PSTs’ lesson reflections served as a data source for triangulation and a means to analyze PSTs’ learning from this task. The results indicated that PSTs coded questions more often as higher-order than the teacher educator. The findings also revealed the PSTs’ tendency to ask lower-order questions to gather recall or procedural information from students more than higher-order questions that probed students for an explanation or justification of their chosen strategies to solve a problem. Furthermore, the PSTs’ reflections showed that PSTs not only were surprised that so many posed questions were lower-order, but also felt that coding questions increased their awareness of question quality.  

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International Journal of Science, Mathematics and Technology Learning, 31(2): 1-21, 2024
Abstract Only:   DOI 10.18848/2327-7971/CGP/v31i02/1-21
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