Title

Associate Professor

Contact Information

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Office: 206-K MCKB
Department:
TEd, TEd Graduate
0

Teaching Interests

Language and Literacy

Bilingualism

Research Methods

Research Interests

Bilingualism and Biliteracy

Ethnic Identity

Intercultural Competency

Awards

Mentored Environment Grant

ORCA

2011 - 2013

Kennedy Center for International Studies Faculty Research Grant

Brigham Young University

2009 - 2010

McKay School of Education Research Grant

McKay School of Education

2008 - 2009

Mentored Environment Grant

ORCA

2009 - 2011

McKay School of Education Dean\'s Office Research Grant -- With Dr. Ray Graham

Brigham Young University

2009 - 2010

Selected Publications

Reliability generalization of the Multigroup Ethnic Identity Measure–Revised (MEIM–R) (2016)

Authors: Smith, Timothy B; Herrington, Haley; Feinauer, Erika; Griner, Derek

Publication Type: Journal Article, Academic Journal

Publisher: American Psychological Association

Volume: 63

Page Numbers: 586-509

Triad relationships and member satisfaction with paired placement of student teachers (2014)

Authors: Wilkinson, Carol; Pennington, Todd Robert; Whiting, Erin Feinauer; Newberry, Melissa Ann; Feinauer, Erika; Losser, Janet L; Haslem, Liz; Hall, Amber

Publication Type: Journal Article, Academic Journal

Publisher: Edith Cowan University

City: Perth, Australia

Country: Australia

Volume: 39

Issue: 8

Page Numbers: 162-184

URL: ro.ecu.edu.au/ajte/vol39/iss8/10

Editors: Susan Main

Rethinking teacher evaluation: A conversation about statistical inferences and value-added models. (2013)

Authors: Everson, Kimberlee; Feinauer, Erika; Sudweeks, Richard R

Publication Type: Journal Article, Academic Journal

Publisher: Harvard Education Publishing Group

City: Cambridge, MA

Country: USA

Volume: 83

Issue: 2

Page Numbers: 349-370

Abstract: click to view

Value-added estimates of teacher quality are attempts to determine to what degree a teacher theoretically would contribute, on average, to the test score gains of any student in the accountability population (i.e., district or state). The authors suggest an alternative statistical methodology, propensity score matching, which allows estimation of how well a teacher performed relative only to the students similar to those actually assigned to that teacher. This approach more closely fits the appropriate role of an accountability system—to estimate how well an employee performed in the job actually assigned. It also has the benefit of requiring fewer statistical assumptions—assumptions that are frequently violated in value-added modeling.

Taking a closer look at Latino Parents at one Spanish-English two-way immersion charter school (2012)

Authors: Whiting, Erin Feinauer; Feinauer, Erika; VanDerwerken, Douglas

Publication Type: Journal Article, Academic Journal

Publisher: Routledge

Volume: 35

Issue: 5

Page Numbers: 497-510

Editors: John Edwards

Abstract: click to view

Scholars who work with Latino/as in the USA have long been calling for a more nuanced understanding of the heterogeneity of the US-based Latino population. Two-way Immersion (TWI) bilingual education programmes are an interesting context in which to examine the Latino parent communities in the USA. Overall, the language enrichment nature of TWI programmes attracts diverse parents from across many different demographic groups, and for a variety of reasons. This study uses an innovative application of cluster analysis to examine the parent population at one TWI Spanish–English elementary school. Survey questions asked were: parents’ income, educational achievement, ethnicity, language spoken at home, religious affiliation, country of origin and residential distance from the school. Our analyses reveal that parents in our sample can be classified into four distinct groups based on the combinations of included characteristics. Our analyses show the emergence of three Latino parent clusters and one Caucasian parent cluster. These analyses show how accounting for the different social dimensions of these parents’ lives simultaneously can provide a more nuanced understanding of the Latino parents at this school.

Reasons for Enrollment in a Spanish-English two-way immersion charter school (2011)

Authors: Whiting, Erin Feinauer; Feinauer, Erika

Publication Type: Journal Article, Academic Journal

Publisher: Taylor and Francis

Volume: 14

Issue: 6

Page Numbers: 631-651

URL: www.tandf.co.uk/journals/journal.asp?issn=1367-0050&linktype=1

Editors: Colin Baker

Abstract: click to view

This research article examines parent motivations for enrolling their children at the Dual Immersion Academy, a charter school in Salt Lake City that is implementing a school-wide Spanish-English two-way immersion program. Parent motives were assessed in a parent survey sent home to parents in the fall of 2007, 2008 and 2009 (N= approx 200 parents). Surveys revealed parent motivations to include bilingualism and biliteracy, heritage language maintenance, heritage culture maintenance, and convenience (the fact that it is a neighborhood school). Critical findings point to how these motives varied by demographic characteristics of the parents, including ethnicity, socio-economic status and distance of home from the school. These trends reveal the heterogeneous parent community at DIA and shed light on parent expectations and conceptualizations of the school, with implications for parental involvement strategies.

Expressions of ethnic identity in pre-adolescent Latino students: Implications for culturally relevant pedagogy (2011)

Authors: Feinauer, Erika; Cutri, Ramona Maile

Publication Type: Journal Article, Academic Journal

Publisher: Taylor & Francis

Country: USA

Page Numbers: DOI: 10.1080/13603116.2010.509816

URL: www.tandfonline.com/doi/abs/10.1080/13603116.2010.509816

Editors: Roger Siee

Abstract: click to view

This study describes how 72 fifth grade Latina/Latino students express their sense of belonging to their ethnic group. The purpose of this study is to help teachers gain specific understanding of the ways that preadolescent Latina/Latino students express belonging to their ethnic group, in order to become more effective at implementing culturally relevant and inclusive pedagogy. Students in this study spoke in concrete and descriptive ways about ethnic food, their language and their families when asked about the ?ethnic things? in their lives. Findings from this study underscore the importance of listening for expressions of ethnicity among pre-adolescents in order to better support ethnic identity development, as well as school and family connections, for ethnic minority students at the crucial age of transition.