Michelle V. Porche
Helping Boys Who Are Lagging in School
The New York Times
Susan McGee Bailey and Michelle Porche
April 1, 2010
Ordinary people, extraordinary lives
by Anne Noonan, Ph.D. and Michelle Porche, Ed.D.
Letter to the Editor published in the Boston Globe
August 27, 2005
2010 American Psychology Association Annual Meeting
Date: August 12-15 2010
Speaker: Michelle Porche, Ed.D.
Adolescent Literacy and Achievement: Widening the Path to Success
by Michelle Porche and Stephanie Harris
From the Fall/Winter 2007 Research & Action Report
Is Literacy Enough?, which we co-authored with Catherine Snow and Patton Tabors, we explore the continuities and discontinuities of early literacy skills on adolescent achievement. In this book, we describe the original 83 low-income students who began participating in the Home-School Study of Language and Literacy Development at the age of 3, and we conclude with the outcomes for the 47 participants who continued in the study until they reached young adulthood. When this study began, Dr. Snow, the Principal Investigator, set a groundbreaking path into the importance of language as a foundation of early literacy. Results from this study have influenced conceptual and practical approaches to early reading instruction, helping to set national standards. At the end of the 16-year study many hypotheses were borne out, even as new questions were generated about our most vulnerable children. read more
Adolescent Mixed-Ancestry Identity: A Measurement Pilot
Self-Identity of Youth of Mixed Ancestry
Racial/ethnic self-identification can vary over time and place, in other words, some adolescents of mixed ancestry report different single-race or mixed-race identifications at different times and in different situations. This report seeks to explore whether adolescents of mixed-ancestry have particular strengths or weaknesses compared within their single-race-reporting peers.
Boston Ready
Universal Access to Professional Development for Early Childhood Educators
Using a randomized control design, Michelle Porche will conduct an evaluation of the Boston Ready professional development intervention to test its effectiveness.
Collaborative Language and Literacy Instruction Project (CLLIP) Research and Evaluation-Year 4
Studying the Effectiveness of Literacy Intervention
The CLLIP Research and Evaluation Project is designed to assess the impact of a literacy intervention for low-income poor performing school districts in the state of Ohio. Longitudinal data consisting of standardized literacy assessments, and surveys from students (preschool through 6th grade), parents, and teachers are analyzed and evaluated to demonstrate the effectiveness of the CLLIP intervention.
Collective and Individual Identity Formation in Urban High School Science Labs
Date: March 12, 2010
Presenters: Corinne McKamey, Ed.D. and Michelle Porche, Ed.D.
Location: Society for Research on Adolescence, Philadelphia, PA
Community Dialogue and Needs Assessment for Addressing Traumatic Stress among Resettled Refugee ...
Assessing Refugee Youth Mental Health in NH
The project involves a needs assessment of child and adolescent refugee mental health services in New Hampshire and utilizes community dialogue strategies for integrating youth, family, provider, school and community knowledge and expertise towards addressing refugee mental health needs especially as it relates to trauma and in the context of resettlement.
Examining Mixed-Ancestry Identity in Adolescents
Two years ago, scholars at the Wellesley Centers for Women (WCW) launched a study of racial and ethnic identification among adolescents of mixed ancestry. The reasons for pursuing the research were several. Most literature about ethnic/racial self-identification patterns derived from adult respondents. For example, the series of studies that led to the change in wording of racial self-identification in the 2000 Census was carried out with adults.
Exploratory Study of Same-Sex Marriage
Same-Sex Marriage in Massachusetts
Researchers examined the ways in which same-sex couples in Massachusetts perceived marriage. Interviews with couples and children illuminated reasons why same-sex couples may or may not marry and related social influences.
Helping Boys Who Are Lagging in School
Letter to the Editor submitted by Susan McGee Bailey and Michelle Porche to The New York Times.
in response to the March 28, 2010 column, " The Boys Have Fallen Behind."
April 1, 2010
Lunchtime Seminar: Adolescent Trauma and Implications for Learning and Academic Achievement
April 3, 2008
Postdoctoral Behavioral Research Training on Variations in Child and Adolescent Development
This program provides research training for candidates who seek to investigate elements of race, gender, and class in the context of childhood and adolescent environments.
Q & A: Traumatic Stress among African Refugees in New Hampshire
Michelle Porche, Ed.D., a senior research scientist at Wellesley Centers for Women (WCW), studies academic achievement in literacy and science among young children and adolescents. She is especially interested in the influence of gender and socioemotional factors on the academic achievement of children from low-income families. More recently she has expanded her work to study the impact of trauma on learning and achievement. In addition to work at WCW, Porche spent ten years as a researcher on the longitudinal Home-School Study of Language and Literacy Development at the Harvard University Graduate School of Education, where she received her doctorate. She is co-author of Is Literacy Enough? Pathways to Academic Achievement for Adolescents, which describes findings from the Home-School Study. In 2002 she was a corecipient of the International Reading Association’s Albert J. Harris Award for contributions in literacy research.
Success in Science, Technology, Engineering, and Mathematics (SISTEM)
Girls' Ongoing Success in Science, Technology, Engineering, and Mathematics (SISTEM)
While girls do well in science and math courses in middle school, they are less likely to enroll in higher-level STEM courses in high school, thus few will choose these subjects for a college major, and even fewer will complete such a major or go on to pursue a STEM career. The increased knowledge generated by this study will inform ways to increase the participation of girls and other under-represented groups (e.g., racial and ethnic minorities, low-income youth) in sustained STEM study and employment.
Television Consumption and Adolescent Sexual Activity
Television's Influence on Adolescent Sex
Conclusions from this five-year project focused on relationships between personal ethnic identification and television consumption, as well as levels of sexual content in varying shows.