Olga Gould-Yakovleva, Ph.D.

@buffalo.edu

Independent Researcher
SUNY, Alumna

Olga Gould-Yakovleva, Ph.D.


                  Download Compact PDF  
https://researchid.co/olgagould
Dr. Olga Gould (Gould-Yakovleva) is the American educator, researcher, author, and speaker. She earned her Ph.D. in Curriculum, Instruction & the Science of Learning from the State University of New York, University at Buffalo, USA. Prior to that, she earned her M.Ed. from Florida Atlantic University, USA. Dr. Gould initially had her Dual Bachelor’s and Dual Master’s degrees in Teaching ESOL & Foreign Languages from Ryazan State University, RF. This Florida State Certified Educator (2008 – 2028) has had her life-long K-12 & university/college teaching experiences in the United States and Internationally. Among Dr. Gould’s interests are such fields as Educational Research, Qualitative Methods, Teacher Education, Social and Socio-Cultural Constructivism, Multimodality, Teaching Diverse, Multicultural & International Students, Poverty Reduction through Education, etc.

RESEARCH, TEACHING, or OTHER INTERESTS

Education, Multidisciplinary, Language and Linguistics, Classics
4

Scopus Publications

Scopus Publications

  • Supporting Polylingual EAL College Readers and Educators Through Multimodality: AI-Powered Quest for Lingua Franca
    Olga Gould-Yakovleva
    Supporting Polylingual Eal College Readers and Educators Through Multimodality AI Powered Quest for Lingua Franca, 2025
  • Demystifying the Notion of Charisma: Micro-Ethnography on a Veteran-Teacher's Classroom Practices
    Olga Gould-Yakovleva
    Qualitative Report, 2024
    This IRB-approved and grounded in social semiotics theory micro-ethnographic case study was conducted within a longitudinal ethnography project and is focused on the teaching style of one veteran teacher in a public urban elementary school in the North-Eastern United States. The data in this qualitative micro-ethnographic case study were collected from multiple sources (e.g., field notes, observations, interviews, audio- and video-recordings). The interview data were analyzed using Saldaña’s (2013) thematic and value coding. The focus research participants’ verbal and non-verbal behaviors during her interactions with her students were analyzed in accordance with the micro-ethnographic research traditions. The above data were triangulated with the ones from the multimodal language analysis. This research found that teachers may set the goal and develop in themselves highly attractive for students so-called charismatic professional qualities.
  • Mutualism as Mutual Trust: An Ethnographic Case Study on an Elementary-School Teacher-Team Participation in a Science PD Program
    Olga Gould-Yakovleva, Xiufeng Liu
    Qualitative Report, 2024
    This grounded in social constructivism yearlong ethnographic case study was conducted at the final stage of a larger, longitudinal, multisite, and multi-year project. The current research focused on a group of urban public elementary schoolteachers who volunteered to participate in the National Science Foundation (NSF)-funded interdisciplinary science and engineering partnership (ISEP) project. These teachers were enrolled in the professional development (PD) college courses in physics and engineering design, summer research in university laboratories, and interdisciplinary science inquiry (ISI) pedagogy sessions. This research sought to understand the factors which contributed to successful teamwork at the elementary school under investigation. Additionally, this study investigated the changes in the ISEP-participating educators’ teaching approaches, methods, and techniques upon their completion of their studies with the ISEP Summer Institute. Data were collected from the structured interviews with the participating teachers and their students and observations of the school-based activities during in-class and extra-curricular instruction. The researchers used Saldaña’s (2013) thematic and value coding and Miles and Huberman (1984) memoing for data analysis. This research found that the teachers’ team embedded their newly acquired research experiences and pedagogic knowledge into their instruction. Joint endeavors of the project participants lead to higher interest and engagement in learning processes in this school’s student population as well as greater involvement of the schoolchildren, their families, and the surrounding community in the team-organized science-based educational events and activities.
  • “Ready-ready” to teach: The telling case of a reflective teacher-practitioner
    Qualitative Report, 2020

Publications

Gould-Yakovleva, O. (2025). Supporting polylingual EAL college readers and educators through multimodality: AI-powered quest for Lingua Franca. IGI-Global Scientific Publishing. DOI: 10.4018/979-8-3373-3426-4. ISBN13: 9798337334264, ISBN13 Softcover: 9798337334271, EISBN13: 9798337334288.

Gould-Yakovleva, O. (2025). “Die silently!”: A qualitative case study on mistreatment, abuse, and subsequently gained learned helplessness in academe. In N. Gaciu (Eds.), Reflections on higher education: Challenges and achievements (pp. 10-26). United Kingdom, London: Proud Pen. ISBN 978-1-914266-12-6. DOI: 10.51432/978-1-914266-12-6-2

RESEARCH OUTPUTS (PATENTS, SOFTWARE, PUBLICATIONS, PRODUCTS)

Gould-Yakovleva, O. (2024). An outsider’s peek into the nightmare: A qualitative narrative case study on the gender-related social and emotional abuse. In M. C. O’Donnell (Eds.), Women and gender studies: Contemporary trends and perspectives (pp. 63-75). Proud Pen.
Gould-Yakovleva, O. (2024). Demystifying the notion of charisma: Micro-ethnography on a veteran-teacher’s classroom practices. The Qualitative Report, 29(4), 1192-1211.
Gould-Yakovleva, O., & Liu, X. (2024). Mutualism as Mutual Trust: An Ethnographic Case Study on an Elementary-School Teacher-Team Participation in a Science PD Program. The Qualitative Report, 29(4), 915-938.
Gould-Yakovleva, O., McVee, M., & Fronczak, D. (2020). “Ready-Ready” to Teach: The Telling Case of a Reflective Teacher-Practitioner. The Qualitative Report, 25(2), 306-319.
Gould-Yakovleva, O. (2023). Seeking Remedy for Improving International College Students’ Reading Comprehension: A Qualitative Case Study on Using Multimodality for English Language Learning. International Journal of Higher Education Pedagogies, 4(4), 33–54.
Gould-Yakovleva, O. (2023). Voices from University Classrooms on Effects of Multimodality on Polylingual EAL College Students’ Meaning Making. International Journal of Second and Foreign Language Education, 2(2), 1–19.

CONSULTANCY

Gould-Yakovleva, O. (2024). "The study guide I looked for": A book review by a university professor. [Review of the book Writing in college: From competence to experience, by A. Guptill]. Open Educational Resources. DOI: 10.5281/
Gould-Yakovleva, O. (2022). The sought resources for my students: A book review by a university professor. [Review of the book The word on college reading and writing, by M. Babin, C. Burnell, S. Pesznecker, N. Rosevear, & J. Wood]. Open Educational Resources. DOI: 10.5281/

Industry, Institute, or Organisation Collaboration

Gould, O., & Sultonova, M. (2021). Media literacy during the coronavirus pandemic: Microethnography on mass media-related anxiety in American college students.
Gould, O. (2022). “To act or not to act?”: A qualitative case study in an elementary classroom. American Educational Research Association 2022: Cultivating equitable education systems for the 21st century. AERA Online Paper Repository DOI: 10.3102/