Newsletter - August 2016
Professor Mark Warschauer Appointed Faculty Director of TLRC
Professor Mark Warschauer has accepted an appointment as Faculty Director of the Division of Teaching and Learning’s newest unit, the Teaching and Learning Research Center (TLRC). The mission of the TLRC is to support research efforts on teaching and learning across campus, both small scale research projects and collaborative, large-scale, longitudinal research endeavors. The TLRC will organize support for teaching and learning related grant submissions; coordinate cross-campus and cross-unit data collection; assist with educational components of federal grants; and collaborate on dissemination of results of discipline-based education research.
Professor Warschauer, who directs the Digital Learning Lab in the School of Education, is currently a principal investigator of nine grants, including $7 million of federal funding for research on higher education teaching and learning. He is a Fellow of the American Educational Research Association and the Editor of the association’s journal, AERA Open. He formerly served as Associate Dean and Interim Dean of the School of Education
Professor Warschauer will be assisted by Katheryn Denaro, an Assessment Specialist who recently received her Ph.D. in Computational Science with an emphasis in Statistical Computing from Claremont Graduate School.
Professor Mark Warschauer has accepted an appointment as Faculty Director of the Division of Teaching and Learning’s newest unit, the Teaching and Learning Research Center (TLRC). The mission of the TLRC is to support research efforts on teaching and learning across campus, both small scale research projects and collaborative, large-scale, longitudinal research endeavors. The TLRC will organize support for teaching and learning related grant submissions; coordinate cross-campus and cross-unit data collection; assist with educational components of federal grants; and collaborate on dissemination of results of discipline-based education research.
Professor Warschauer, who directs the Digital Learning Lab in the School of Education, is currently a principal investigator of nine grants, including $7 million of federal funding for research on higher education teaching and learning. He is a Fellow of the American Educational Research Association and the Editor of the association’s journal, AERA Open. He formerly served as Associate Dean and Interim Dean of the School of Education
Professor Warschauer will be assisted by Katheryn Denaro, an Assessment Specialist who recently received her Ph.D. in Computational Science with an emphasis in Statistical Computing from Claremont Graduate School.
Faculty Publications: 2015-2016
School of Education faculty publications are listed by Ph.D. specialization areas.
In those instances where a faculty member's research interest includes more than one specialization, the second specialization is noted following the faculty name.
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LEARNING, COGNITION, AND DEVELOPMENT (LCD)
Drew Bailey, Assistant Professor (also EPSC)
Research Interests (LCD & EPSC): Mathematical Development, Individual Differences, Longitudinal Methods
Penelope Collins, Associate Professor (also LLT)
Research Interests (LCD & LLT): Cognition & Learning, Linguistic Diversity, Learning Disabilities, Phonology, Reading; Interim Associate Dean for Undergraduate and Teacher Education Programs
Carol Connor, Chancellor's Professor (also LLT)
Research Interests (LCD & LLT): Reading Comprehension, Executive Function, Behavioral Regulation Development, Technology and Assessment
Jacquelynne Eccles, Distinguished Professor (also EPSC)
Research Interests (EPSC & LCD): Academic Motivation and Achievement, School and Family Influences on Adolescent Development, Gender and Ethnicity in STEM Fields
Susanne Jaeggi, Associate Professor
Research Interests (LCD): Cognitive Training Interventions, Working Memory and Executive Control Across the Lifespan
Hosun Kang, Assistant Professor
Research Interests (LCD): Beginning Teacher Development in the Sciences, Formative Assessment and Learning from Students, URM Female Identity in the Sciences
Young-Suk Kim, Professor (also LLT)
Research Interests (LCD & LLT): Language and Literacy Acquisition and Instruction, Early Literacy Predictors, Reading Fluency, Reading Comprehension, Writing
Stephanie Reich, Associate Professor (also LLT)
Research Interests (LCD & LLT): Socio-Emotional Development, Parent-Child Interactions, Peer Networks, Social Affordances of Technology
Judith Haymore Sandholtz, Professor
Research Interests (LCD): Teacher Professional Development, Teacher Education, School-University Partnerships
Rossella Santagata, Associate Professor
Research Interests (LCD): Mathematics and Science Education, Video in Teacher Learning, Culture and Learnin,; Equity and Education
Sandra Simpkins, Associate Professor
Research Interests (LCD): Organized After-School Activities, Motivation, Family Influences, Diversity and Equity, Immigration and Culture, STEM
Elizabeth van Es, Associate Professor
Research Interests (LCD): Development Process and Education, Longitudinal Methods, Early Child Development, After-School Programs
Deborah Lowe Vandell, Professor
Research Interests (LCD): Teacher Cognition, Professional Development, Teacher Learning Communities
Mark Warschauer, Professor (also LLT)
Research Interests (LLT & LCD): Digital Learning, Language and Literacy, STEM, Learning Analytics
EDUCATIONAL POLICY AND SOCIAL CONTEXT (EPSC)
Drew Bailey, Assistant Professor (also LCD)
Rachel Baker, Assistant Professor
Research Interests (EPSC): Educational Policy, Inequality, Higher Education, Economics of Education
Liane Brouillette, Associate Professor
Research Interests (EPSC): Educational Leadership, School Reform, Arts Education
Gilberto Q. Conchas, Professor
Research Interests (EPSC): Diversity and Equity, Race and Urban Education, School Reform, Immigration
Greg Duncan, Distinguished Professor
Research Interests (EPSC): Economics of Education, Program Evaluation, Child Development
Jacquelynne Eccles, Distiguished Professor (also LCD)
George Farkas, Professor
Research Interests (EPSC): Achievement Gap, Educational Inequality, Early Childhood, Afterschool Programs
Jade Jenkins, Assistant Professor
Research Interests (EPSC): Early Childhood Development, Child and Family Policy, Policy Analysis and Management, Program Evaluation
Emily Penner, Assistant Professor
Research Interests (EPSC): Educational Inequality, Education Policy, K-12 Educational Interventions, Family and Peer Impacts on Achievement
Di Xu, Assistant Professor
Research Interests (EPSC): Higher Education Policy, Program Evaluation, Community College Research, Online Learning
LANGUAGE, LITERACY, AND TECHNOLOGY (LLT)
Penelope Collins, Associate Professor (also LCD)
Research Interests (LCD & LLT): Cognition & Learning, Linguistic Diversity, Learning Disabilities, Phonology, Reading; Interim Associate Dean for Undergraduate and Teacher Education Programs
Carol Connor, Chancellor's Professor (also LCD)
Research Interests (LCD & LLT): Reading Comprehension, Executive Function, Behavioral Regulation Development, Technology and Assessment
Young-Suk Kim, Professor (also LCD)
Research Interests (LLT): Adolescent Reading, Vocabulary Development, Longitudinal Analysis, Second Language Acquisition
Carol Booth Olson, Associate Professor
Research Interests (LLT): Academic Writing, Language Arts, Adolescent Learning
Stephanie Reich, Associate Professor (also LCD)
Mark Warschauer Professor (also LCD)
School of Education faculty publications are listed by Ph.D. specialization areas.
- Learning, Cognition, and Development (LCD)
- Educational Policy and Social Context (EPSC)
- Language, Literacy, and Technology (LLT)
In those instances where a faculty member's research interest includes more than one specialization, the second specialization is noted following the faculty name.
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LEARNING, COGNITION, AND DEVELOPMENT (LCD)
Drew Bailey, Assistant Professor (also EPSC)
Research Interests (LCD & EPSC): Mathematical Development, Individual Differences, Longitudinal Methods
- Bailey, D.H., Nguyen, T., Jenkins, J.M., Domina, T., Clements, D.H., & Sarama, J. S. (Accepted). Fadeout in an early mathematics intervention: Constraining content or pre-existing differences? Developmental Psychology.
- Watts, T., Clements, D.H., Sarama, J., & Bailey, D. (June 2016). Does early mathematics intervention change the processes underlying children's learning? Journal of Research on Educational Effectiveness.
- doi:10.1080/19345747.2016.1204640
- Schenke, K., Lam, A.C., Rutherford, T., & Bailey, D.H. (2016). Construct confounding among predictors of mathematics zchievement. AERA Open, 2, 2332858416648930.
- Stoet, G., Bailey, D.H., Moore, A.M., & Geary, D.C. (April 2016). Countries with higher levels of gender equality show larger national sex differences in mathematics anxiety and relatively lower parental mathematics valuation for girls. PLoS ONE, 11(4).
- doi:10.1371/journal.pone.0153857
- Puts, D.A., Hill, A.K., Bailey, D.H., Walker, R.S., Rendall, D. Wheatley, J.R., Welling, LL. M., Dawood. K., Cárdena , R., Burriss , R. P., Jablonski, N.G., Shriver, M.D., Weiss, D., Lameira, A.R., Apicella, C.L., Owren, M.J., Barelli, C., Glenn, M.E., & Ramos–Fernandez, G. (April 2016). Sexual selection on male vocal fundamental frequency in humans and other anthropoid primates. Proceedings of the Royal Society of London B: Biological Sciences, 283, 20152830.
- Puts, D.A., Bailey, D.H., & Reno, P.L. (November 2015). Contest competition in men. In The Handbook of Evolutionary Psychology, Edition 2, Chapter 13. Wiley and Sons, Editors, pp. 385-204.
- Ellsworth, R., Shenk, M.K., Bailey, D.H., & Walker, R.S. (September 2015). Comparative study of reproductive skew and pair-bond stability using genealogies from 80 small-scale human societies. American Journal of Human Biology.
- doi:10.1002/ajhb.22785
- Bailey, D.H., Zhou, X., Zhang, Y., Cui, J., Fuchs, L.S., Jordan, N.C., Gersten, R., & Siegler, R.S. (2015). Development of fraction concepts and procedures in U.S. and Chinese children. Journal of Experimental Child Psychology, 129, pp. 68-83.
- Martin, E.A., Cicero, D.C., Bailey, D.H., Karcher, N.R., & Kerns, J.G. (2015). Social anhedonia is not just extreme introversion: Empirical evidence of distinct constructs. Journal of Personality Disorders, 29, p. 203.
- Walker, R.S., Yvinec C., Ellsworth, R.M., & Bailey, D.H. (2015). Co-father relationships among the Suruí (Paiter) of Brazil. PeerJ, 3, p. e899.
Penelope Collins, Associate Professor (also LLT)
Research Interests (LCD & LLT): Cognition & Learning, Linguistic Diversity, Learning Disabilities, Phonology, Reading; Interim Associate Dean for Undergraduate and Teacher Education Programs
- Hansen, L. E., & Collins, P. (2015). Revisiting the case for narrow reading with English language learners. The Reading Matrix: An International Online Journal, 15(2), pp. 137-153.Carol Connor, Chancellor's Professor (also LLT)
Carol Connor, Chancellor's Professor (also LLT)
Research Interests (LCD & LLT): Reading Comprehension, Executive Function, Behavioral Regulation Development, Technology and Assessment
- Connor, C.M., Day, S.L., Phillips, B., Sparapani, N., Ingebrand, S.W., McLean, L., Barrus, A., & Kaschak, M.P. (2016). Reciprocal effects of self-regulation, semantic knowledge, and reading comprehension in early elementary school. Child Development.
- doi:10.1111/cdev.12570
- McLean, L., Sparapani, N., Toste, J.R., & Connor, C.M. (2016). Classroom quality as a predictor of first graders' time in non-instructional activities and literacy achievement. Journal of School Psychology, 56, pp. 45-58.
- doi:10.1016/j.jsp.2016.03.004
- Connor, C.M. (Ed.). (2016). The Cognitive Development of Reading and Reading Comprehension. New York: Routledge.
- Connor, C.M., & Morrison, F.J. (2016). Individualizing student instruction in reading implications for policy and practice. Policy Insights from the Behavioral and Brain Sciences, 3(1), pp. 54-61.
- doi: 10.1177/2372732215624931
- Terry, N.P., Connor, C.M., Johnson, L., Stuckey, A., & Tani, N. (2016). Dialect variation, dialect-shifting, and reading comprehension in second grade. Reading and Writing, 29(2), pp. 267-295.
- doi:10.1007/s11145-015-9593-9
- Al Otaiba, S., Folsom, J.S., Wanzek, J., Greulich, L., Waesche, J., Schatschneider, C., & Connor, C.M. (2016). Professional development to differentiate Kindergarten tier 1 instruction: Can already effective teachers improve student outcomes by differentiating Tier 1 instruction?. Reading & Writing Quarterly, 32(5), pp. 454-476.
- doi:10.1080/10573569.2015.1021060
- Connor, C.M., Petscher, Y.M., Otaiba, A., & Dent, S. (2016). Psychometric analysis of the diagnostic evaluation of language variation assessment. Assessment for Effective Intervention, 37(4), pp. 244-251.
- doi: 10.1177/1534508411413760
- Sparapani, N., Connor, C.M., Day, S., Wood, T., Ingebrand, S., McLean, L., & Phillips, B. (2016). Profiles of foundational learning skills among first graders. Learning and Individual Differences.
- doi:10.1016/j.lindif.2016.07.008
- Mansion, A.D., Connor, C.M., & Duncan, G.J. (2016). Policy and community influences on learning to read. In C.M. Connor (Ed.) The Cognitive Development of Reading and Reading Comprehension (pp. 149-165). New York: Routledge.
- Connor, C.M., & Weston, J. (2016). Introduction to the cognitive development of reading. In C.M. Connor (Ed.) The Cognitive Development of Reading and Reading Comprehension (pp. 1-13). New York: Routledge.
- Russell, D., & Connor, C.M. (2016). Memory and learning to read. In C.M. Connor (Ed.) The Cognitive Development of Reading and Reading Comprehension (pp. 53-66). New York: Routledge.
- Wynne, H., & Connor, C.M. (2016). Self-perception and perspective taking: How beliefs about oneself and others may influence reading. In C.M. Connor (Ed.) The Cognitive Development of Reading and Reading Comprehension (pp. 100-110). New York: Routledge.
- Connor, C.M. (2016). Using cognitive development research to inform literacy instruction and improve practice in the classroom. In C.M.Connor (Ed.) The Cognitive Development of Reading and Reading Comprehension (pp. 166-185). New York: Routledge.
Jacquelynne Eccles, Distinguished Professor (also EPSC)
Research Interests (EPSC & LCD): Academic Motivation and Achievement, School and Family Influences on Adolescent Development, Gender and Ethnicity in STEM Fields
- D’hondt, F., Eccles, J.S., Van Houtte, M., & Peter A. J. Stevens, P.A.J. (July 2016). The relationships of teacher ethnic discrimination, ethnic identification, and host national identification to school misconduct of Turkish and Moroccan immigrant adolescents in Belgium. Deviant Behavior. doi:10.1080/01639625.2016.1197004
- Eccles, J.S., & Wang, M.-T. (March 2016). What motivates females and males to pursue careers in mathematics and science? International Journal of Behavioral Development, 40(2), pp. 100-106.
- Musu-Gillette, L.E., Wigfield, A., Harring, J.R., Eccles, J.S. (2015). Trajectories of change in students’ self-concepts of ability and values in math and college major choice. Educational Research and Evaluation, 21(4), pp. 343-370.
- Eccles, J. S. (September 2015). Gendered socialization of STEM interests in the family. International Journal of Gender, Science and Technology, 7(2), pp. 116-132.
- Caro, D.H., Cortina, K.S., & Eccles, J.S. (August 2015). Socioeconomic background, education, and labor force outcomes: Evidence from a regional US sample. British Journal of Sociology of Education, 36(6), pp. 934-957.
- Warschauer, M., Duncan, G.J., & Eccles, J.S. (2015). Inaugural Editorial. AERA Open, 1(1), 2332858415574841.
- Roeser, R.W., & Eccles, J.S. (2015). Mindfulness and compassion in human development: Introduction to the special section. Developmental Psychology, 51(1), p. 1.
- Gniewosz, B., Eccles, J.S., & Noack, P. (2015). Early adolescents' development of academic self-concept and intrinsic task talue: The role of contextual feedback. Journal of Research on Adolescence, 25(3), pp. 459-473.
- Eccles, J.S., & Wang, M.T. (2015). What motivates females and males to pursue careers in mathematics and science?. International Journal of Behavioral Development, 0165025415616201.
- Eccles, J.S., Fredricks, A., & Baay, P. (2015). Expectancies, values, identities, and self-regulation. Self-Regulation in Adolescence.
- Wigfield, A., Eccles, J.S., Fredricks, J.A., Simpkins, S., Roeser, R.W. and Schiefele, U. (2015). Development of achievement motivation and engagement. Handbook of Child Psychology and Developmental Science, 3(16), pp.1–44.
Susanne Jaeggi, Associate Professor
Research Interests (LCD): Cognitive Training Interventions, Working Memory and Executive Control Across the Lifespan
- Colom, R., Hua, X., Martinez, K., Burgaleta, M., Roman, F.J., Gunter, J.L., Carmona, S., Jaeggi, S.M., & Thompson, P. M. (In Press.). Brain structural changes following adaptive cognitive training assessed by Tensor-Based Morphometry (TBM). Neuropsychologia. doi:10.1016/j.neuropsychologia.2016.07.034
- Au, J., Katz, B., Buschkuehl, M., Bunarjo, K., Senger, T., Zabel, C., Jaeggi, S.M., & Jonides, J. (In Press.). Enhancing working memory training with transcranial direct current stimulation. Journal of Cognitive Neuroscience, 28(9), pp. 1419-1432. doi:10.1162/jocn_a_00979
- Colom, R., Martinez, K., Burgaleta, M., Roman, F. J., Garcia-Garcia, D., Gunter, J.L., Hua, X., Jaeggi, S.M., & Thompson, P.M. (2016). Gray matter volumetric changes with a challenging adaptive cognitive training program based on the dual n-back task. Personality and Individual Differences, 98, pp. 127-132. doi:10.1016/j.paid.2016.03.087
- Slevc, L.R., Davey, N.S., Buschkuehl, M., & Jaeggi, S.M. (July 2016). Tuning the mind: Exploring the connections between musical ability and executive functions. Cognition, 152, pp. 199-211. doi:10.1016/j.cognition.2016.03.017
- Román, F.J., Lewis, L.B., Chen, C.-H., Karama, S., Burgaleta, M., Martínez, K., Lepage, C., Jaeggi, S.M., Evans, A.C., Kremen, W.S., & Colom, R. (2016). Gray matter responsiveness to adaptive working memory training: A surface-based morphometry study. Brain Structure and Function, pp. 1-14.
- Au, J., Buschkuehl, M., Duncan, G.J., & Jaeggi, S.M. (February 2016.). There is no convincing evidence that working memory training is NOT effective: A reply to Melby-Lervåg and Hulme. Psychonomic Bulletin & Review, 23(1), pp. 331-337.
- Thompson, R.J., Kuppens, P., Mata, J., Jaeggi, S.M., Buschkuehl, M., Jonides, J., & Gotlib, I.H. (2015). Emotional clarity as a function of neuroticism and major depressive disorder. Emotion, 15(5), pp. 615-624. doi: 10.1037/emo0000067
- Au, J, Sheehen, E., Tsai, N., Duncan, G.J., Buschkuehl, M., & Jaeggi, S.M. (April 2015). Improving fluid intelligence with training on working memory: A meta-analysis. Psychonomic Bulletin & Review, 22(2), pp. 366-377. doi: 10.3758/s13423-014-0699-x
- Pe, M.L., Kircanski, K., Thompson, R.J., Bringmann, L.F., Tuerlinchx, F., Mestdagh, M., Mata, J., Jaeggi, S.M., Buschkuehl, M., Jonides, J., Kuppens, P., & Gotlib, I.H. (March 2015). Emotion-network density in major depressive disorder. Clinical Psychological Science, 3(2), pp. 292-300. doi: 10.1177/2167702614540645
- Shen, I., Bisic, B., Cipollini, B.N., Bezgin, G., Buschkuehl, M., Hutchison, R.M., Jaeggi, S.M., Kross, E., Peltier, S.J., Everline, S., Jonides, J., McIntosh, A.R., & Berman, M.G. (April 2015). Stable long-range interhemispheric coordination is supported by direct anatomical projections. PNAS, 112(20). doi: 10.1073/pnas.1503436112
Hosun Kang, Assistant Professor
Research Interests (LCD): Beginning Teacher Development in the Sciences, Formative Assessment and Learning from Students, URM Female Identity in the Sciences
- Thompson, J., Hagenah, S., Kang, H., Stroupe, D., Braaten, M., and Colley, C. (June 2016). Rigor and responsiveness in classroom Activity. Teachers College Record, 18(5), p. 1-58.
- Kang, H., Windschitl, M., Stroupe, D., & Thompson, J. (May 2016). Designing, launching, and implementing high quality learning opportunities for students that advance scientific thinking. Journal of Research in Science Teaching, 53(5).
- doi:10.1002/tea.21329
- Conley, M.W., & Kang, H. (September 2015). Video research in disciplinary literacies. In E. Ortlieb , L.E. Shanahan , M.B. McVee (Eds.), Literacy Research, Practice and Evaluation, Volume 6. Bingley, UK: Emerald Group Publishing Limited, pp. 21-39.
- doi:10.1108/S2048-045820150000006001
- Kang, H., & Anderson, C. (2015). Supporting preservice science teachers’ ability to attend and respond to student thinking by design, Science Education, 99(5), pp. 863-895.
- doi:10.1002/sce.21182
Young-Suk Kim, Professor (also LLT)
Research Interests (LCD & LLT): Language and Literacy Acquisition and Instruction, Early Literacy Predictors, Reading Fluency, Reading Comprehension, Writing
- Kim, Y.S., Qian, G., Liu, L., & Yang, L. (2016). Does previewing answer-choice options improve performance on a reading test?. Reading and Writing: An Interdisciplinary Journal, 29, pp. 745.
- Kim, Y.S., Petscher, Y. M., & Foorman, B.R. (2016). Importance of predictive power in early screening assessments. Assessment for Effective Intervention, 36(3), pp. 1-30.
- Kim, Y.S., Petscher, Y., & Foorman, B. (2015). The unique relation of silent reading fluency to end-of-year reading comprehension: Understanding individual differences at the student, classroom, school, and district levels. Reading and Writing, 28(1), pp. 131-150.
- Kim, Y.S., Al Otaiba, S., Wanzek, J., & Gatlin, B. (2015). Toward an understanding of dimensions, predictors, and the gender gap in written composition. Journal of Educational Psychology, 107(1), pp. 79-95.
- Kim, Y.S., Puranik, C., & Otaiba, S.A. (2015). Developmental trajectories of writing skills in first grade: Examining the effects of SES and language and/or speech impairments. The Elementary School Journal, 115(4), pp. 593-613.
- Barnes, A.E., Kim, Y.S., Tighe, E.L., & Vorstius, C. (2015). Readers in adult basic education component skills, eye movements, and fluency. Journal of Learning Disabilities, 0022219415609187.
Stephanie Reich, Associate Professor (also LLT)
Research Interests (LCD & LLT): Socio-Emotional Development, Parent-Child Interactions, Peer Networks, Social Affordances of Technology
- Reich, S.M., Yau, J.C., & Warschauer, M. (In Press). Tablet-based eBooks for young children: What does the research say? Journal of Developmental and Behavioral Pediatrics.
- Reich, S.M., Bishop, B., Carolissen, R., Dzidic, P., Portillo, N., Sasao, S., & Stark, W. (In Press). Catalysts and connections: The (brief) history of community psychology throughout the world. Handbook of Community Psychology.
- Lin, J., & Reich S.M. (July 2016). Mothers’ Perceptions of neighborhood disorder are associated with children's home environment quality. Journal of Community Psychology, 44(6), pp. 714-728. doi:10.1002/jcop.21796
- Mark, G., Wang, Y., Niiya, M., & Reich, S.M. (2016). Sleep debt in student life: Online attention focus, Facebook, and mood. Computer-Human Interaction (CHI), pp. 5517-5528. doi:10.1145/2858036.2858437
- Reich, S.M. (February 2016). Connecting offline social competence to online peer interactions. Psychology of Popular Media Culture. Advance online publication. http://dx.doi.org/10.1037/ppm0000111
- Reich, S.M., Kay, J.S., & Lin, G.C. (December 2015). Nourishing a partnership to improve middle school lunch options. Family & Community Health 38(1), pp. 77-86. doi: 10.1097/FCH.0000000000000055
- Lin, J., Reich, S.M., Kataoka, S., & Farkas, G. (2015). Maternal reading self-efficacy associated with perceived barriers to reading. Child Development Research. http://dx.doi.org/10.1155/2015/218984
- Nikolayev, M., Clark, K., & Reich, S.M. (2015) Social-emotional learning opportunities in online games for preschoolers. In S. Tettegah & W.H. Huang (Eds.) Emotions, Technology, and Games. (pp. 211-230). London: Elsevier.
- Bickman, L., & Reich, S.M. (2015). Randomized control trials: A gold standard or gold plated? In S. Donaldson, C. Christie, & M. Mark (Eds.) Credible and Actionable Evidence: The Foundation for Rigorous and Influential Evaluations. Los Angeles: Sage.
- Niiya, M., Reich, S.M., Wang, Y., Mark, G., Warschauer, M. (2015). Strictly by the Facebook: Unobtrusive method for differentiating users. Computer-Supported Cooperative Work and Social Computing (CSCW). Vancouver, Canada: ACM 978-1-4503-2946-0/15/03. doi: 10.1145/2685553.2698996
- Wang, Y., Niiya, M., Mark, G., Reich, S.M., & Warschauer, M. (2015). Coming of age (digitally): An ecological view of social media use among college students. Computer-Supported Cooperative Work and Social Computing (CSCW), pp. 571-582. doi:10.1145/2675133.2675271
Judith Haymore Sandholtz, Professor
Research Interests (LCD): Teacher Professional Development, Teacher Education, School-University Partnerships
- Sandholtz, J.H., & Ringstaff, C. (February 2016). The influence of contextual factors on the sustainability of professional development outcomes. Journal of Science Teacher Education, 27(2). doi:10.1007/s10972-016-9451-x
- Sandholtz, J.H., Shea, L.M. (Spring 2015). Examining the extremes: High and low performance on a teaching performance assessment for licensure. Teacher Education Quarterly, 42(2) pp. 17-42.
Rossella Santagata, Associate Professor
Research Interests (LCD): Mathematics and Science Education, Video in Teacher Learning, Culture and Learnin,; Equity and Education
- Santagata, R., & Yeh, C. (October 2016). The role of perception, interpretation, and decision making in the development of beginning teachers’ competence. ZDM: The International Journal on Mathematics Education, 48(1). doi:10.1007/s11858-015-0737-9
- Santagata, R., & Yeh, C. (October 2015). Characterizing beginning teachers’ competence and its role in professional decisions and practices. ZDM, The International Journal of Mathematics Education, 48(1), pp. 153-165.
- Santagata, R., & Bray, W. (September 2015). Exploring student mistakes as a focus for mathematics teacher professional development. Professional Development in Education, 42(4), pp. 547-568. doi:10.1080/19415257.2015.1082076
- Matteucci, M.C., Corazza, M., & Santagata, R. (2015). Learning from errors, or not: An analysis of teachers’ beliefs about errors and error-handling strategies through questionnaire and video. In R.V. Nata (Ed.). Progress in Education, Volume 37, Ch.3. Hauppauge, NY: Nova Science Publishers.
Sandra Simpkins, Associate Professor
Research Interests (LCD): Organized After-School Activities, Motivation, Family Influences, Diversity and Equity, Immigration and Culture, STEM
- Lin, A.R., Menjívar, C., Ettekal, A.V., Simpkins, S.D., Gaskin, E.R., & Pesch, A. (December 2015). "They will post a law about playing soccer" and other ethnic/racial microaggressions in organized activities experienced by Mexican-origin families. Journal of Adolescent Research. doi:10.1177/0743558415620670.
- Ettekal, A., Gaskin, E., Lin, A.R., Simpkins, S. (November 2015). “You gotta respect”: Mexican- origin adolescents’ perspectives on respect in organized activities. Journal of Youth Development, 10(3), pp. 1-15.
- Delgado, M., Ettekal, A.V., Simpkins, S., & Schaefer, D. (2016). How do my friends matter? Examining Latino adolescents' friendships, school belonging, and academic achievement. Journal of Youth and Adolescence, 45(6), pp. 1110-1125.
- Simpkins, S.D., (July 2015). When and how does participating in an organized after-school activity matter? Applied Developmental Science, 19(3), pp. 121-126. doi:10.1080/10888691.2015.1056344
- Wigfield, A., Eccles, J.S., Fredricks, J. A., Simpkins, S., Roeser, R.W. and Schiefele, U. (2015). Development of achievement motivation and engagement. Handbook of Child Psychology and Developmental Science, 3(16), pp. 1–44.
- Simpkins, S.D., Price, C.D., & Garcia, K. (2015). Parental support and high school students' motivation in biology, chemistry, and physics: Understanding differences among Latino and Caucasian boys and girls. Journal of Research in Science Teaching, 52(10), pp. 1386-1407. doi: 10.1002/tea.21246
- Price, C.D., Simpkins, S.D., & Menjívar, C. (2015). Sibling behaviors and Mexican-Origin adolescents’ after-school activities. Journal of Adolescent Research. 0743558415603820.
Elizabeth van Es, Associate Professor
Research Interests (LCD): Development Process and Education, Longitudinal Methods, Early Child Development, After-School Programs
- Jenkins, J., Farkas, G., Duncan, G., Burchinal, J., & Vandell, D.L. (2016). Head Start at ages 3 and 4 versus Head Start followed by state Pre-K: Which is more effective? Educational Evaluation and Policy Analysis, 38(1), 88-112. doi: 10.3102/0162373715587965
- Vandell, D.L., Simzar, R., O’Cadiz, P., & Hall, V. (2016). Findings from an afterschool STEM learning initiative. Journal of Expanded Learning Opportunities, 1(3), pp. 7-26.
- Lawrence, J. F., Hinga, B.M. Mahoney, J.L., & Vandell, D.L. (2015). Summer activities and vocabulary development: Relationships across middle childhood and adolescence. International Journal of Research on Extended Education, 3(1), pp. 5-18.
- Lee, K.T.H., & Vandell, D.L. (August 2015). Out-of-school time and adolescent substance use. Journal of Adolescent Health. doi:10.1016/j.jadohealth.2015.07.003
- Vandell, D.L., Larson, R.W., Mahoney, J.L., & Watts, T.W. (2015). Children’s organized activities. Handbook of Child Psychology and Developmental Science, 4(8), pp. 1–40. doi:10.1002/9781118963418.childpsy408
Deborah Lowe Vandell, Professor
Research Interests (LCD): Teacher Cognition, Professional Development, Teacher Learning Communities
- Tunney, J.W., & van Es, E.A. (2016). Using Video for Teacher Educator Professional Development. The New Educator, 12(1), pp. 105-127.
- van Es, E.A., Stockero, S.L., Sherin, M.G., Van Zoest, L.R., & Dyer, E. (2015). Making the most of teacher self-captured video. National Council of Teachers of Mathematics, 4(1), pp. 6-19. doi: 10.5951/mathteaceduc.4.1.0006
- Sun, J., & van Es, E.A. (2015). An exploratory study of the influence that analyzing teaching has on preservice teachers’ classroom practice. Journal of Teacher Education, 66(3), pp. 201-214. doi:10.1177/0022487115574103
- Barnhart, R., & van Es, E. (2015). Studying teacher noticing: Examining the relationship among pre-service science teachers' ability to attend, analyze and respond to student thinking. Teaching and Teacher Education, 45, pp. 83-93. doi:10.1177/0022487115574103
Mark Warschauer, Professor (also LLT)
Research Interests (LLT & LCD): Digital Learning, Language and Literacy, STEM, Learning Analytics
- Warschauer, M., & Newhart, V.A. (2016). Broadening our concepts of universal access. Universal Access in the Information society, 15(2), pp. 183-188. doi:10.1007/s10209-015-0417-0
- He, W., Holton, A., Farkas, G., & Warschauer, M. (2016). The effects of flipped instruction on out-of-class study time, exam performance, and student perceptions. Learning and Instruction, 45, pp. 61-71. doi:10.1016/j.learninginstruc.2016.07.001
- Tate, T., Warschauer, M., & Abedi, J. (2016). The effects of prior computer use on computer-based writing: The 2011 NAEP writing assessment. Computers & Education, 101, pp. 115-131. doi:doi:10.1016/j.compedu.2016.06.001
- Tate, T., Warschauer, M., & Abedi, J. (2016). Data on NAEP 2011 Writing assessment prior computer use. Data in Brief. doi:10.1016/j.dib.2016.07.002
- Warschauer, M. (May 2016). Leading the way for open access research. Language, Learning, and Technology, 20(2), pp. 155-158.
- Hirata, K., & Warschauer, M. (May 2016). Japan: The Paradox of Harmony. Asian Affairs. doi:10.1080/03068374.2016.1171643
- Reimer, L.C., Schenke, K., Nguyen, T., O'Dowd, D.K., Domina, T., & Warschauer, M. (April 2016). Evaluating promising practices in undergraduate STEM lecture courses. The Russell Sage Foundation Journal of the Social Sciences, 2(1), pp. 212–233.
- Yim, S., Warschauer, M., & Zheng, B. (2016). Google docs in the classroom: A district-wide case study. Teachers College Record, 119(1).
- Yim, S., & Warschauer, M. (2016). CALL and electronic media. In K. Hyland & P. Shaw (Eds.), Routledge Handbook of English for Academic Purposes (pp. 592-607). London: Routledge.
- Warschauer, M. (2016). Addressing the social envelope: Education and the digital divide. In C. Greenhow, J. Sonnevend, & A. Agur, (Eds.) Education and Social Media (pp. 29-48). Cambridge MA: MIT Press.
- Zheng, B., & Warschauer, M. (2015). Participation, interaction, and academic achievement in an online discussion environment. Computers & Education, 84, pp. 78-89. doi:10.1016/j.compedu.2015.01.008
- Lin, C.-H., Warschauer, M., & Blake, R. (February 2016). Language learning through social networks: Perceptions And reality. Language Learning & Technology, 20(1), pp. 124-147.
- Zheng, B., Warschauer, M., Lin, C.-H., & Chang, C. (February 2016). Learning in one-to-one laptop environments: A meta-analysis and research synthesis. Review of Educational Research, pp. 1-33. doi: 10.3102/0034654316628645
- Lin, C.-H., & Warschauer, M. (July 2015). Online foreign-language education: What are the proficiency outcomes? Modern Language Journal, 99(2), pp. 394–397.
- He, W., Gajski, Farkas, G.,& Warschauer, M. (2015). Implementing flexible hybrid instruction in an electrical engineering course: The best of three worlds? Computers & Education 81, pp. 59-68. doi:10.1016/j.compedu.2014.09.005
- Warschauer, M. (2015). From computers and the web to mobile devices and e-texts: The transition to digital reading continues. In R. J Spiro, M. DeSchryver, M.S. Hagerman, P.N. Morsink & P. Thompson, (Ed.), Reading at a Crossroads?: Disjunctures and Continuities in Current Conceptions and Practices (pp. 65-73), New York: Routledge.
- Zheng, B., Lawrence, J., Warschauer, M., & Lin, C-H (2015). Middle school students’ writing and feedback in a cloud-based classroom environment. Technology, Knowledge and Learning, 20(2), pp. 201-229. doi:10.1007/s10758-014-9239-z
- Zheng, B., Niiya, M., & Warschauer, M. (2015). Wikis and collaborative learning in higher education. Technology, Pedagogy and Education, 24(3), pp. 357-374. doi:10.1080/1475939X.2014.948041
- Wang, Y., Niiya, M., Mark, G., Reich, S.M., & Warschauer, M. (2015). Coming of age (digitally): An ecological view of social media use among college students. Computer-Supported Cooperative Work and Social Computing (CSCW), pp. 571-582. doi:10.1145/2675133.2675271
- Yim, S., Niiya, M., & Warschauer, M. (2015). e-Inclusion in education: Lessons from five countries. In K. Andreasson (Ed.), Digital Divides: The New Challenges and Opportunities of e-Inclusion (pp. 181-202). Boca Raton, FL: CRC Press.
- Sato, B.K., He, W., Warschauer, M., & Kadandale, P. (2015). The grass isn’t always greener: Perceptions of and performance on open-note exams. CBE-Life Sciences Education, 14(2), ar11.
- Park, Y., & Warschauer, M. (2015). Reading instruction in a technological age. In X. Chen, V. Dronjic, & R. Helms-Park (Eds). Reading in a Second Language: Cognitive and Psycholinguistic Issues (pp. 282-302). New York: Routledge.
- Thomas, J., Palfrey, J., and Warschauer, M. (Eds). Digital Technology, School and Teachers’ Workplace Learning: Policy, Practice and Identity (2015), London: Palgrave.
- Warschauer, M., Duncan, G.J., & Eccles, J.S. (2015). Inaugural Editorial. AERA Open, 1(1), 2332858415574841.
EDUCATIONAL POLICY AND SOCIAL CONTEXT (EPSC)
Drew Bailey, Assistant Professor (also LCD)
- See LCD above.
Rachel Baker, Assistant Professor
Research Interests (EPSC): Educational Policy, Inequality, Higher Education, Economics of Education
- Baker, R. (June 2016). The effects of structured transfer pathways in community colleges. Educational Evaluation and Policy Analysis. doi:10.3102/0162373716651491 Evans, B.J.,
- Baker, R.B., & Dee, T. (2016). Persistence patterns in massive open online courses (MOOCs). The Journal of Higher Education, 87(2), pp. 206-242
- Reardon, S., Kasman, M., Klasik, D., & Baker, R. (December 2015). Agent-based simulation models of the college sorting process. The Journal of Artificial Societies and Social Simulation, 19(1). doi:10.18564/jasss.2993
Liane Brouillette, Associate Professor
Research Interests (EPSC): Educational Leadership, School Reform, Arts Education
- Greenfader, C.M., Brouillette, L., & Farkas, G. (2015). Effect of a performing arts program on the oral language skills of young English learners. Reading Research Quarterly, 50(2), pp. 185-203.
- Brouillette, L. (2015). Help your child to thrive: Making the best of a struggling public education system. Bloomington, IN: Balboa Press.
- Brouillette, L., Grove, D., & Hinga, B. (2015). How arts integration has helped k–2 teachers to boost the language development of English-language learners. Journal of School Leadership, 25(2), p. 286.
Gilberto Q. Conchas, Professor
Research Interests (EPSC): Diversity and Equity, Race and Urban Education, School Reform, Immigration
- Gottfried, M., Conchas, G.Q. (2016). When School Policies Backfire: How Well-Intentioned Measures can harm our Most Vulnerable Students. Boston: Harvard Educational Press.
- Conchas, G. (2015). Cracks in the Schoolyard: Confronting Latino Educational Inequality. New York: Teachers College Press.
- Conchas, G.Q. and Gottfried, M. (2015). Inequality, Power and School Success: Case Studies on Racial Disparity and Opportunity in Education. London: Routledge.
Greg Duncan, Distinguished Professor
Research Interests (EPSC): Economics of Education, Program Evaluation, Child Development
- Magnuson, K., Duncan, G.J., Lee, Kenneth T.H., & Metzger, M. (2016). Early elementary school adjustment and educational attainment, American Education Research Journal, published online April 4, 2016.
- doi:10.3102/0002831216634658.
- Magnuson, K., & Duncan, G.J. (2016). Can early childhood interventions decrease inequality of economic opportunity? Russell Sage Journal of the Social Sciences, 2(2), pp. 123–141.
- Duncan, G.J., & Murnane, R.J. (2016). Rising inequality in family incomes and children’s educational outcomes. Russell Sage Journal of the Social Sciences, 2(2), pp. 142–158.
- Duncan, G.J., Magnuson, K., & Murnane, R.M. (2016). Reforming school and preschools, Academic Pediatrics, 16:S121–S127.
- Garfield, C., Duncan, G., Peters, S., & Chase-Lansdale, P.L. (February 2016). Adolescent reproductive knowledge, attitudes, and beliefs and future fatherhood. Journal of Adolescent Health.
- doi:10.1016/j.jadohealth.2015.12.010
- Magnuson, K.A., Kelchen, R., Duncan, G.J., Schinder, H.S., Shager, H., & Yoshikawa, H. (2016). Do the effects of early childhood education programs differ by gender? A meta-analysis. Early Childhood Research Quarterly, 36, pp. 521-526.
- doi:10.1016/j.ecresq.2015.12.021
- Watts, T.W., Duncan, G.J., Chen, M., Claessens, A., Davis-Kean, P.E., Duckworth, K., Engel, M., Siegler, R., & Susperreguy, M. (2015). The role of mediators in the development of longitudinal mathematics achievement associations. Child Development, 86(6), pp. 1892-1907.
- doi: 10.1111/cdev.12416.
- Miller, E. J., Duncan, G.J., & Farkas, G. (2016). Does Head Start differentially benefit children with risks targeted by the program's service model? Early Childhood Research Quarterly, 34, pp. 1-12.
- Garfield, C., Duncan, G., Gutina, A., & Chase-Lansdale, P.L. (July 2015). Longitudinal study of body mass index in young males and the transition to fatherhood. American Journal of Men’s Health.
- doi:10.1177/1557988315596224.
- Rickford, J., Duncan, G.J., Gennetian, L., Gou, R.Y., Greene, R., Katz, L.F., Kessler, R., Kling, J., Sanbonmatsu, L., Sanchez-Ordoñez, A., Sciandra, M., Thomas, E., Ludwig, J., (2015). Neighborhood effects on use of African-American Vernacular English, Proceedings of the National Academy of Sciences. 112(38), pp. 11817-11822.
- Schindler, H., Kholoptseva, J., Oh, S., Yoshikawa, H., Duncan, G.J., Magnuson, K., Shonkoff, J. (2015). Maximizing the potential of early childhood education to prevent externalizing behavior problems: A meta-analysis. Journal of School Psychology, 53(3), pp. 243–263. [This article won the journal’s Article of the Year Award for 2015.]
- doi:10.1016/j.jsp.2015.04.001.
- Guo, G., Li, Y., Wang, H., Cai, Tianji, & Duncan, G.J. (2015). Peer influence, genetic propensity, and binge drinking: A natural experiment and a replication, American Journal of Sociology, 121(3), pp. 914-954.
- Ziol-Guest, K., Duncan, G.J., Kalil, A. (2015). One-parent students leave school earlier: Educational attainment gap widens. Education Next, 15(2), pp. 36–41. 1539-9672.
- Au, J., Buschkuehl, M., Duncan, G.J., & Jaeggi, S.M. (2015). There is no convincing evidence that working memory training is NOT effective: A reply to Melby-Lervag and Hulme. Psychon Bull Rev. 22(2), pp. 366-377.
- doi:10.3758/s13423-015-0967-4.
- Ruzek, E.A., Domina, T., Conley, A., Duncan, G.J., Karabenick, S. (2015). Using value-added models to measure teacher effects on students’ motivation and achievement. Journal of Early Adolescence, 35(5-6), pp. 852 –882.
- doi:10.1177/0272431614525260.
- Duncan, G.J. (2015). Toward an empirically robust science of human development. Research in Human Development, 12(1), pp. 255-60.
- doi:10.1080/15427609.2015.1068061
- Guo, G., Li, Y., Owen, C., Wang, H., & Duncan, G.J. (2015). A natural experiment of peer influences on youth alcohol use. Social Science Research, 52, pp. 193-207.
- doi:10.1016/j.ssresearch.2015.01.002
- Duncan, G.J., McCormick, M.C., & Citro, C.F. (2015). The future of the National Children’s Study. Journal of the American Medical Association: Pediatrics, 169(6), pp. 517-518.
- doi:10.1001/jamapediatrics.2015.0364
- Warschauer, M., Duncan, G.J., & Eccles, J.S. (2015). Inaugural Editorial. AERA Open, 1(1), 2332858415574841.
Jacquelynne Eccles, Distiguished Professor (also LCD)
- See LCD above.
George Farkas, Professor
Research Interests (EPSC): Achievement Gap, Educational Inequality, Early Childhood, Afterschool Programs
- Wenliang, H., Holton, A., Farkas, G., & Warschauer, M. (2016). The effects of flipped instruciton on out-of-class study time, exam performance, and student perceptions. Learning and Instruction, 45, pp. 61-71. doi:10.1016/j.learninginstruc.2016.07.001
- Engel, M., Claessens, A., Watts, T., & Farkas, G. (June 2016). Mathematics content coverage and student learning in Kindergarten. Educational Researcher, 45(5), pp. 293-300. doi:10.3102/0013189X16656841
- Miller, E., Farkas, G., and Duncan, G. (2016). “Does Head Start differentially benefit children with risks targeted by the program’s service model?” Early Childhood Research Quarterly, 34, pp. 1–12. doi:10.1016/j.ecresq.2015.08.001
- Morgan, P.L., Scheffner Hammer, C., Farkas, G., Hillemeier, M.M., Maczuga, S., Cook, M., & Morano, S. (May 2016). Who receives speech/language services by 5 years of age in the United States? American Journal of Speech-Language Pathology, 25, pp. 183-199. doi:10.1044/2015_AJSLP-14-0201
- Olson, C.B., Matuchniak, T., Chung, H.Q., Stumpf, R., & Farkas, G. (April 2016). Reducing achievement gaps in academic writing for Latinos and English learners in grades 7-12. Journal of Educational Psychology. doi:10.1037/edu0000095
- Morgan, P.L., Farkas, G., Hillemeier, M.M., & Maczuga, S. (2016). Who is a rick for persistent mathematics difficulties in the United States? Journal of Learning Disabilities, 49(3), pp. 305-319. doi:10.1177/0022219414553849
- Jenkins, J., Farkas, G., Duncan, G., Burchinal, J., & Vandell, D.L. (March 2016). Head Start at ages 3 and 4 versus Head Start followed by state Pre-K: Which is more effective? Educational Evaluation and Policy Analysis, 38(1), pp. 88-112. doi:10.3102/0162373715587965
- Morgan, P., & Farkas, G. (April 2016). Are we helping all the children that we are supposed to be helping? Educational Researcher, 45(3), pp. 226-228.
- Morgan, P.L., Li, H., Farkas, G., Cook, M., Pun, W.H., & Hillemeier, M.S. (February 2016). Executive functioning deficits increase Kindergarten children's risk for reading and mathematics difficulties in first grade. Contemporary Educational Psychology. doi:10.1016/j.cedpsych.2016.01.004
- DuPaul, G.J., Morgan, P.L, Farkas, G., Hillemeier, M., & Maczuga S.A. (January 2016). Academic and social functioning associated with attention-deficit/hyperactivity disorder: Latent class analyses of trajectories from Kindergarten to fifth grade. Journal of Abnormal Child Psychology. doi:10.1007/s10802-016-0126-z
- Morgan, P. L., Farkas, G., Hillemeier, M. M., & Maczuga, S. (2016). Science achievement gaps begin very early, persist, and are largely explained by modifiable factors. Educational Researcher, 45(1), pp. 18-35. doi:10.3102/0013189X16633182
- Morgan, P.L., & Farkas, G. (January 2016). Evidence and implications of racial and ethnic disparities in emotional and behavioral disorders identification and treatment. Behavioral Disorders. doi:10.17988/0198-7429-41.2.122
- Morgan, P.L., Farkas, G. (2016). Evidence of minority under-representation in special education and its implications for school psychologists. NASP Communique , 44(6), 30-32.
- Morgan, P.L, Farkas, G., Hillemeier, M.M., Hammer, C.S., & Macquga, S.A. (August 2015). 24-month-old children with larger oral vocabularies display greater academic and behavioral functioning at Kindergarten entry. Child Development. doi:10.1111/cdev.12398
- Morgan, P.L., Farkas, G., Hillemeier, M.M., Mattison, R., Maczuga, S., Li, H., & Cook, M. (2015). Minorities are disproportionately underrepresented in Special Education: Longitudinal evidence across five disability conditions. Educational Researcher, 44(5), 278-292.
- Lin, J., Reich, S.M., Kataoka, S., & Farkas, G. (2015). Maternal reading self-efficacy associated with perceived barriers to reading. Child Development Research. http://dx.doi.org/10.1155/2015/218984
- Morgan, P.L., Hui, L., Cook, M., Farkas, G., Hillemeier, M.M., & Line, Y-C (July 2015). Which Kindergarten children are at greatest risk for attention-deficit/hyperactivity and conduct disorder symptomatology as adolescents. School Psychology Quarterly. doi:10.1037/spq0000123
Jade Jenkins, Assistant Professor
Research Interests (EPSC): Early Childhood Development, Child and Family Policy, Policy Analysis and Management, Program Evaluation
- Jenkins, J., Farkas, G., Duncan, G., Burchinal, J., & Vandell, D.L. (March 2016). Head Start at ages 3 and 4 versus Head Start followed by state Pre-K: Which is more effective? Educational Evaluation and Policy Analysis, 38(1), pp. 88-112.
- Jenkins, J.V.M., & Henry, G.T. (March 2016). Dispersed vs. centralized policy governance: The case of state early care and education policy. Journal of Public Administration Research and Theory. doi:10.1093/jopart/muw003
Emily Penner, Assistant Professor
Research Interests (EPSC): Educational Inequality, Education Policy, K-12 Educational Interventions, Family and Peer Impacts on Achievement
- Penner, E. (2016). Teaching for all? Teach For America's effects across the distribution of student achievement. Journal of Research on Educational Effectiveness 9(3), 259-282. doi:10.1080/19345747.2016.1164779
Di Xu, Assistant Professor
Research Interests (EPSC): Higher Education Policy, Program Evaluation, Community College Research, Online Learning
- Hodara, M., & Xu, Di (June 2016). Does developmental education improve labor market outcomes? Evidence from two states. American Educational Research Journal 53(3), pp. 781-813. doi: 10.3102/0002831216647790
- Jaggars, S.S., & Xu, D. (January 2016). Examining the earnings trajectories of community college students using a piecewise growth curve modeling approach. Journal of Research on Educational Effectiveness,9(3), pp. 445-471. doi:10.1080/19345747.2015.1116033
- Xu, D., & Trimble, M. (June 2016). What about certificates? Evidence on the labor market returns to nondegree community college awards in two states. Educational Evaluation and Policy Analysis 38(2), pp. 272-292. doi: 10.3102/0162373715617827
- Jaggars, S. S., & Xu, D. (2016). How do online course design features influence student performance?. Computers & Education, 95, pp. 270-284.
LANGUAGE, LITERACY, AND TECHNOLOGY (LLT)
Penelope Collins, Associate Professor (also LCD)
Research Interests (LCD & LLT): Cognition & Learning, Linguistic Diversity, Learning Disabilities, Phonology, Reading; Interim Associate Dean for Undergraduate and Teacher Education Programs
- Hansen, L. E., & Collins, P. (2015). Revisiting the case for narrow reading with English language learners. The Reading Matrix: An International Online Journal, 15(2), pp. 137-153.
Carol Connor, Chancellor's Professor (also LCD)
Research Interests (LCD & LLT): Reading Comprehension, Executive Function, Behavioral Regulation Development, Technology and Assessment
- Connor, C.M., Day, S.L., Phillips, B., Sparapani, N., Ingebrand, S.W., McLean, L., Barrus, A., & Kaschak, M.P. (2016). Reciprocal effects of self-regulation, semantic knowledge, and reading comprehension in early elementary school. Child Development. doi:10.1111/cdev.12570
- McLean, L., Sparapani, N., Toste, J.R., & Connor, C.M. (2016). Classroom quality as a predictor of first graders' time in non-instructional activities and literacy achievement. Journal of School Psychology, 56, pp. 45-58. doi:10.1016/j.jsp.2016.03.004
- Connor, C.M. (Ed.). (2016). The Cognitive Development of Reading and Reading Comprehension. New York: Routledge.
- Connor, C.M., & Morrison, F.J. (2016). Individualizing student instruction in reading implications for policy and practice. Policy Insights from the Behavioral and Brain Sciences, 3(1), pp. 54-61. doi: 10.1177/2372732215624931
- Terry, N.P., Connor, C.M., Johnson, L., Stuckey, A., & Tani, N. (2016). Dialect variation, dialect-shifting, and reading comprehension in second grade. Reading and Writing, 29(2), pp. 267-295. doi:10.1007/s11145-015-9593-9
- Al Otaiba, S., Folsom, J.S., Wanzek, J., Greulich, L., Waesche, J., Schatschneider, C., & Connor, C.M. (2016). Professional development to differentiate Kindergarten tier 1 instruction: Can already effective teachers improve student outcomes by differentiating Tier 1 instruction?. Reading & Writing Quarterly, 32(5), pp. 454-476. doi:10.1080/10573569.2015.1021060
- Connor, C.M., Petscher, Y.M., Otaiba, A., & Dent, S. (2016). Psychometric analysis of the diagnostic evaluation of language variation assessment. Assessment for Effective Intervention, 37(4), pp. 244-251. doi: 10.1177/1534508411413760
- Sparapani, N., Connor, C.M., Day, S., Wood, T., Ingebrand, S., McLean, L., & Phillips, B. (2016). Profiles of foundational learning skills among first graders. Learning and Individual Differences. doi:10.1016/j.lindif.2016.07.008
- Mansion, A.D., Connor, C.M., & Duncan, G.J. (2016). Policy and community influences on learning to read. In C.M. Connor (Ed.) The Cognitive Development of Reading and Reading Comprehension (pp. 149-165). New York: Routledge.
- Connor, C.M., & Weston, J. (2016). Introduction to the cognitive development of reading. In C.M. Connor (Ed.) The Cognitive Development of Reading and Reading Comprehension (pp. 1-13). New York: Routledge.
- Russell, D., & Connor, C.M. (2016). Memory and learning to read. In C.M. Connor (Ed.) The Cognitive Development of Reading and Reading Comprehension (pp. 53-66). New York: Routledge.
- Wynne, H., & Connor, C.M. (2016). Self-perception and perspective taking: How beliefs about oneself and others may influence reading. In C.M. Connor (Ed.) The Cognitive Development of Reading and Reading Comprehension (pp. 100-110). New York: Routledge.
- Connor, C.M. (2016). Using cognitive development research to inform literacy instruction and improve practice in the classroom. In C.M.Connor (Ed.) The Cognitive Development of Reading and Reading Comprehension (pp. 166-185). New York: Routledge.
Young-Suk Kim, Professor (also LCD)
- See LCD
Research Interests (LLT): Adolescent Reading, Vocabulary Development, Longitudinal Analysis, Second Language Acquisition
- Zheng, B., Lawrence, J., Warschauer, M., & Lin, C-H (2015). Middle school students’ writing and feedback in a cloud-based classroom environment. Technology, Knowledge and Learning, 20(2), pp. 201-229. doi:10.1007/s10758-014-9239-z
Carol Booth Olson, Associate Professor
Research Interests (LLT): Academic Writing, Language Arts, Adolescent Learning
- Missakian, I., Olson, C.B., Black, R., & Matuchniak, T. (In Press), Writing center efficacy at the community college: How students, tutors concur and diverge in their perception of services. Teaching English in the Two Year College.
- Olson, C.B., Matuchniak, T., Chung, H.Q., Stumpf, R., & Farkas, G. (In Press). Reducing Achievement Gaps in Academic Writing for Latinos and English Learners in Grades 7-12. Journal of Educational Psychology.
- doi:10.1037/edu0000095
- Olson, C.B., Scarcella, R., & Matuchniak, T. (February 2016). The write stuff. Educational Leadership, 73(5), pp. 38-44.
Stephanie Reich, Associate Professor (also LCD)
- See LCD above.
Mark Warschauer Professor (also LCD)
- See LCD above.
Two-Year Presidency Concludes with Presidential Address at APA Annual Convention
Distinguished Professor Jacquelynne Eccles will conclude her two years of service at President of Division 7 (Developmental Psychology) of the American Psychological Association (APA) by delivering a Presidential address during the August convention: "Person-Environment Fit and the Challenges of Development during Adolescence."
APA is dedicated to advancing the creation, communication, and application of psychological knowledge to benefit society and improve people's lives. Division 7 is comprised of psychologists and other APA members who study or work in the area of human development. Members promote research and high standards in the application of scientific knowledge to education, child care, policy, and related settings. (Division 7 Summer Newsletter)
Professor Eccles also is concluding her six-year term as Editor of Developmental Psychology, one of the two leading journals in developmental psychology.
She will be continuing as Associate Editor of the American Psychologist, the leading general journal in the field of psychology.
Distinguished Professor Jacquelynne Eccles will conclude her two years of service at President of Division 7 (Developmental Psychology) of the American Psychological Association (APA) by delivering a Presidential address during the August convention: "Person-Environment Fit and the Challenges of Development during Adolescence."
APA is dedicated to advancing the creation, communication, and application of psychological knowledge to benefit society and improve people's lives. Division 7 is comprised of psychologists and other APA members who study or work in the area of human development. Members promote research and high standards in the application of scientific knowledge to education, child care, policy, and related settings. (Division 7 Summer Newsletter)
Professor Eccles also is concluding her six-year term as Editor of Developmental Psychology, one of the two leading journals in developmental psychology.
She will be continuing as Associate Editor of the American Psychologist, the leading general journal in the field of psychology.
SoE Faculty, Student, and Alumnus Present, Serve in Leadership Positions at SSSR Conference in Portugal
Professors Carol Connor, Young-Suk Kim, and Penelope Collins; Ph.D. student Tien Thuy Ho; and Alumnus Dale Webster presented at the 23rd Annual Conference of the Society for the Scientific Study of Reading (SSSR), held July 13-16 at the University of Porto, Portugal.
SSSR promotes the scientific study of reading and disseminates information about reading, language, and literacy; sponsors conferences; and publishes a scientific journal.
Associate Professor Collins serves as Secretary for SSSR, Professor Kim as Historian. Professor Connor recently completed her tenure as Treasurer. Tien Thuy Ho is a second year doctoral student specializing in Language, Literacy, and Technology (LLT). Ph.D. Alumnus Dale Webster (2012) is Chief Academic Officer for the Consortium on Reaching Excellence in Education (CORE).
Presentation Titles and Abstracts
* Chancellor's Professor Carol Connor
Professor Connor organized the Reading for Understanding Symposium, was an author on the Lederberg Symposium, and presented the A2i Study.
Symposium: Reading for Understanding
Abstract: In this symposium, we present interventions designed and evaluated as part of the Reading for Understanding Network Initiative, funded by the Institute of Education Sciences. The symposium will include a brief introduction by Connor (chair) followed by four papers and a discussion of the findings by Dr. Kate Cain. The first intervention study will be presented by Vaughn, Wanzek, and Martinez on PACT, which is a multi-component text-based set of instructional practices in social studies for middle and high school students. The second paper will be presented by Dr. Kim and colleagues on Strategic Adolescent Reading Intervention (STARI), for middle school students. The third presentation by Dr. Phillips and colleagues will present findings on the Language in Motion-CALI intervention, which is a Tier 2 intervention for second graders who struggle with reading comprehension. The final paper will be presented by the LAARC group (Bengochea et al.) on the ¡Vamos a aprender! intervention, which is a supplemental, oral-language focused Spanish/English curriculum for dual language learners (DLLs) attending an English-only preschool program. Dr. Cain will discuss the larger impact of the RFU initiative and how these papers help inform theory and practice on reading comprehension.
Symposium: Does Language Modality Affect Literacy Skills of Deaf and Hard-Of-Hearing Children?
Authors: Amy R. Lederberg, Mi young Webb, Lee Branum-Martin, Carol Connor, Susan Easterbrooks, Brenda Schick, Shirin Antia
Abstract: We examine the nature of early language and literacy skills for three groups of DHH children. We asked: (1) Is literacy a similar unidimensional construct for these children? 2) What is the relative importance of language and sublexical awareness abilities for literacy? Tests were administered to 131 DHH children who knew sign only, 101 children who knew spoken language only, and 102 who knew both. All were in kindergarten and 2nd grade. Our results support that early literacy is a well-integrated construct that is strongly related to sublexical abilities (either through speech or fingerspelling) and language.
Presentation: From Research to Practice: Supporting Teachers' Efforts to Individualize Literacy Instruction using A2i Technology
Authors: Carol McDonald Connor, Nicole Sparapani, Henry May, Taffeta Wood, Barry Fishman, Frederick J. Morrison
Abstract: Individual child differences and child-by-instruction interaction effects on children’s early literacy development indicate that individualizing the literacy instruction we provide to children is more effective than more whole-class one-size-fits-all models found in many classrooms. We present results for the re-development and testing of Assessment-to-Instruction (A2i) software, which was specifically designed to support teachers’ efforts to use assessment results to individualize kindergarten-3rd grade literacy instruction (ISI). From 2013-2015, principals, coaches, and teachers at 3 schools participated in iterative design studies to re-develop A2i, create online adaptive assessments, and fine-tune ISI professional development (PD) protocols and materials. All schools were high-poverty Title 1 schools and racially and ethnically diverse. We administered a battery of language and literacy assessments, as well as the online adaptive assessments developed and integrated into A2i. Design studies yielded products that incorporated principals’, literacy coaches, and teachers’ feedback, which were feasible, scalable, and had the potential to improve instruction.
* Professor Young-Suk Kim
Presentation: What Explains the Relations of Reading Comprehension to Writing?
Abstract: The primary goal of the present study is to examine the nature of the relation between reading and writing at the discourse level, that is, reading comprehension and written composition. The research question is "what are shared and unique language and cognitive skills that contribute to reading comprehension and writing?" Data are drawn from 185 children in Grades 2. Children were assessed on writing, reading comprehension, discourse-level oral language, higher-order cognitive skills, foundational oral language skills, foundational cognitive skills, spelling, and handwriting fluency. Preliminary results using structural equation modeling revealed that reading comprehension and writing draw on many of the same language and cognitive skills, including discourse-level oral language, foundational oral language skills, foundational cognitive skills, and spelling. The only unique skill needed for writing, but not for reading comprehension was children's handwriting fluency.
* Associate Professor Penelope Collins with Alumnus Dale Webster
Poster: Exploring the Word-Use Profiles of Low-Vocabulary, Average-Vocabulary and Vocabulary-Matched English Learners
Abstract: Language minority students who are proficient in English at kindergarten entry have reading achievement trajectories similar to those of native English speakers (Kieffer, 2008). Language minority students who are not proficient in English, English learners (ELLs) are the fastest growing group among American students, yet they are disproportionately underserved and have lower achievement (Olsen, 2014). The achievement gap between ELLs and native English speakers tends to increase with the time it takes to become proficient in English (Kieffer, 2008). To better understand the vocabulary and reading profiles of ELLs who are slower at acquiring English vocabulary, we will compare ELLs with weak vocabulary knowledge to their more-proficient peers and to a sample of younger ELLs matched on vocabulary knowledge. Participants were 106 ELLs, including 78 3rd and 4th grade ELLs (26 low-vocabulary and 54 chronological-age matched) and 26 1st grade ELLs whose PPVT raw scores matched those of the low-vocabulary ELLs. Children were individually administered measures of vocabulary (PPVT, Expressive Vocabulary Test, Multiple Meanings, Attributions), word reading and nonverbal intelligence. Preliminary analyses suggest that CA-matched ELLs outperformed their low-vocabulary peers. The younger, vocabulary-matched ELLs had similar raw scores on the PPVT and EVT, as well as the Color Progressive Matrices and TOWRE, but had lower scores than low-vocabulary ELLs on Multiple Meanings and Attributions subtests.
* Ph.D. Student Tien Thuy Ho with Associate Professor Penelope Collins
Poster: Exploring the Home Literacy Practices on Reading Development of Kindergarteners
Abstract: Sénéchal and LeFevre’s (2002) Home Literacy Model proposes that home literacy may include the two distinct activities of storybook exposure and parent teaching about literacy. These activities are differentially related to early language, literacy and phoneme awareness, and are predictive of later reading achievement. The goals of this study are to extend the Home Literacy Model to other aspects of home literacy practices of different ethnic groups, socio-economic (SES) classes, and between boys and girls. Using data from the Early Childhood Longitudinal Study, Kindergarten 2010-2011 Cohort (ECLS-K), we study the different aspects of home literacy on reading scores measured in fall and spring of kindergarten and fall of first grade (Tourangeau et al., 2012), using a sample size of 18,200 ethnically, linguistically and economically diverse children. After controlling for background variables, we conduct regression analyses to determine the type of home literacy practices have significant associations with letter recognition, vocabulary knowledge, and reading comprehension. Preliminary analyses revealed that storybook exposure was significantly associated with vocabulary knowledge and parent teaching about literacy was significantly associated with basic language skills. There appears to be an interaction between both forms of home literacy practices that lead to a significant association with reading comprehension. Finally, children from low-SES homes attained lower reading scores compared to their middle- and high-SES counterparts; yet these differences may reflect dissimilarities in parental education and print exposure.
Professors Carol Connor, Young-Suk Kim, and Penelope Collins; Ph.D. student Tien Thuy Ho; and Alumnus Dale Webster presented at the 23rd Annual Conference of the Society for the Scientific Study of Reading (SSSR), held July 13-16 at the University of Porto, Portugal.
SSSR promotes the scientific study of reading and disseminates information about reading, language, and literacy; sponsors conferences; and publishes a scientific journal.
Associate Professor Collins serves as Secretary for SSSR, Professor Kim as Historian. Professor Connor recently completed her tenure as Treasurer. Tien Thuy Ho is a second year doctoral student specializing in Language, Literacy, and Technology (LLT). Ph.D. Alumnus Dale Webster (2012) is Chief Academic Officer for the Consortium on Reaching Excellence in Education (CORE).
Presentation Titles and Abstracts
* Chancellor's Professor Carol Connor
Professor Connor organized the Reading for Understanding Symposium, was an author on the Lederberg Symposium, and presented the A2i Study.
Symposium: Reading for Understanding
Abstract: In this symposium, we present interventions designed and evaluated as part of the Reading for Understanding Network Initiative, funded by the Institute of Education Sciences. The symposium will include a brief introduction by Connor (chair) followed by four papers and a discussion of the findings by Dr. Kate Cain. The first intervention study will be presented by Vaughn, Wanzek, and Martinez on PACT, which is a multi-component text-based set of instructional practices in social studies for middle and high school students. The second paper will be presented by Dr. Kim and colleagues on Strategic Adolescent Reading Intervention (STARI), for middle school students. The third presentation by Dr. Phillips and colleagues will present findings on the Language in Motion-CALI intervention, which is a Tier 2 intervention for second graders who struggle with reading comprehension. The final paper will be presented by the LAARC group (Bengochea et al.) on the ¡Vamos a aprender! intervention, which is a supplemental, oral-language focused Spanish/English curriculum for dual language learners (DLLs) attending an English-only preschool program. Dr. Cain will discuss the larger impact of the RFU initiative and how these papers help inform theory and practice on reading comprehension.
Symposium: Does Language Modality Affect Literacy Skills of Deaf and Hard-Of-Hearing Children?
Authors: Amy R. Lederberg, Mi young Webb, Lee Branum-Martin, Carol Connor, Susan Easterbrooks, Brenda Schick, Shirin Antia
Abstract: We examine the nature of early language and literacy skills for three groups of DHH children. We asked: (1) Is literacy a similar unidimensional construct for these children? 2) What is the relative importance of language and sublexical awareness abilities for literacy? Tests were administered to 131 DHH children who knew sign only, 101 children who knew spoken language only, and 102 who knew both. All were in kindergarten and 2nd grade. Our results support that early literacy is a well-integrated construct that is strongly related to sublexical abilities (either through speech or fingerspelling) and language.
Presentation: From Research to Practice: Supporting Teachers' Efforts to Individualize Literacy Instruction using A2i Technology
Authors: Carol McDonald Connor, Nicole Sparapani, Henry May, Taffeta Wood, Barry Fishman, Frederick J. Morrison
Abstract: Individual child differences and child-by-instruction interaction effects on children’s early literacy development indicate that individualizing the literacy instruction we provide to children is more effective than more whole-class one-size-fits-all models found in many classrooms. We present results for the re-development and testing of Assessment-to-Instruction (A2i) software, which was specifically designed to support teachers’ efforts to use assessment results to individualize kindergarten-3rd grade literacy instruction (ISI). From 2013-2015, principals, coaches, and teachers at 3 schools participated in iterative design studies to re-develop A2i, create online adaptive assessments, and fine-tune ISI professional development (PD) protocols and materials. All schools were high-poverty Title 1 schools and racially and ethnically diverse. We administered a battery of language and literacy assessments, as well as the online adaptive assessments developed and integrated into A2i. Design studies yielded products that incorporated principals’, literacy coaches, and teachers’ feedback, which were feasible, scalable, and had the potential to improve instruction.
* Professor Young-Suk Kim
Presentation: What Explains the Relations of Reading Comprehension to Writing?
Abstract: The primary goal of the present study is to examine the nature of the relation between reading and writing at the discourse level, that is, reading comprehension and written composition. The research question is "what are shared and unique language and cognitive skills that contribute to reading comprehension and writing?" Data are drawn from 185 children in Grades 2. Children were assessed on writing, reading comprehension, discourse-level oral language, higher-order cognitive skills, foundational oral language skills, foundational cognitive skills, spelling, and handwriting fluency. Preliminary results using structural equation modeling revealed that reading comprehension and writing draw on many of the same language and cognitive skills, including discourse-level oral language, foundational oral language skills, foundational cognitive skills, and spelling. The only unique skill needed for writing, but not for reading comprehension was children's handwriting fluency.
* Associate Professor Penelope Collins with Alumnus Dale Webster
Poster: Exploring the Word-Use Profiles of Low-Vocabulary, Average-Vocabulary and Vocabulary-Matched English Learners
Abstract: Language minority students who are proficient in English at kindergarten entry have reading achievement trajectories similar to those of native English speakers (Kieffer, 2008). Language minority students who are not proficient in English, English learners (ELLs) are the fastest growing group among American students, yet they are disproportionately underserved and have lower achievement (Olsen, 2014). The achievement gap between ELLs and native English speakers tends to increase with the time it takes to become proficient in English (Kieffer, 2008). To better understand the vocabulary and reading profiles of ELLs who are slower at acquiring English vocabulary, we will compare ELLs with weak vocabulary knowledge to their more-proficient peers and to a sample of younger ELLs matched on vocabulary knowledge. Participants were 106 ELLs, including 78 3rd and 4th grade ELLs (26 low-vocabulary and 54 chronological-age matched) and 26 1st grade ELLs whose PPVT raw scores matched those of the low-vocabulary ELLs. Children were individually administered measures of vocabulary (PPVT, Expressive Vocabulary Test, Multiple Meanings, Attributions), word reading and nonverbal intelligence. Preliminary analyses suggest that CA-matched ELLs outperformed their low-vocabulary peers. The younger, vocabulary-matched ELLs had similar raw scores on the PPVT and EVT, as well as the Color Progressive Matrices and TOWRE, but had lower scores than low-vocabulary ELLs on Multiple Meanings and Attributions subtests.
* Ph.D. Student Tien Thuy Ho with Associate Professor Penelope Collins
Poster: Exploring the Home Literacy Practices on Reading Development of Kindergarteners
Abstract: Sénéchal and LeFevre’s (2002) Home Literacy Model proposes that home literacy may include the two distinct activities of storybook exposure and parent teaching about literacy. These activities are differentially related to early language, literacy and phoneme awareness, and are predictive of later reading achievement. The goals of this study are to extend the Home Literacy Model to other aspects of home literacy practices of different ethnic groups, socio-economic (SES) classes, and between boys and girls. Using data from the Early Childhood Longitudinal Study, Kindergarten 2010-2011 Cohort (ECLS-K), we study the different aspects of home literacy on reading scores measured in fall and spring of kindergarten and fall of first grade (Tourangeau et al., 2012), using a sample size of 18,200 ethnically, linguistically and economically diverse children. After controlling for background variables, we conduct regression analyses to determine the type of home literacy practices have significant associations with letter recognition, vocabulary knowledge, and reading comprehension. Preliminary analyses revealed that storybook exposure was significantly associated with vocabulary knowledge and parent teaching about literacy was significantly associated with basic language skills. There appears to be an interaction between both forms of home literacy practices that lead to a significant association with reading comprehension. Finally, children from low-SES homes attained lower reading scores compared to their middle- and high-SES counterparts; yet these differences may reflect dissimilarities in parental education and print exposure.
Teaching for All? Teach For America's Effects Across the Distribution of Student Achievement
Penner, E. (2016). Teaching for all? Teach For America's effects across the distribution of student achievement. Journal of Research on Educational Effectiveness 9(3), 259-282. DOI:10.1080/19345747.2016.1164779
Abstract
This article examines the effect of Teach For America (TFA) on the distribution of student achievement in elementary school. It extends previous research by estimating quantile treatment effects (QTE) to examine how student achievement in TFA and non-TFA classrooms differs across the broader distribution of student achievement. It also updates prior distributional work on TFA by correcting for previously unidentified missing data and estimating unconditional rather than conditional QTE. Consistent with previous findings, results reveal a positive impact of TFA teachers across the distribution of math achievement. In reading, however, relative to veteran non-TFA teachers, students at the bottom of the reading distribution score worse in TFA classrooms, and students in the upper half of the distribution perform better.
Penner, E. (2016). Teaching for all? Teach For America's effects across the distribution of student achievement. Journal of Research on Educational Effectiveness 9(3), 259-282. DOI:10.1080/19345747.2016.1164779
Abstract
This article examines the effect of Teach For America (TFA) on the distribution of student achievement in elementary school. It extends previous research by estimating quantile treatment effects (QTE) to examine how student achievement in TFA and non-TFA classrooms differs across the broader distribution of student achievement. It also updates prior distributional work on TFA by correcting for previously unidentified missing data and estimating unconditional rather than conditional QTE. Consistent with previous findings, results reveal a positive impact of TFA teachers across the distribution of math achievement. In reading, however, relative to veteran non-TFA teachers, students at the bottom of the reading distribution score worse in TFA classrooms, and students in the upper half of the distribution perform better.
PhD Student Veronica Newhart Featured in NHK Documentary on Telepresence Robots
Ph.D. Candidate Veronica Newhart and Professor Mark Warschauer's paper, "Virtual Inclusion via Telepresence Robots in the Classroom" (in press, International Journal of Technologies in Learning) provided the inspiration and background research for an NHK (Nippon Hōsō Kyōkai, official English name: Japan Broadcasting Corporation) documentary on telepresence.
After conducting two interviews with Ms. Newhart about her research and the concept of social presence via robot, NHK executives moved forward with producing the documentary "Interacting with Robot Avatars" for NHK World TV.
The documentary, which first aired to international audiences on July 1, 2016 [YouTube English language version], covers the use of telepresence robots in schools and for care of the elderly, and includes an interview with political exile Edward Snowden.
Veronica Newhart presented the paper referenced above ("Virtual Inclusion via Telepresence Robots in the Classroom") at the 23rd International Conference on Learning held at the University of British Columbia, Vancouver Canada, July 13-15, 2016.
Ms. Newhart is a fourth year Ph.D. in Education student specializing in Language, Literacy, and Technology (LLT). In addition to virtual inclusion and telepresence, her research interests include emerging technologies to facilitate teaching and learning, online/distance learning, social context of learning, motivation, and student health and academic achievement. She is advised by Professor Mark Warschauer and Distinguished Professor Jacquelynne Eccles.
Ph.D. Candidate Veronica Newhart and Professor Mark Warschauer's paper, "Virtual Inclusion via Telepresence Robots in the Classroom" (in press, International Journal of Technologies in Learning) provided the inspiration and background research for an NHK (Nippon Hōsō Kyōkai, official English name: Japan Broadcasting Corporation) documentary on telepresence.
After conducting two interviews with Ms. Newhart about her research and the concept of social presence via robot, NHK executives moved forward with producing the documentary "Interacting with Robot Avatars" for NHK World TV.
The documentary, which first aired to international audiences on July 1, 2016 [YouTube English language version], covers the use of telepresence robots in schools and for care of the elderly, and includes an interview with political exile Edward Snowden.
Veronica Newhart presented the paper referenced above ("Virtual Inclusion via Telepresence Robots in the Classroom") at the 23rd International Conference on Learning held at the University of British Columbia, Vancouver Canada, July 13-15, 2016.
Ms. Newhart is a fourth year Ph.D. in Education student specializing in Language, Literacy, and Technology (LLT). In addition to virtual inclusion and telepresence, her research interests include emerging technologies to facilitate teaching and learning, online/distance learning, social context of learning, motivation, and student health and academic achievement. She is advised by Professor Mark Warschauer and Distinguished Professor Jacquelynne Eccles.
“The Effects of Prior Computer Use on Computer-Based Writing: The 2011 NAEP Writing Assessment”
Tate, T.P., Warschauer, M., & Abedi, J. (October 2016). The effects of prior computer use on computer-based writing: The 2011 NAEP writing assessment. Computers & Education, 101, pp. 115-131.
doi:10.1016/j.compedu.2016.06.001Abstract
Abstract
Writing achievement levels are chronically low for K-12 students. As assessments follow the transition to computer-based writing, differences in technology access may exacerbate students’ difficulties. Indeed, the writing process is shaped by the tools we use and computer-based writing is different from writing with pen and paper. We examine the relationship between reported prior use of computers and students’ achievement on the first national computer-based writing assessment in the United States, the 2011 National Assessment of Educational Progress (NAEP) assessment. Using data from over 24,100 eighth grade students, we found that prior use of computers for school-related writing had a direct effect on writing achievement scores on the computer-based NAEP assessment. One standard deviation increase in prior use led to a 0.14 and 0.16 standard deviation increase in mean and scaled writing achievement scores respectively, with demographic controls and jackknife weighting in our SEM analysis. We also looked at earlier NAEP assessments and found that prior computer use did not positively affect the earlier pen and paper-based writing assessments.
Tate, T.P., Warschauer, M., & Abedi, J. (October 2016). The effects of prior computer use on computer-based writing: The 2011 NAEP writing assessment. Computers & Education, 101, pp. 115-131.
doi:10.1016/j.compedu.2016.06.001Abstract
Abstract
Writing achievement levels are chronically low for K-12 students. As assessments follow the transition to computer-based writing, differences in technology access may exacerbate students’ difficulties. Indeed, the writing process is shaped by the tools we use and computer-based writing is different from writing with pen and paper. We examine the relationship between reported prior use of computers and students’ achievement on the first national computer-based writing assessment in the United States, the 2011 National Assessment of Educational Progress (NAEP) assessment. Using data from over 24,100 eighth grade students, we found that prior use of computers for school-related writing had a direct effect on writing achievement scores on the computer-based NAEP assessment. One standard deviation increase in prior use led to a 0.14 and 0.16 standard deviation increase in mean and scaled writing achievement scores respectively, with demographic controls and jackknife weighting in our SEM analysis. We also looked at earlier NAEP assessments and found that prior computer use did not positively affect the earlier pen and paper-based writing assessments.
Over 1,300 Youth's Summer Experience Enriched by 2016 UCIWP Summer Youth Program
University of California Writing Project (UCIWP) welcomed over 1,300 students to their 2016 Summer Youth Program.
During two sessions of concurrent three-week programs in Irvine, Tustin, Laguna Niguel, and Huntington Beach, students from preK through high school participated in a selection of writing workshops, math and science classes, and art, sports, or video game design. SAT preparation was offered for high school students in grades 10-12.
In this 34th year of operation, Summer Youth courses continue to be team-taught by credentialed teachers who have received training from the UCI/California Mathematics, Science, & Writing Projects. Programs are specifically designed to be challenging, informative, engaging, and fun.
Consistent with previous years, UCIWP Summer Youth 2016 attracted not only local students interested in advancing their writing, math, and science skills, but also young people who travel from Europe, Asia, South America, and the Middle East to improve their English language ability.
University of California Writing Project (UCIWP) welcomed over 1,300 students to their 2016 Summer Youth Program.
During two sessions of concurrent three-week programs in Irvine, Tustin, Laguna Niguel, and Huntington Beach, students from preK through high school participated in a selection of writing workshops, math and science classes, and art, sports, or video game design. SAT preparation was offered for high school students in grades 10-12.
In this 34th year of operation, Summer Youth courses continue to be team-taught by credentialed teachers who have received training from the UCI/California Mathematics, Science, & Writing Projects. Programs are specifically designed to be challenging, informative, engaging, and fun.
Consistent with previous years, UCIWP Summer Youth 2016 attracted not only local students interested in advancing their writing, math, and science skills, but also young people who travel from Europe, Asia, South America, and the Middle East to improve their English language ability.
UCI CalTeach Hosts 2016 Back to School Kickoff
UCI CalTeach held the program's 2016 Back to School Kickoff on July 27th at UC Irvine.
Alumni from the program's inaugural year, 2012, joined graduates from 2013 through 2016, current students, faculty, and administrators to reconnect and share expertise. Alumni represented schools and academies throughout northern and southern California, including Livermore, Los Angeles, Compton, Santa Ana, Laguna Hills, Alhambra, Garden Grove, Irvine, Laguna Beach, Rancho Santa Margarita, Costa Mesa, and Huntington Beach.
The evening's program included dinner, presentations, and the traditional raffle.
UCI CalTeach is a collaboration among the School of Biological Sciences, the School of Physical Sciences, and the School of Education. The program enables undergraduates to earn a STEM degree plus the California Teaching Credential in four years.
The annual CalTeach Kickoff is sponsored by SchoolsFirst Federal Credit Union.
UCI CalTeach held the program's 2016 Back to School Kickoff on July 27th at UC Irvine.
Alumni from the program's inaugural year, 2012, joined graduates from 2013 through 2016, current students, faculty, and administrators to reconnect and share expertise. Alumni represented schools and academies throughout northern and southern California, including Livermore, Los Angeles, Compton, Santa Ana, Laguna Hills, Alhambra, Garden Grove, Irvine, Laguna Beach, Rancho Santa Margarita, Costa Mesa, and Huntington Beach.
The evening's program included dinner, presentations, and the traditional raffle.
- Samantha Cressey from Project HOPE, representing Orange County Department of Education outreach, discussed efforts to promote educational success among the 26,000 homeless children in Orange County - "Educational Rights for Students Experiencing Homelessness - McKinney Vento Homeless Education Assistance Act."
- Alumnus Andrew Knauft (2013) led the math breakout session titled "Building Interactive Demonstrations with Desmos."
- Master Teacher Terry Shanahan, led the science breakout session "Next Generation Science Standards."
- Alumni Chuck Woo and Katy Yan (2013) discussed "Classroom Organization and Management."
UCI CalTeach is a collaboration among the School of Biological Sciences, the School of Physical Sciences, and the School of Education. The program enables undergraduates to earn a STEM degree plus the California Teaching Credential in four years.
The annual CalTeach Kickoff is sponsored by SchoolsFirst Federal Credit Union.