AERA 2018 Annual Meeting: “The Dreams, Possibilities, and Necessity of Public Education”

UCI School of Education faculty, students, and alumni are presenting with colleagues at AERA's 2018 Annual Meeting in New York City, April 13-17. This year's theme is “The Dreams, Possibilities, and Necessity of Public Education.”

UCI School of Education presentations and authors are listed below, in alphabetical order of title. Click on the title to access the abstract.

Academic and Behavioral Factors Related to High School Graduation
Ashley Nicole Harlow, George Farkas

Academic and Social Engagement Among College Student Veterans: An Investigation Using the Beginning Postsecondary Survey
Brandy Jenner

Are Our Measures Off-Line? Critiquing Measures of Motivation in Online Courses
Peter McPartlan, Teomara Rutherford

Are Students with Disabilities Disproportionately Suspended from U.S. Schools?
Paul L. Morgan, George Farkas, Marianne Hillemeier, Steven Maczuga

Assessing Comprehension Monitoring and its Relation with Reading Comprehension and Vocabulary Knowledge: An Eye Movement Study
Authors: Elham Zargar, Carol M. Connor

Associations Among Teachers' Depressive Symptoms and Students' Classroom Instructional Experiences in Third Grade
Leigh McLean, Tashia Abry, Michelle Taylor, Carol M. Connor

Attention Deficit Hyperactivity Disorder Symptoms and Reading Skills
Masha R. Jones, Carol M. Connor

Believing, Feeling, and Achieving in Math: Relations Among Interest, Self-Concept of Ability, Anxiety, and Performance
Qingqing Yang, Jacquelynne Eccles

Blood from a Stone: How Teachers Report Finding Time for Computer-Based Instruction
Andrea Kunze, Teomara Rutherford

Cross-Domain Predictive Effects Across Math- and English-Related Expectancy-Value Beliefs and Implications for Career Attainment
Fani Lauermann, Jacquelynne Eccles

Dimensional Comparisons of Subjective Task Values and their Associations with College Major Choice
Osman Umarji, Jacquelynne Eccles, Peter McPartlan

Does Congruence Between Student and Observer Ratings of Classroom Interactions Matter for Student Behavior and Relationships?
Catherine Corbin, Erik Ruzek, Jason Downer

Does the Length and Timing of Special Education Service Receipt Predict Children's Social-Emotional Adjustment?
Adrienne D. Woods, Paul L. Morgan, George Farkas

EASEing Students into College: The Impact of Multidimensional Support for Underprepared Students
Sabrina Solanki, Di Xu, Peter McPartlan, Brian Sato

The Effect of School Climate on Students' Social-Emotional Competencies
Matthew A. Kraft, Erik Ruzek, Katerina Schenke, Katie H. Buckley, Chris S. Hulleman

Evaluation of Inquiry and Arts Methods to Reverse the Science Misconceptions of Fourth Graders
Brad Hughes, Christa Renee Mulker Greenfader, Sage Brianna O’Toole, Joseph Wong, Drew Bailey

Examining the Role of Teachers' Efficacy in the Implementation of a Large-Scale Technology-Based Literacy Intervention
Ying Xu, Joanna Yau, Mark Warschauer, Penelope Collins

Executive Function Deficits in Kindergarten Predict Repeated Academic Difficulties Across Elementary School
Paul L. Morgan, George Farkas, Yangyang Wang, Marianne Hillemeier, Yoonkyung Oh, Steven Maczuga

Exploring "Repositioning" as a Principle to Broaden the Productive Disciplinary Engagement Framework for Equity
Priyanka Agarwal, Tesha Sengupta-Irving

"Fitting" Sense of Belonging in an Expectancy-Value Framework: Directionality and Development Among First-Year College Students
Peter McPartlan, Osman Umarji

From Assistance to Agency: A Study of Digital Scaffolding in the Classroom
Jenell Krishnan, Yenda Prado, Mark Warschauer, Penelope Collins

From Attitudes to Action: Promoting Positive Literacy Beliefs and Practices Through Digital Scaffolding
Yenda Prado, Mark Warschauer, Penelope Collins

From Structure to Process: Do Students' Own Constructions of Their Classroom Drive Their Learning?
Katerina Schenke

Gendered Patterns of Career Aspirations of Hispanic Youth from Middle to High School
Nayssan Safavian, Anna-Lena Dicke, Stuart A. Karabenick, Jacquelynne Eccles, AnneMarie Conley

How Developmental Education Reform Can Increase Academic Momentum and Reduce Racial/Ethnic Achievement Gaps
Chenoa S. Woods, Toby Park, Shouping Hu, Tamara Bertrand Jones

The Impact of Arts- and Inquiry-Based Instruction on the Life Science Knowledge of Fifth Graders
Brad Hughes, Christa Renee Mulker Greenfader, Drew Bailey

The Impact of the Chicago School Readiness Project (CSRP) on Adolescent Executive Functioning and Behavior
Tyler Watts, Jill Gandhi, C. Cybele Raver

Impacts of Targeted and Global Preschool Curricula on Children's School Readiness: A Meta-Analytic Review
Tutrang Chung Nguyen

Importance of Oral Language as a Mediator in the Cultural Capital Model of Kindergarten Achievement
Qing Zhang, George Farkas

Is College STEM Education in Crisis? Diversified Instructor Profiles and Student Academic Outcomes
Di Xu, Xiaotao Ran

Language Brokers and Schooling: Connecting Immigrant Children's Translating Capabilities to Academic Literacy
Tien Thuy Ho

Learning to Learn from Teaching and Teacher Knowledge Improvement over Time
Rossella Santagata

Living and Dying Literacies: Metaphors of Language and Literacy Emergence, Temporality, and Forgetting in Practice
Ksenia Korobkova, Natalia Smirnov

Math Pathways STEMming from Developmental Education Reform in Florida
Toby Park, Xinye Hu, Chenoa S. Woods, Shouping Hu, Tamara Bertrand Jones

Mathematical Knowledge for Teaching and Instructional Quality: Lesson Reflections Explain Cases of Alignment and Misalignment
Jiwon Lee

Measurement of Expectancy, Value, and Cost Motivation in Young Ethnically Diverse Student Populations
David McKinney, Jeffrey Grigg, Erik Ruzek, Carolyn Parker

Museum-Generated Digital Resource Metadata: Implications for Teacher Educators
Doron Zinger, Risa Hatanaka, Sara Quach, Mark Warschauer

Optional Developmental Education and Its Impact on Passing Subsequent Gateway Courses
Keith Richard, Toby Park, Chenoa S. Woods, Shouping Hu, Tamara Bertrand Jones

Parenting with Purpose: Influences of Promotion and Prevention Strategies on Black Adolescents' Developmental Outcomes In Social and Cultural Processes in Motivation Research
Nestor Tulagan, Jacquelynne Eccles

The Politics of Classroom Observation and Effective Teaching: The Optimizing Student Learning Opportunities (OLOS) Observation System
Carol M. Connor, Michele M. Mazzocco, Ann Schulte, Deborah L. Vanedell

Predicting Online English Language Learning Outcome from Learner-, Instructor-, and Course-Level Factors
Binbin Zheng, Chin-Hsi Lin, Jemma Bae Kwon

Predicting Test Scores from Game Play Data: A Comparison of Neural Network and Regression Procedures
Gregory K.W.K. Chung, Charlie Parks, Katerina Schenke, Jeremy Roberts

Predicting Third Grade Math and English Language Arts Proficiency with the Early Development Instrument
Robert Duncan

Profiles in the Trajectories of Students' Expectancies and Values for Math and Language Arts
Hanna Gaspard, Fani Lauermann, Norman Rose, Jacquelynne Eccles, Allan L. Wigfield

Realizing the American Dream: An Analysis of Factors That Promote Positive Educational and Economic Mobility
Connie Yun Kang, Katherine Hanna

Reducing Achievement Gaps in Academic Writing for Latinos and English Learners in Grades 7–12
Carol B. Olson, Huy Quoc Chung, Rachel Stumpf

The Role of CSRP and Early Environmental Factors in School Selection
Deanna A. Ibrahim, Tyler Watts, C. Cybele Raver

The Role of Positionality and Noticing in Advancing Equity in Mathematics
Elizabeth A. van Es, Victonia M. Hand, Janet Mercado, Priyanka Agarwal, Carlos Sandoval

The Role of Reflection as a Vehicle for Teacher Change
Cathery Yeh

Sociocultural Perspective of Expectancy-Value Theory in the Last 10 Years of Research
Stephen M. Tonks, Allan L. Wigfield, Jacquelynne Eccles

Spanish-Speaking Parents' Beliefs About Dual Language Development, Home Language Use, and Children's Vocabulary Performance
Tien Thuy Ho

Speaking Back from the Margins: Counting the Experiences and Beliefs of Asian American Females Striving to Teach for Social Justice in Teacher Education
Richi Agarwal-Rangnath, Betina Hsieh, Cathery Yeh, Judy W. Yu
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Story Telling as an Adaptive Cultural Practice that Promotes Vocabulary and Self-Regulation among Dual Language Learning Preschool Children
Alison Gallwey Wishard Guerra, Jacob Story, Lilly Parks, Juan Gaytan

Student Learning in an Introductory Physics Course Using an Online Learning Courseware for Assignments
Christine Leow, Kenneth Tae Han Lee, Louis Leblond, Eric Hudson

Sustaining Elementary Science Teaching: A Longitudinal Comparison of Professional Development Outcomes across Four Programs
Judith H. Sandholtz, Cathy Ringstaff, Laura Gluck

A Systemic Review of Formative Assessment: Efficacy and Characteristics
Hansol Lee, Huy Quoc Chung, Jamal Abedi, Roxanne Rashedi

Those kids at that School: How School Minority Composition Shapes Teacher Perceptions of Schoolwide Misbehavior
Jacob Kepins, Miles Davison

Understanding Preschool Children's Reading Engagement and Learning with Interactive eBooks
Ying Xu, Joanna Yau, Stephanie Reich

Unequal Treatment: Do At-Risk Students Receive Stiffer Disciplinary Responses?
NaYoung Hwang (PhD Alumna)

Using Clickstream Data to Explore Students' Course Behaviors in a Flipped Calculus Course
Mariela Rivas, Fernando Rodriguez, Mark Warschauer

We Still Need Help! Providing Modest, Blended Professional Development to Improve Elementary Science Instruction
Cathy Ringstaff, Judith H. Sandholtz, Laura Gluck

What, When, and How Do Teachers Enact Tools from Literacy Professional Development?
Huy Quoc Chung

When Writing Goes Public: Digital Audiences as Networked Publics in Storysharing Apps
Ksenia Korobkova

Where Is the Best Field Placement? Exploring the Relationship Between Field Placement Classroom Settings and Novices' Learning of Complex Practices
Hosun Kang, Yongyin Zhu


The following faculty, doctoral students, and alumni are serving as Chairs and Discussants.

• Shanyce Campbell: Discussant for Policy & Politics in the Standards & Accountability Landscape
• Shanyce Campbell: Discussant for “Sensemaking” in Tracked and Detracking Schools by Students and Stakeholders
• Gilberto Q. Conchas: Discussant on Navigating and Interrupting Racialized Deficit Schooling: Teachers Fostering Third Spaces to Support Students of Color
• Carol M. Connor: Chair Division C Early Career Award
• Hosun Kang: Critical Conversation with Division K Section Chairs Toward Increasing Proposal Success
• Hosun Kang: Chair for Reimagining Clinical Experiences and Improving Opportunity to Learn for Both Teachers and Students at Public Schools
• Peter McPartlan: – Chair for Innovative Research on Virtual Reality, Augmented Reality, and Simulations
• Peter McPartlan: Chair for Roundtable Assessing and Evaluating Learning with Technology
• Erik Ruzek: Chair for Contrasting Viewpoints: Using Information from Multiple Reporters to Understand Classroom Dynamics
• Erik Ruzek: Chair for Understanding and Measuring Achievement Motivation in Diverse Contexts Using Practical Measures: Expectancies, Values, and Costs
• Rossella Santagata: Chair for Examining the Relationship Between Teacher Knowledge and Mathematics Classroom Practices in Novice Elementary-School Teachers
• ​Mark Warschauer & Greg Duncan: Meet Journal Editors – Journal Talks 2: AERA Open 
• Mark Warschauer: Symposium Chair for Perspective on Emotion and Engagement Among Struggling Adolescent Readers: Findings from an Online Literacy Intervention

Of special note: Professor George Farkas  and fellow authors will receive AERA's Division E Distinguished Research Award for their article "Science Achievement Gaps Begin Very Early, Persist, and Are Largely Explained by Modifiable Factors." They will be honored at Division E’s Celebration of Success event on Saturday, April 14th.