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The following are recent publications by SoE faculty members, PhD students, and colleagues, covering a three-month period from December 2017 through February 2018. They are presented alphabetically by title. Click on the title to access the abstract.
Aging and Network Properties: Stability over Time and Links with Learning During Working Memory Training Iordan, A., Cooke, K.S., Moored, K. D., Katz, B., Buschkuehl, M., Jaeggi, S. M., Jonides, J., Peltier, S. J., Polk, T. A., Reuter-Lorenz, P. (2018). Aging and network properties: stability over time and links with learning during working memory training. Frontiers in Aging Neuroscience, 9(419), 1-18. DOI 10.3389/fnagi.2017.00419 https://www.frontiersin.org/articles/10.3389/fnagi.2017.00419/full Are Community College Transfer Students "a good bet" for 4-Year Admissions? Comparing Academic and Labor-Market Outcomes Between Transfer and Native 4-Year College Students Xu, D., Jaggars, S. S., Fletcher, J., & Fink, J. E. (2018). Are community college transfer students “a good bet” for 4-year admissions? Comparing academic and labor-market outcomes between transfer and native 4-year college students. Journal of Higher Education. https://doi.org/10.1080/00221546.2018.1434280 Are Hispanic, Asian, Native American, or Language-Minority Children Overrepresented in Special Education? Morgan, P. L., Farkas, G., Cook, M., Strassfeld, N. M., Hillemeier, M. M., Pun, W. H., Wang, Y., & Schussler, D. L. (2018). Are Hispanic, Asian, Native American, or Language-Minority children overrepresented in Special Education? Exceptional Children. doi: 10.1177/0014402917748303 The Benefits and Challenges of Implementing Motivational Features to Boost Cognitive Training Outcome Mohammed, S., Flores, L., Deveau, J., Hoffing, R. C., Phung, C., Parlett, C. M., Sheehan, E., Lee, D., Au, J., Buschkuehl, M., Zordan, V., Jaeggi, S. M., & Seitz, A. R. (2017.). The benefits and challenges of implementing motivational features to boost cognitive training outcome. Journal of Cognitive Enhancement, 1(4), 491-507 https://link.springer.com/article/10.1007/s41465-017-0047-y Can Extracurricular Activities Reduce Adolescent Race/Ethnic Friendship Segregation? Schaefer, D. R., Simpkins, S. D., & Ettekal, A. (2018). Can extracurricular activities reduce adolescent race/ethnic friendship segregation? In D. Alwin, D. Felmlee, & D. Kreager (Eds.), Together through Time: Social Networks and the Life Course. New York: Springer. Challenges, Benefits, and Considerations When Conducting Classroom Video Observation Researc McLean, L., & Connor, C. M. (2018). Challenges, benefits, and considerations when conducting classroom video observation research. Sage Research Methods Cases Part 2. http://dx.doi.org/10.4135/9781526436252 Conceptual Scoring and Classification Accuracy of Vocabulary Testing in Bilingual Children Anaya, J. B., Peña, E. D., & Bedore, L. M. (2017). Conceptual scoring and classification accuracy of vocabulary testing in bilingual children. Language, Speech, and Hearing Services in Schools. doi:10.1044/2017_LSHSS-16-008 Constructing Difference: Lego® Set Narratives Promote Stereotypic Gender Roles and Play Reich, S. M., Black, R. W., & Foliaki, T. (2017). Constructing difference: Lego® set narratives promote stereotypic gender roles and play. Sex Roles. https://doi.org/10.1007/s11199-017-0868-2 Cross-Linguistic Cognate Production in Spanish–English Bilingual Children With and Without Specific Language Impairment Grasso, S. M., Peña, E. D., Bedore, J., Hixon, J. G., & Griffin, Z. M. (2018). Cross-Linguistic Cognate Production in Spanish–English Bilingual Children With and Without Specific Language Impairment. Journal of Speech, Language, and Hearing Research. doi:10.1044/2017_JSLHR-L-16-0421 Did the Frequency of Early Elementary Classroom Arts Instruction Decrease During the No Child Left Behind Era? If so, for Whom? Gara, T., Brouillette, L., & Farkas, G. (2018). Did the frequency of early elementary classroom arts instruction decrease during the no child left behind era? If so, for whom? Early Childhood Research Quarterly. DOI10.1016/j.ecresq.2018.01.004 Do High Quality Kindergarten and First Grade Classrooms Mitigate Preschool Fadeout? Jenkins, J. V. M., Watts, T., Magnuson, K., Gershoff, E. T., Clements, D. H., Sarama, J., & Duncan, G. (2018). Do high quality kindergarten and first grade classrooms mitigate preschool fadeout? Journal of Research on Educational Effectiveness. DOI: 10.1080/19345747.2018.1441347 Domain-Specific and Domain-General Training to Improve Kindergarten Children’s Mathematics Ramani, G. B., Jaeggi, S M., Daubert, E., & Buschkuehl, M. (2017). Domain-specific and domain-general training to improve kindergarten children’s mathematics. Journal of Numerical Cognition, 3(2), 468-495. DOI10.5964/jnc.v3i2.31 https://jnc.psychopen.eu/article/view/31 Effects of Non-Symbolic Arithmetic Training on Symbolic Arithmetic and the Approximate Number System Au, J., Jaeggi, S. M., & Buschkuehl, M. (2018). Effects of non-symbolic arithmetic training on symbolic arithmetic and the approximate number system. Acta Psychologica, 185, 1-12. DOI10.1016/j.actpsy.2018.01.005 Enhancing Brain and Cognition Through Cognitive Training Jaeggi, S. M., Karbach, J., & Strobach, T. (2017). Enhancing brain and cognition through cognitive training. Journal of Cognitive Enhancement, 1(4), 353-357. https://link.springer.com/article/10.1007/s41465-017-0057-9 Ethnic Composition and Heterogeneity in the Classroom: Their Measurement and Relationship with Student Outcomes Rjosk, C., Richter, D., Lüdtke, O., & Eccles, J. S. (2017). Ethnic composition and heterogeneity in the classroom: Their measurement and relationship with student outcomes. Journal of Educational Psychology, 109(8), pp. 1188–1204. Executive Function in Learning Mathematics by Comparison: Incorporating Everyday Classrooms into the Science of Learning Begolli, K. N., Richland, L. E., Jaeggi, S. M., Lyons, E. M., Klostermann, E. C., & Matlen, B. J. (2018). Executive function in learning mathematics by comparison: Incorporating everyday classrooms into the science of learning. Journal of Thinking & Reasoning, 1(4), 491-507. https://doi.org/10.1080/13546783.2018.1429306 http://www.tandfonline.com/doi/abs/10.1080/13546783.2018.1429306?journalCode=ptar20 Healthy and Ready to Learn: Effects of a School-Based Public Health Insurance Outreach Program for Kindergarten-Aged Children Jenkins, J. M. (2018). Healthy and ready to learn: Effects of a school-based public health insurance outreach program for kindergarten-aged children. Journal of School Health, 88(1), 44-53. DOI10.1111/josh.12579 How Does Practice-Based Teacher Preparation Influence Novices’ First-Year Instruction? Kang, H., & Windschitl, M. (2018). How does practice-based teacher preparation influence novices’ first-year instruction? Teachers College Record, 120(8). http://www.tcrecord.org ID Number: 22279 How Effective Are Community College Remedial Math Courses for Students with the Lowest Math Skills? Xu, D., & Dadgar, M. (2018). How effective Are community college remedial math courses for students with the lowest math skills? Community College Review, 46(1), 62-81. How Teachers Integrate a Math Computer Game: Professional Development Use, Teaching Practices, and Student Achievement Callaghan, M. N., Long, J. J., van Es, E. A., Reich, S. M., & Rutherford, T. (2018). How teachers integrate a math computer game: Professional development use, teaching practices, and student achievement. Journal of Computer Assisted Learning, 34(1), 10-19. “It's Just a Lot of Work”: Adolescents' Self-Presentation Norms and Practices on Facebook and Instagram Yau, J., & Reich, S. M. (2018). “It's just a lot of work”: Adolescents' self-presentation norms and practices on Facebook and Instagram. Journal of Research on Adolescence. DOI: 10.1111/jora.12376 Leveraging Analysis of Students’ Disciplinary Thinking in a Video Club to Promote Student-Centered Science Instruction Barnhart, T., & van Es, E. (2018). Leveraging analysis of students’ disciplinary thinking in a video club to promote student-centered science instruction. Contemporary Issues in Technology and Teacher Education, 18(1). The Long View Yim, S., Saito‐Stehberger, D., & Warschauer, M. (2018). The long view. In J. I. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching. Hoboken, NJ: John Wiley & Sons. DOI: 10.1002/9781118784235.eelt0455 Neuroscience, Learning, and Educational Practice—Challenges, Promises, and Applications. Jaeggi, S. M., & Shah, P. (2018). Editorial special topic: Neuroscience, learning, and educational practice—challenges, promises, and applications. AERA Open, 4,(1), 1 –4. DOI: 10.1177/2332858418756053 Novice Teachers’ Use of Student Thinking and Learning as Evidence of Teaching Effectiveness: A Longitudinal Study of Video-Enhanced Teacher Preparation Santagata, R., & Taylor, K. (2018). Novice teachers’ use of student thinking and learning as evidence of teaching effectiveness: A longitudinal study of video-enhanced teacher preparation. Contemporary Issues in Technology and Teacher Education, 18(1). Passionate Experiences in Adolescence: Situational Variability and Long-Term Stability Moeller, J., Dietrich, J., Eccles, J. S., & Schneider, B. (December 2017). Passionate Experiences in Adolescence: Situational Variability and Long-Term Stability. Journal of Research on Adolescence, 27(2), 344-361. DOI: 10.1111/jora.12297 Preposition Accuracy on a Sentence Repetition Task in School Age Spanish–English Bilinguals Taliancich-Klinge, C. L., Bedore, L. M., & Peña, E. D. (January 2018). Preposition accuracy on a sentence repetition task in school age Spanish–English bilinguals. Journal of Child Language, 45(1), pp. 97-119. Preservice Teachers’ Mathematics Teaching Competence: Comparing Performance on Two Measures Santagata, R., & Sandholtz, J. H. (February 2018). Preservice Teachers’ mathematics teaching competence: Comparing performance on two measures. Journal of Teacher Education. DOI10.1177/0022487117753575 Responsibility Development Transfers Across Contexts: Reciprocal Pathways Between Home and Afterschool Programs Raffaelli, M., Simpkins, S. D., Tran, S. P., & Larson, R. W. (2018). Responsibility development transfers across contexts: Reciprocal pathways between home and afterschool programs. Developmental Psychology, 54(3), 559-570. Risky Business: Correlation and Causation in Longitudinal Studies of Skill Development Bailey, D. H., Duncan, G. J., Watts, T., Clements, D. H., & Sarama, J. (2018). Risky business: Correlation and causation in longitudinal studies of skill development. American Psychologist, 73(1), 81-94. http://dx.doi.org/10.1037/amp0000146 Same or Different: How Bilingual Readers can help us Understand Bidialectal Readers Terry, N. P., Gatlin, B., & Johnson, L. (2018). Same or different: How bilingual readers can help us understand bidialectal readers. Topics in Language Disorders, 38(1), 50-65. DOI10.1097/TLD.0000000000000141 Social Media in the Writing Classroom and Beyond Zheng, B., Yim, S., & Warschauer, M. (2018). Social media in the writing classroom and beyond. In J. I. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching. Hoboken, NJ: John Wiley & Sons. DOI: 10.1002/9781118784235.eelt0555 Training Change Detection Leads to Substantial Task-Specific Improvement Buschkuehl M., Jaeggi, S. M., Mueller, S., Shah, P., & Jonides, J. (2017). Training Change Detection Leads to Substantial Task-Specific Improvement. Journal of Cognitive Enhancement 1(4), 419-433. https://link.springer.com/article/10.1007/s41465-017-0055-y/fulltext.html Uncovering Young Children's Motivational Beliefs about Learning Science Oppermann, E., Brunner, M., & Eccles, J. S. (2017). Uncovering young children's motivational beliefs about learning science. Journal of Research in Science Teaching. DOI: 10.1002/tea.21424 A Universal Child Allowance: A Plan to Reduce Poverty and Income Instability Among Children in the United States H. L. Shaefer, Collyer, S., Duncan, G., Edin, K., Garfinkel, I., Harris, D., Smeeding, T. M., Walkfoget, J., Wimer, C., Yoshikawa, H. (2018). . The Russell Sage Foundation Journal of the Social Sciences, 4(2), 22-42. Vocabulary and Reading Performances of Redesignated Fluent English Proficient Students Hwang, J. K., Lawrence, J. F., Collins, P., & Snow, C. (2017). Vocabulary and reading performances of redesignated fluent English proficient students. TESOL Quarterly, 51(4), 757-786. We are All Talking: A Whole-School Approach to Professional Development for Teachers of English Learners Shea, L., Sandholtz, J.H., & Shanahan, T. (2018). We are all talking: A whole-school approach to professional development for teachers of English learners. Professional Development in Education, 44(2), 190-208. Comments are closed.
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