Posters presented at IES Research Conference
National Harbor, MD
June 28-30, 2010
Pre-doctoral Student Posters
Carnegie Mellon University
Aleahmad, T. QCommons: Supporting teachers with open assessment materials.
Davy, C. The Use of an oral repetition task in the development of second language fluency.
Galyardt, A. Modeling of different strategies in a numbers estimation task.
Ogan, A. Intercultural negotiation with virtual humans: the effect of social goals on gameplay and learning.
Heilman, M. Applying statistical natural language processing to generate reading comprehension questions.
Howley, I.Examining student help-seeking behaviors in collaborative learning through motivation and self-efficacy.
Lauwers, T. The Debugging task: Evaluating a robotics design workshop.
Matlen, B.Sequential effects of high and low guidance on children’s early science learning
Presson, N.Computerized enactment for practicing spatial prepositions in a second language..
Studer, C.Comparing statistical analyses of a middle school fractions exam.
Sudol, L.A.Misconcption maps: measuring misconception strength and visualizing the results.
Florida State University
Allan, N.P., Lonigan, C.J. Effortful control, emergent literacy, and individual
Folsom, J.S., Al Otaiba, S., Gruelich, L., Meadows, J. A Structural equation model on reading development from kindergarten to second grade.
Glover, L., Wohlgemuth, Z., Radach, R. Binocular coordination during “mindless reading” is very much like reading.
Goodrich, J.M., Lonigan, C.J. Accuracy of teacher-administered assessments of preschool children’s early language and literacy skills.
Guerrero, C., Lonigan, C.J. Using conceptual versus monolingual assessment of English language learners to predict the development of emergent literacy skills.
Hauptli, M.V., Soden Hensler, B., Lang, L.B. Cooperative performance pay incentives: Investigating allocation patterns over two years.
Hume, L.E., Lonigan, C.J. Assessment of motivation for literacy in preschoolers.
Kershaw, S., Schatschneider, C. Factors that predict reading comprehension in 10th grade.
LaVenia, K., Hauptli, M.V., Lang, L.B., Schoen, R.C. Professional development effects on elementary principals’ stages of concern: Results from a randomized field trial
LaVenia, M., Lang, L.B., Schoen, R.C., Moss, C. Professional development effects on school- level communities of instructional practice: Results from a randomized field trial.
Lerner, M.D., Lonigan, C.J. Utilization of evidence-based early education programs:
What child and family characteristics are predictors?
Mazzullo, R.J., Kistner, J.A. The role of aggression and achievement in predicting
Pasisz, D., Kershaw, S., Schatschneider, C. Components of reading motivation and their relation to reading comprehension.
Purpura, D.J., Lonigan, C.J. The relation between counting skills and arithmetic reasoning: Mediation by numerical relation skills.
Sakon, F.W., Schoen, R., Lang, L. Review of effects of teacher participation in math and science partnership (MSP) programs on content knowledge and student achievement.
Sanchez Reta, A., Lang, L. Elementary school principals mathematics content knowledge and demographic data: Insight into professional development efforts.
Sims, D., Lonigan, C.J. The relations between emergent literacy and parent, teacher, and computer measures of ADHD behaviors.
Soden Hensler, B., Schatschneider, C. Understanding the individual differences in reading: Investigating the shares etiology of reading subskills.
Solomon, M.J. Do skilled readers use featural phonetic information to decode words when reading silently? An investigation on the influence of vowel length on eye-movements when reading silently and out loud.
Stephens, H.F., Kistner, J.A. The relationship between peer acceptance and academic achievement in predicting school dropout for boys and girls.
Vinco, M.H., Lonigan, C.J., Phillips, B.M. Relating preschool vocabulary to later fluency.
Wilson, S.B., Allan, N.P., Lonigan, C.J. Effortful control and academic outcomes:Differential relations depending on method of measurement.
New York University
Bearak, J., Do educators teach to the test?
Berg, J., Aber, J. L., Jones, S., & Brown, J. An ecological approach to assessing school climate: Multiple levels, perspectives and dimensions.
Boccardo, J., Who chooses STEM schools or why distance and gender matter? Evidence from New York City public school students.
Cocke, E.F., Buckley, J., Scott, M.A. The Impact of state testing on teacher time use.
Grayman, J. Civic knowledge and support for social justice among a nationally representative sample of US ninth-graders.
Leos-Urbel, J., The Impacts of school meal pricing policy on meals served and on academic achievement.
Preiss, D., Arum, R., Edelman, L., Morrill, C., Tyson, K. Educational behavior and associations with perceptions of legal entitlements, disciplinary strictness and disciplinary fairness.
Rauscher, E. Educational expansion and intergenerational occupational mobility.
Ursache A., Early life stress as a mechanism of poorer achievement in children from low socioeconomic backgrounds.
Evans, B. Investigating the use and predictive validity of act scores in college admissions.
Grewal, E. Exploring socioeconomic friendship segregation in schools.
Kasman, M. Estimating principal effectiveness in New York City: A Multiple approach analysis of leadership value-added and principal mobility.
Williams, I. The Principal pipeline: Does race matter?
University of California Los Angeles
Hansen, M., Yang, J., & Cai, L. Characterizing sources of uncertainty in IRT based scores.
Lin, J. Does smaller class size lead to better school performance?
Thomas, L., Hansen, M., Silver, D., & Martinez, J.Evaluating program effectiveness in the real world: The Importance of assessing treatment strength in experiments.
Preston, K. S. J., & Reise, S. P. Problems in using SEM fit indices in evaluating the unidimensionality assumption in IRT models.
Richter, R.But are they truly proficient?: The Effect of scoring interpretation on performance-based assessment.
Tessler, J.M. & Krull, J. L. The Impact of coding decisions in longitudinal data with group membership changes.
University of Chicago
Keels, M., Burdick-Will, J.,Keene, S., & Kim, H. J.Effects of gentrification on school-level characteristics and individual student achievement trajectories.
Fillmore, I. Student absences and academic achievement.
Heller, S. The Effects of Head Start on the older siblings of participants: Preliminary work.
Proger, A.The Impact of AP course-taking on college enrollment and persistence.
Ramirez, G. Spatial anxiety and working memory in early elementary school.
University of Minnesota
Carlson, S. E., Seipel, B., & McMaster, K. MOCCA: A Multiple-choice, open-ended, cloze comprehension assessment tool.
Clinton, V. E., Seipel, B., van den Broek, P., & O’Brien, E. Taking a second look: How readers process inconsistencies in narrative texts.
Close, C. , Semmes, R., & Davison, M. L. Modeling individual differences in numerical reasoning speed as a random effect of response time limits.
Desjardins, C.D., Chung, C-T., & Long, J. D. Exploring delinquency in high risk students using longitudinal zero-inflated Poisson Bayesian models.
Fehr, C., Scholin, S., Davison, M. L., Graves, M. F., Ruda, M., & Sales, G. C. The effect of online, large-scale vocabulary instruction on listening and reading vocabulary.
Lewis, M. R., & Mensink, M. C. Reading perspectives, targeted questions, and relevance-driven comprehension of scientific text.
Martin, M. M., Pratt, K., White, M. J., & Christ, T.J. Should you take their word(s) for it? A review of reading fluency word list development.
Saliba, J., & Warren, J. R. In what contexts do people support raising taxes? Voter support for school funding referenda.
Schultz, J. L., Mueller, D. P., Anton, M. R., Gozali-Lee, E., & Davenport, E. C. Assessing a principal assumption of the regression discontinuity design: lessons from a pre-kindergarten evaluation.
Seipel, B., van den Broek, P., Clinton, V.E., Burton, P. C., & O’Brien, E. Establishing global and local coherence while reading: evidence from fMRI.
Wang, J. Y. Preparing students to learn an experimental design strategy.
Wruck, P. J., & Arbeit, C. A. Advanced placement and college remediation: Contours and consequences.
University of Pennsylvania
Barghaus, K. M. & Porter, A.C. Building aligned assessments for middle school science teachers and students.
Hawkinson, L.H., Griffen, A.S., & Maynard, R. The Relationship between childcare subsidy receipt and child development.
Harvill, E. L. High school math curriculum, students' course selection and education outcomes.
Hochberg, E., & McMaken, J. The Association between pedagogical content knowledge and teaching quality in a sample of first-year teachers.
LeBoeuf, W. A., Fantuzzo, J. W. Patterns of homelessness and school mobility as they relate to early educational well-being.
Levin, S., Weinbaum, E., and Weiss, M. School improvement efforts and their relationship to school characteristics.
Mann, D. Academic tracking, applied science degrees, and economic welfare: modeling career decisions with a vocational schooling option.
Mehta, N. Charter school entry: A stylized model and some stylized facts.
Rikoon, S.H., Waterman, C. & McDermott, P.A. Preschool learning behaviors scale (PLBS): Norms and dimensionality for head start samples.
Robertson-Kraft, C. & Curran-Neild, R. High school teacher quality in Philadelphia.
Tsukayama, E., Duckworth, A. L., & Kim, B. E. Domain-specific impulsivity in middle school children.
University of Virginia
Aiyer, S. & Lee, J. Impulsivity as a risk factor for poor school performance: Elucidating the role of self-efficacy.
Chen, W., Grimm, K., Grissmer, D. W., Gregory, A. Fine motor skills as a mediator of the relationship between parent-child interactions and child cognitive ability.
Dunlop, E. Identifying the “school effect” in determining college outcomes – A study of community college students in Virginia.
Henry, A. E., Hamre, B. K., Meyers, S. S., & Pianta, R. C. Characteristics of Head Start staff who calibrate to an observational measure of teacher-child Interactions.
Jamil, F., Downer, J., & Pianta, R. The Contribution of pre-service teachers’ performance and beliefs to teacher efficacy at program completion.
Jamison, K. R., Doswell, L., & Stanton-Chapman, T. L. Effects of a social skills intervention for increasing joint attention, proximity and advanced play behavior in young children with disabilities.
Kinzie, M. B.,Kilday, C. R., McGuire, P. R., Pianta, R. C., & Whittaker, J. V. MyTeachingPartner Mathematics/Science: Year 2 outcomes.
Merritt, E., Wanless, S., Ponitz, C., & Rimm-Kaufman, S. The Contribution of teachers' emotional support to children's social behaviors in first grade.
Potter, D., Grissmer, D., & Hastedt, S. Does spring start early: Fall versus spring student learning rates.
Walters, T. J., Hamre, B. K., & Pianta, R. C. The Effects of a professional development course on improving teachers’ knowledge of interactions.
University of Wisconsin Madison
Alvarado, S., & Turley, R. L. College bound friends: Causal effects and race, and ethnic disparities.
Brown, M. Found and Foun': The Effects of dialect experience and density on lexical access.
Bruch, S., Grigg, J., & Hanselman, P. Treatment effect heterogeneity in a science professional development initiative: The Case of school capacity.
Carlson, D., Lavery, L., & Witte, J.Charter school governance and student outcomes.
Dahill-Brown, S., & Lavery, L.Implementing federal policy: Confronting state capacity and will.
Engle, J.Non-compliance and the network effects of social capital in a cluster-randomized trial.
Hattikudur, S., & Alibali, M. W. Contrasting informal and formal procedures in solving algebra problems.
Lupo, K. Identifying the effect of PRWORA on the fertility and schooling decisions of teenagers using multivariate modeling techniques.
Shager, H. Do preschool peers influence behavioral skill development? Evidence from the 2003 Family and Child Experiences Survey (FACES).
Sidney, P. & Alibali, M. W. Building mathematical understanding through analogical transfer.
Young, A. G., Alibali, M. W., & Kalish, C.V. Causal learning in joint activity: Comparing collaborative, active, and passive contexts.
Anthony, K., Farran, D., Lipsey, M., & Vorhaus, E. Measuring preschool self-regulation: The relationship between teacher ratings and direct child assessments.
Ayers, E., Kim, M., Schwartz, B., Weinberg, P., Zhou, W. Modeling multidimensional learning progression of data modeling and brokering professional development.
Balch, R. Alternative measures of teacher quality: The Use of student learning objectives in Texas.
Barnes, E.M. & Dickinson, D.K. Examining curriculum effects on teacher talk using fine grain measures.
Bickman, L., Goldring, E., Taylor Haynes, K., Huff, J., Mavrogordato, M. E. C., Goff, P.T. & Preston, C. The Role of feedback and coaching as tools for leadership development.
Colby, G. T., Schmidt, R., & Wilson, J. Designing learning organizations for instructional improvement in mathematics: An overview of the student achievement data analysis strategy.
Cummings, T., Farran, D., Hofer, K., Bilbrey, C. & Lipsey, M. Examining the effects of children’s preschool talk on their kindergarten math achievement.
Darrow, C.L., Dickinson, D.K., & Freiberg, J.B. Using measures of fidelity to highlight program differentiation in a preschool curriculum intervention.
Durkin, K., & Rittle-Johnson, B. Comparing incorrect and correct examples: The effects of practice and instructional explanations.
Freiberg, J. B., Dickinson, D. K., & Darrow, C. L. The Effects of vocabulary teaching during preschool bookreading.
Garrison, A. & Munter, C. Evaluating math recovery: Examining growth curves of tutors' fidelity of implementation.
Gilbert, J. K., Compton, D. L., & Cho, E. Profile analysis of responders and nonresponders to RTI.
Hebert, M., Simpson, A., & Graham, S. Comparing the effectiveness of writing types on reading outcome measures.
Laker, C., Farran, D., Lipsey, M., Wilson, S., Meador, D. & Vorhaus, E. The Measurement of self-regulation in early childhood: A comparative analysis.
Samson, J. E., & Wehby, J. H. Can teachers accurately report on their students’ hostile attribution biases?
Scheib, K.A. Equivalency testing in education research: Implementing the two one-sided test (TOST).
Starkey, G.S., Blair, K., Schwartz, D., & McCandliss, B.D. Non-symbolic enumeration is systematically related to fluency in symbolic arithmetic.
Stern, J. M. B. & Mavrogordato, M. E. C. Natural vs. experimental contamination: Sources and significance.
Williams, L. K., & Cordray, D. S. Determining change in treatment effect estimates due to left out variables.
Yun, C., Farran, D. C., Lipsey, M. W., Bilbrey, C. Comparing young children’s self- and teacher-ratings of academic skills and peer relationships.