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IES 2007 Student Posters

IES 2007 Student Posters

List of posters presented at IES conference, Washington, D.C.,
June 7-8, 2007

University of Miami students Michelle Maier,
Janna Fuccillo & Ariela Greenberg
 
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Carnegie Mellon University

Easterday, M. iLogos: A Policy-Argument tutor interface.

Lauwers, T. Aligning design of educational technology with learning goals.

Ogan, A. Adaptive support for cultural discussion.

Ayers, E. IRT modeling of tutor performance to predict end-of-year exam scores.

Jirout, J., & Klahr, D. Why do children explore? Uncertainty reduction and scientific curiosity in young children.

Kao, Y. & Anderson, J. Spatial ability and geometry achievement: A Pilot study.

Laski, E. V., & Siegler, R.S. Categorization training improves representations of numerical magnitude.

Shih, B. Optimizing student models for causality.

Wylie, R. Small words, big challenges: Identifying the difficulties in learning the English article system.

Northwestern

Hand, L. L., Newland, R., Lewis, A. R., & Uttal, D. H. C is for cookie: Children's emergent understanding of letters as symbols.

Skogsberg, K., Iordanescu, L., Grabowecky, M., & Suzuki, S. Visual attention in women with high-ADHD-traits.

Purdue

Benedict, E. A., Powell, D. R., & Diamond, K. E. Characteristics of literacy coaching with Head Start teachers.

Stanford University

Kerbow, D., Biancarosa, G., Bryk, A. S., & Lupescu, S. Creating a longitudinal metric for early literary development: An IRT analysis of DIBELS in Grades K-3.

University of Chicago

Pena, P. Tuition and wealth at American colleges.

Suriyakham, L. W., & Levine, S.C. Parental input effects on preschooler's number concepts.

Mattarella-Micke, A., Mateo, J., & Beilock, S.L. The Effects of performance pressure on math problem solving.

University of Miami

Alvarez, K., & Penfield, R. D. Using differential step functioning (DSF) to refine the analysis of DIF in polytomous items.

Dominguez, M. X., Greenberg, A. C., Maier, M. F., Fuccillo, J. M., & Greenfield, D. B. Development of an IRT-based direct assessment of preschool science.

Farhat, D., & Yale-Kaiser, M. Responding to joint attention as a predictor of language and cognitive outcomes at 36 months in a sample of infants at risk due to prenatal cocaine exposure.

Faria, A. M., Yale-Kaiser, M., & Llabre, M. M. The longitudinal relationship between early language ability and prosocial behavior in elementary school in a high-risk sample.

Greenberg, A. C., Penfield, R., & Greenfield, D. B. Differential item functioning in a large-scale preschool science assessment.

Hileman, C., Newell, L., Jamie, M., Kojkowski, N., & Mundy, P. Face processing ability as a predictor of communication skills in students with autism.

Kolnik, S., Faria, A. M., & Yale-Kaiser, M. Gender and delay of gratification in high risk children.

Moas, O., Munis, P., Greenfield, D. B., & Henderson, H. A. The effect of temperament on classroom behavior and school readiness.

Munis, P., Greenfield, D. B., & Henderson, H. A. Temperament differences in children's approaches to learning behaviors.

Quintana, G., & Salinas, A. Teacher movement in urban schools.

Vagi, S., & Vitiello, V. E. The effects of gender and socioeconomic status on math achievement from kindergarten through fifth grade.

Vitiello, V. E., Greenfield, D. B., Dominguez, M. X., Fuccillo, J. M., & Maier, M. F. Profiles of executive functions and their relationship to longitudinal reading achievement.

University of Minnesota

Clinton, V., Davison, M., Fehr, C., Larson, R., Seipel, B., Chang, B., & Holleque, K. Quasi-experiments and randomized field trials: Causal inferences in studies of achievement interventions.

University of Oregon

Spaulding, S. A., Lunkenheimer, E. S., Horner, R. H., Dishion, T. J., & Anderson, C.M. Integration of a family-based intervention within school-wide positive behavior support.

Lunkenheimer, E. S., Connell, A., Dishion, T. J., & Spaulding, S. A. Early family intervention and school readiness: The effects of the family check-up on positive parenting, language skills, and self-regulation in early childhood.

Spaulding, S. A., Horner, R. H., Irvin, L. K., May, S., Tobin, T. J., & Sugai, G. School-wide findings: Student behavior, support needs, and school climate.

University of Pennsylvania

Bradley, M.C. Child well-being and mothers: Is it just age?

Cole, R. Chain reaction: How teacher communication influences attitude about reform.

Johnson, E. The effect of increased minority representation on state aid to schools.

Gottfried, M.A. College crowd-in: How private donations affect alumni giving.

Haxton, C.L. & Leboeuf, W. Designing an experimental evaluation of career academies in Philadelphia.

Perez-Johnson, I. Parsing achievement gaps: The Influence of individual, family and school factors on the evolution of Hispanic-White achievement differences in mathematics the elementary grades.

Weiss, M.J. The federal growth model pilot program: Is it on track to be proficient by 2013-14?

University of Pittsburgh

Frishkoff, G. A., & Perfetti, C. A. Partial word knowledge and measures of incremental word learning: Brain and behavioral experiments with adults and children (ages 9-11).

University of Virginia

Brock, L. L., & Rimm-Kaufman, S. E. The Contributions of 'hot' and 'cool' executive function to children's academic achievement and adaptive classroom behaviors.

Curby, T. W., & Grimm, K.J. Stability and change in teacher-child interactions during the start of the day in pre-kindergarten.

Curby, T. W., LoCasale-Crouch, J., Konold, T. R., Pianta, R., Howes, C., Burchinal, M., Bryant, D., Clifford, R., Early, D., & Barbarin, O. Pre-kindergarteners' academic gains and social outcomes based on observed classroom quality profiles.

Fitzpatrick, M. Starting school at four: The Effect of universal pre-kindergarten on children.

Henry, A. E., Grimm, K. J., & Pianta, R. C. The Power of two: What is the impact on child outcomes of experiencing two years of high quality classrooms in early childhood?.

Holian, L. M. Questioning social capital: How large are the early education returns on investments?.

Jamison, K. R., Stanton-Chapman, T. L ., & Chapman, D. A. The Effects of early maternal depression on child cognitive development at 5th grade.

Jones, J. N. The Relationship between psychosocial and academic measures for school completers, dropouts, and students involved in dropout prevention programs: A Longitudinal analysis.

Jones, J. N. Developmental needs and student engagement in an alternative high school: Preliminary findings from an ethnographic study.

Lima, O. K., Downer, J., Gerber, E., & Pianta, R. School readiness: A New observational measure of children's classroom interactions.

LoCasale-Crouch, J. & Pianta, R. Variation in new teachers' induction experience and contributions to self-efficacy, reflection, quality, and retention.

McGinty, A. S., Justice, L. M., & Cabell, S. Q. Child characteristics, home literacy, and print knowledge in children with SLI.

University of Wisconsin-Madison

Alvarado, S., & Borman, G. D. Transitional bilingual & two-way bilingual programs: Experimental results for kindergarten achievement scores.

Benson, J., & Borman, G. D. Can brain research and computers improve literacy: A Randomized field trial of the Fast ForWord computer-based languages training program.

Bowdon, J., & Grigg, J. Testing assumptions behind the analysis of statistical power: The Case of elementary science achievement in Los Angeles.

Cowen, J., & Fleming, D. A Multi-level analysis of charter school development: Isolating state and local effects on the prevalence of district-operated charters.

Grigg, J., Hanselman, P., & Bruch, S.K. Teacher participation in a cluster randomized trial of a professional development program in science: Who elects the treatment?

Hulleman, C. S., An, B. P., Hendricks, B. L., & Harackiewicz, J. M. Interest development, achievement, and continuing motivation: The Pivotal role of utility value.

Mader, N. School competition and educational quality: Evidence from Milwaukee.

Schrager, S. M., Darnon, C., & Harackiewicz, J. M. Putting socio-cognitive conflict in context: Disagreements are more threatening in competition.