IES 2007 Student Posters
List of posters presented at IES conference, Washington, D.C.,
June 7-8, 2007
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University of Miami students Michelle Maier, Janna Fuccillo & Ariela Greenberg |
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.
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. 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.