IERI Research Highlights at AERA 2003

The IERI program was the subject of the Wednesday 23 April Presidential Invited Session, Advancing the Scientific Investigation of Large-Scale Interventions: The Interagency Education Research Initiative. The next day (Thursday 24 April) current and former IERI Program Staff and researchers addressed the question How Can We Ensure Education Research Improves K-12 Student Learning Outcomes? What We Are Learning About the Challenges of Scaling-up Promising Interventions at a Division L interactive symposium.

Details of these and other sessions at which IERI researchers told us they were speaking about their IERI research are in the following schedule.

Monday 21 April

Noon - 12:40 pm

Discussions of Research in Science Education, Session 17.075, Division C: Learning and Instruction. Hyatt, Grand Ballroom E, East Tower – Gold Level

Table 6: SERT: Self-Explanation Reading Training, Danielle S. McNamara, University of Memphis

Varieties of Classroom Contexts for Fostering Reading Strategies, Understanding, and Motivation. Session 26.027, Division C, Learning and Instruction: Hyatt, Water Tower, West Tower - Bronze Level

Chair:
Kathleen C. Perencevich, University of Maryland

Participants:
• Reading Comprehension Development is Second and Third Grade Science: Effects of Authenticity and Explicitness of Instruction. Nell K. Duke, Victoria Purcell-Gates, Michigan State University.
• Increasing Reading Comprehension, Strategy Use, Motivation, and Science Knowledge Through Concept-Oriented Reading Instruction. John T. Guthrie, Ana Taboada, Marcy Davis, Nicole Scaffidi, Kathleen C. Perencevich, Allan Wigfield, University of Maryland.
• Improving Narrative Comprehension Via the Theme Scheme. Joanna P. Williams, Columbia University.
• Contributions of Reading Motivation to Reading Comprehension and Cognitive Strategy Growth in Elementary School Students. Allan Wigfield, Kathleen C. Perencevich, Stephen Tonks, John T. Guthrie, University of Maryland.

8:15 - 10:15 AM

Writing Development and Literacy Learning in Formal and Non-formal Settings. Session 26.072, SIG/Writing and Literacies: Swissotel, Alpine 2, Ballroom Level

Chair:
Myriam N. Torres, New Mexico State University

Participants:
• Learning to Write Informational and Procedural Science Text in Second and Third Grade in Two Instructional Conditions. Victoria Purcell-Gates, Nell K. Duke, Michigan State University.
• Studying Children’s Writing Developments in Non-formal Learning Contexts. Kris Gutierrez, Alicia T. Soto, GSE&IS/UCLA.
• Defining Literacies: A pooled case comparison of 3 early literacies users. Jeffrey W. Wood, Indiana University.

Discussant:
Colin J. Lankshear, University of Ballarat

12:25 - 1:55 pm

Closing the Gap: Reading and Writing Instruction with Results in Low Performing Schools, Session 31.042, Division G: Swissotel, Engelberg - 3rd Floor

Chair:
Robert C. Calfee, University of California Riverside

Participants:
• Embedding Reading and Writing in the Content Areas. Robert C. Calfee and Roxanne Greitz Miller, University of California Riverside.
• Closing the Gap: Results from an Experimental Literacy Program. Eva Ritter, University of California Riverside.
• Talking the Talk: How “Poor” Students Become Richer Through the Acquisition and Use of Specialized Academic Vocabulary: A Case Study. Willayne T. Martinez, University of California Riverside.
• Teacher and Student Change as a Result of Instruction in Metacognition and Discourse Strategies. Roxanne Greitz Miller, University of California Riverside
  

The Development of Fluent and Automatic Reading: Instructional Approaches, Year 1. Session 43.021, Division C: Learning and Instruction. Hyatt, Columbus Hall E/F, East Tower - Gold Level

Participants:
• Fluency-Oriented Reading Instruction: Instructional Effects. Steven A. Stahl, University of Illinois--Urbana Champaign; Barbara A. Bradley, Claire H. Smith, University of Georgia; Melanie R. Kuhn, Rutgers, The State University of New Jersey; Paula Schwanenflugel, Beth Meisinger, University of Georgia; Lesley M. Morrow, Deborah Woo, Rutgers, The State University of New Jersey.
• An Observation Study of Second Grade Fluency Instruction. Barbara A. Bradley, Claire H. Smith, University of Georgia; Melanie R. Kuhn, Rutgers, The State University of New Jersey.
• Examining the Parent Component of Fluency Instruction. Lesley M. Morrow, Melanie R. Kuhn, Rutgers, The State University of New Jersey.
  A Remedial Program for Second Grade Children Receiving Fluency Oriented Instruction. Robin D. Morris, Rose A. Sevcik, Georgia State University.

Discussant:
Timothy Rasinski, Kent State University

2:15 - 3:45 pm

Advancing the Scientific Investigation of Large-Scale Interventions: The Interagency Education Research Initiative, Session 48.010, Presidential Invited Session. Hyatt, Regency A, West Tower - Gold Level

Chair:
Mark A. Constas, IES, U.S. Department of Education.

Participants:
• Eva L. Baker, UCLA/CRESST
• Larry V. Hedges, University of Chicago
• Robert Slavin, Success for All Foundation

Discussant:
Ellen Condliffe Lagemann, Harvard University

Early Literacy Interventions and Programs. Session 58.016, Division C: Learning and Instruction. Hyatt, Stetson Suite D, West Tower - Purple Level

Chair:
Susan M. Burns, George Mason University

Participants:
• The Effect of Computer Assisted Instruction on Kindergarten Students' Emergent Literacy Skills. Brenda L. Lingenfelter, Lawrence Township School District; Jerrell C. Cassady, Ball State University
• Early Reading Indicators: Validating the Michigan Literacy Progress Profile. Robert D. Carpenter, Scott G. Paris, University of Michigan; P. David Pearson, University of California-Berkley; Sharman Siebenthal, Michigan State University
  The Effect of Students' Kindergarten Instructional Experiences on Early Literacy Achievement. Eric Camburn, Brian Rowan, Andrew Hayes, Sally Atkins-Burnett, University of Michigan
• Take Me to Your Readers: Experimental Assessments of Research-Based Software Design for Beginning Readers. Cynthia Mayfield, Tracey E. Lewis, Sam Cammack, Vanderbilt University; Susan R. Goldman, University of Chicago, Illinois; Diana M. Sharp, Vanderbilt University

Discussant:
Diane E. Beals, University of Tulsa

2:15 - 3:45 pm

How Can We Ensure Education Research Improves K-12 Student Learning Outcomes? What We Are Learning About the Challenges of Scaling-up Promising Interventions, Session 64.044, Division L: Education Policy and Politics. Hyatt, Water Tower, West Tower - Bronze Level

Chair:
Rand J. Spiro, Michigan State University

Participants:
• The Interagency Education Research Initiative: Developing a Knowledge Base to Support Broad Scale-Up of Evidence Based Interventions. Janice Earle, National Science Foundation.
• Scaling Up Success for All: Lessons Learned. Robert E. Slavin, Johns Hopkins University
• Scaling Up Instructional Improvement, David K. Cohen, Deborah L. Ball, University of Michigan
• Implications of Alternative Conceptions of Scale-Up, Larry Hedges, Barbara Schneider, Sarah-Kay McDonald, Colm A. O'Muircheartaigh, DRDC, NORC at the University of Chicago

Discussants:
Max McGee, Wilmette Public Schools District 39
Michael E. Martinez, University of California, Irvine

Design Patterns for Assessing Scientific Inquiry, Session 69.027, Division D: Measurement and Research Methodology. Sheraton, Erie, Level 2.

Participants:
• Overview of the Principled Assessment Design for Inquiry (PADI) Project, Robert Mislevy, University of Maryland
• The Role of Design Patterns in Assessment Design, Naomi Chudowsky, Alissa Morrison, University of Maryland; Patricia Schank, Larry Hamel, SRI International
• Examples of Design Patterns from Various Inquiry Curricula, Edys Quellmalz, Anders Rosenquist, SRI International; Nancy Butler Songer, Amelia Wenk, University of Michigan; Kathy Long, Lawrence Hall of Science
• Next Steps for the PADI Project, Robert Mislevy, University of Maryland, Mark Wilson, UC Berkeley; Robert Murphy, SRI International

Discussant:
James Pellegrino, University of Illinois, Chicago

10:35 am -12:05 pm

70.024 Measuring the Influence of Mathematics Professional Development and Instructional Interventions. Division C: Learning and Instruction. Swissotel, Grand Ballroom 3, Ballroom Level.

Participants:
• Characterising Individual and Cohort Progression in Learning Numeracy: Results from the Leverhulme 5-year Longitudinal Study. Margaret L. Brown, Mike Askew, King's College, University of London; Valerie Rhodes, King's College, University of London; Hazel Denvir, Dylan Wiliam, King's College, University of London
• Effects of a Research-based Preschool Mathematics Curriculum: Summative Evaluation of the Building Blocks Project. Julie Sarama, Douglas H. Clements, University at Buffalo
• Conceptualization of Constructs in Korean Primary Mathematics. Janice Grow-Maienza, Truman State University; Susan Beal, Saint Xavier University, Chicago; Tamela Randolph, South East Missouri State University
• Developing "Proportional Reasoning Sense": Anchoring Instruction in Percents and Measurement. Joan K. Moss, Beverly A. Caswell, University of Toronto, Ontario Institute for Studies in Education
• Examining Curricular Redesign of a High School Mathematics Department and Its Influences on Access to Advanced Mathematics. Lecretia A. Buckley, University of Illinois at Urbana-Champaign

2:15 - 3:45 PM

Integrating Handheld Computers as Representational Scaffolds for Cognitive Change. Session 73.014, Division C: Learning and Instruction. Swissotel, Grand Ballroom 2 - Ballroom Level.

Chair:
Sean P. Brophy, Vanderbilt University

Participants:
• Exploring the Use of Handheld Technology as a Support for Inquiry Based Science Instruction in First and Third Grade Classrooms. Keisha Varma, John D. Bransford, Vanderbilt University
• SpySounder: Exploring Handheld Dictionaries as Representational Models for Cognitive Development of Mental Lexicons by Young Readers. Diana M. Sharp, Vanderbilt University
• Using Handheld Computers as a Tool for Mathematics Concept Learning. Nancy Vye, Sean P. Brophy, Vanderbilt University; Mark Klassen, Meigs School; Cynthia Mayfield, Vanderbilt University
• Overcoming Conceptual Barriers Through Visualization of Real Time Data Collected on a Handheld Computer. Sean P. Brophy, Vanderbilt University; Stacy Klein, Bill Rodrequez, University School of Nashville
• The Utilization of PDA's in Preservice Teacher Education in Mathematics and Science Education. Anthony J. Petrosino, Robert Slaughter, Richard Vath, Mellisa Tothero, University of Texas

Discussant:
Joseph Krajcik, University of Michigan