Data Research and Development Center header
Picture of fiberoptic cables
About the DRDC Navigation link
What We Do
IERI Research Community
Investigators
Research Projects
Project Publications
Principal Investigator Meetings
IERI at AERA navigation link
DRDC at AERA

News navigation link
Related Links navigation link
IERI Just the Facts brochure

 

IERI Research Publications

2007  •  2006  •  2005  •  2004  •  2003  •  2002  •  2001  •  2000

 
To top of page2007

Baker, E. L. (2007). Principles for scaling up: Choosing, measuring effects, and promoting the widespread use of educational innovation. In B. Schneider and S.-K. McDonald (Eds.) Scale-Up in Education, Volume 1: Ideas in Principle. Lanham, MD: Rowman & Littlefield.

Clements, D. H., Sarama, J., & McDonald, S.-K. (2007). Interagency Education Research Initiative (IERI). In Early Childhood Education: An International Encyclopedia (Vol. 2, pp. 455). Westport, CN: Praeger.

Cohen, D. K. & Ball, D. L. (2007). Educational innovation and the problem of scale. In B. Schneider and S.-K. McDonald (Eds.) Scale-Up in Education, Volume 1: Ideas in Principle. Lanham, MD: Rowman & Littlefield.

Constas, M.A., & Brown, K.L. (2007). Toward a program or research on scale-up: Analytical requirements and theoretical possibilities. In B. Schneider and S.-K. McDonald (Eds.) Scale-Up in Education, Volume 1: Ideas in Principle. Lanham, MD: Rowman & Littlefield.

Foorman, B., Santi, K. & Berger, L. (2007). Scaling assessment-driven instruction using the Internet and handheld computers. In B. Schneider & S.-K. McDonald (Eds.) Scale-Up in Education, Volume 2: Issues in Practice. Lanham, MD: Rowman & Littlefield.

Hedges, L. V. (2007). Generalizability of treatment effects. In B. Schneider and S. K. McDonald (Eds.) Scale-Up in Education, Volume 1: Ideas in Principle. Lanham, MD: Rowman & Littlefield.

Hoogstra, L. & McDonald, S-K. (2007). Challenges, incentives, and obligations of conducting scale-up research. In B. Schneider and S.-K. McDonald (Eds.) Scale-Up in Education, Volume 2: Issues in Practice. Lanham, MD: Rowman & Littlefield.

Horwitz, P. (2007). Successful scale-up in three stages: Insights and challenges for educational research and practice. In B. Schneider and S.-K. McDonald (Eds.) Scale-Up in Education, Volume 1: Ideas in Principle. Lanham, MD: Rowman & Littlefield.

Lynch, S., Szesze, M., Pyke, C., & Kuipers, J. (2007). Scaling up highly rated middle science curriculum units for diverse student populations: Features that affect collaborative research and vice versa. In B. Schneider & S.-K. McDonald (Eds.) Scale-Up in Education, Volume 2: Issues in Practice. Lanham, MD: Rowman & Littlefield.

McDonald, S-K & Llosa, M. (2007). Technology and scale-up: Implications for research and practice. In B. Schneider and S.-K. McDonald (Eds.) Scale-Up in Education, Volume 1: Ideas in Principle. Lanham, MD: Rowman & Littlefield.

McPartland, J., Balfanz, R., & Legters, N. (2007). Scaling up high school reforms: Model specificity and local decision making. In B. Schneider & S.-K. McDonald (Eds.) Scale-Up in Education, Volume 2: Issues in Practice. Lanham, MD: Rowman & Littlefield.

Mostow, J., & Beck, J. (2007). When the rubber meets the road: Lessons from the in-school adventures of an automated reading tutor that listens. In B. Schneider & S.-K. McDonald (Eds.) Scale-Up in Education, Volume 2: Issues in Practice. Lanham, MD: Rowman & Littlefield.

Pelligrino, J. (2007). Overview: From early reading to high school mathematics: Matching case studies of four educational innovations against principles for effective scale up. In B. Schneider & S.-K. McDonald (Eds.) Scale-Up in Education, Volume 2: Issues in Practice. Lanham, MD: Rowman & Littlefield.

Schneider, B., & McDonald, S-K (Eds.). (2007). Scale-Up in Education, Volume 1: Ideas in Principle. Lanham, MD: Rowman & Littlefield.

Schneider, B., & McDonald, S-K (Eds.). (2007). Scale-Up in Education, Volume 2: Issues in Practice. Lanham, MD: Rowman & Littlefield.

Schneider, B., & McDonald, S-K. (2007). Scale-up in principle: An introduction. In B. Schneider and S.-K. McDonald (Eds.) Scale-Up in Education, Volume 1: Ideas in Principle. Lanham, MD: Rowman & Littlefield.

Schneider, B., & McDonald, S-K. (2007). Scale-up in practice: An introduction. In B. Schneider & S.-K. McDonald (Eds.) Scale-Up in Education, Volume 2: Issues in Practice. Lanham, MD: Rowman & Littlefield.

Slavin, R. E., & Madden, N. A. (2007). Scaling up Success for All: The first sixteen years. In B. Schneider & S.-K. McDonald (Eds.) Scale-Up in Education, Volume 2: Issues in Practice. Lanham, MD: Rowman & Littlefield.

Songer, N. B. (2007). Rethinking sustainability of curricular innovations: Notes from urban Detroit. In B. Schneider & S.-K. McDonald (Eds.) Scale-Up in Education, Volume 2: Issues in Practice. Lanham, MD: Rowman & Littlefield.

 
To top of page2006

Ash, G.E., & Kuhn, M.R. (2006). Meaningful oral and silent reading in the elementary and middle school classroom: Breaking the round robin reading addiction. In Rasinski, T., Blachowicz, C., & Lems, K. (Eds.), Fluency Instruction. Research-Based Best Practices (pp. 155-172). NY: Guilford.

Baker, R.S., Corbett, A.T., Koedingr, K., Evenson, S., Roll, I., Wagner, A., Naim, M., Raspat, J. Baker, D., and Beck, J. (in press). Adapting to when students game an intelligent tutoring system. Proceedings of the 8th International Conference on Intelligent Tutoring System, ITS 2006.

Baker, R.S., Corbett, A.T., Koedinger, K.R. and Roll, I (in press). Generalizing detection of gaming the system across a tutoring curriculum. Proceedings of the 8th International Conference on Intelligent Tutoring Systems, ITS 2006.

Buckley, B., Gobert, J. & Horwitz, P. (2006). Using Log files to Track Students’ Model-based Inquiry. To appear in the Proceedings of the Seventh International Conference of the Learning Sciences (ICLS).

Chambers, B., Cheung, A., Madden, N., Slavin, R. E., & Gifford, R. (2006). Achievement effects of embedded multimedia in a Success for All reading program. Journal of Educational Psychology, 98(1), 232-237.

Chang, K., Beck, J., Mostow, J., & Corbett, A. (2006, June 26-30). A Bayes Net Toolkit for Student Modeling in Intelligent Tutoring Systems. Proceedings of the 8th International Conference on Intelligent Tutoring Systems, Jhongli, Taiwan.

Colucci, M., Ceballos, M., Smith, M., & Lee, O. (2006). Wind cycle. In A. K. Fathman & D. T. Crowther (Eds.), Science for English language learners: K-12 classroom strategies (pp. 127-129). Arlington, VA: National Science Teachers Association.

Denton, C.A., & Hocker, J.K. (2006). Responsive reading instruction: Flexible intervention for struggling readers in the early grades. Longmont, CO: Sopris West.

Denton, C.A., Ciancio, D., & Fletcher, J.M. (2006). Validity, reliability, and utility of the Observation Survey of early literacy achievement. Reading Research Quarterly, 41, 8-34.

Derry, S.J., Wilsman, M.J., & Hackbarth, A.J. (2006) Using Contrasting Case Activities to Deepen Teacher Understanding of Algebraic Thinking, Student Learning and Teaching. Mathematics Teaching and Learning Journal. (forthcoming)

Epstein, J. L. & Sanders, M. G. (2006). Prospects for change: Preparing educators for school, family, and community partnerships. Peabody Journal of Education, 81(2), 81-120.

Epstein, J. L. & Sheldon, S. B. (2006). Moving forward: Ideas for research on school, family, and community partnerships. Pp. 117-137 in C. F. Conrad & R. Serlin (Eds.) SAGE Handbook for research in education: Engaging ideas and enriching inquiry. Thousand Oaks, CA: Sage Publications.

French, A. & Nathan, M. J. (2006). Under the microscope of research and into the classroom: Reflections on early algebra learning and instruction. In J. O. Masingila (Ed.) Teachers Engaged in Research (pp. 49-68). Greenwich, CT: Information Age Publishing.

George, P. (2006, January/February). Project 2061: Classroom video cameras can be crucial in teacher training. 2061 Connections. Retrieved May 15, 2006, from http://www.project2061.org/publications/2061Connections/2006/2006-01a.htm.

Gotwals, A. W., & Songer, N. B. (2006). Cognitive predictions: BioKIDS implementation of the PADI assessment system (PADI Technical Report 10). Menlo Park, CA: SRI International. Also available at http://padi.sri.com/publications.html

Grandau, L. & Stephens, A.C. (2006). Algebraic thinking and geometry. Mathematics Teaching in the Middle School, 11(7), 344-349.

Guthrie, J. T., Wigfield, A., Humenick, N. M., Perencevich, K. C., Taboada, A., & Barbosa, P. (2006). Influences of stimulating tasks on reading motivation and comprehension. Journal of Educational Research, 99, 232-245.

Gweon, G., Ros , C. P., Zaiss, Z., & Carey, R. (2006). Providing Support for Adaptive Scripting in an On-Line Collaborative Learning Environment, Proceedings of CHI 06: ACM conference on human factors in computer systems. New York: ACM Press.

Hamel, L., Mislevy, R. J., & Kennedy, C. A. (2006). A guide to the PADI gradebook (PADI Technical Report 12). Menlo Park, CA: SRI International.

Hamel, L., & Schank, P. (2006). A wizard for PADI assessment design (PADI Technical Report 11). Menlo Park, CA: SRI International. Also available at http://padi.sri.com/publications.html

Hamilton, L. and M. Berends. (2006) Instructional Practices Related to Standards and Assessments, WR-374-EDU, RAND, Santa Monica, CA.

Hamilton, L. and B. Stecher. (2006) Measuring Instructional Responses to Standards-Based Accountability, WR-373-EDU, RAND, Santa Monica, CA.

Haynie, K. C., Haertel, G. D., Lash, A. A., Quellmalz, E. S., & DeBarger, A. H. (2006). Reverse engineering the NAEP Floating Pencil Task using the PADI design system (PADI Technical Report 16). Menlo Park, CA: SRI International. Also available at http://padi.sri.com/publications.html

Hedges, L.V. (in press). Correcting a significance test for clustering. Journal of Educational and Behavioral Statistics.

Hedges, L.V. (in press). Effect sizes in cluster randomized designs. Journal of Educational and Behavioral Statistics.

Heiner, C., Beck, J., & Mostow, J. (2006, June 26-30). Automated Vocabulary Instruction in a Reading Tutor. Proceedings of the 8th International Conference on Intelligent Tutoring Systems, Jhongli, Taiwan.

Hensler, B. S., & Beck, J. (2006, June 26-30). Better student assessing by finding difficulty factors in a fully automated comprehension measure. Proceedings of the 8th International Conference on Intelligent Tutoring Systems, Jhongli, Taiwan.

Iseli M., Shue Y., and Alwan A., "Age- and Gender-Dependent Analysis of Voice Source Characteristics," IEEE ICASSP 2006 Proceedings.

Kinzer, C. K., Cammack, D. W., Labbo, L. D., Teale, W. H, & Sanny, R. (2006). The need to (re)conceptualize preservice teacher development and the role of technology in that development. In M. McKenna, L. Labbo, R. Kieffer, & D. Reinking (Eds.), International handbook of literacy and technology: Transformations in a post-typographic world. (Vol. II) (pp. 211-233). Mahwah, NJ: Lawrence Erlbaum.

Kuhn, M. R., & Schwanenflugel, P. J. (2006). Fluency-oriented reading instruction: A merging of theory with practice. In K.A.D. Stahl & M.C. McKenna (Eds.), Reading research at work: Foundations of effective practice (pp. 205-213). NY: Guilford.

Leana, C. & Pil, F. (2006) Social capital and organizational performance: Evidence from urban public schools. Organization Science, 13(3), 1-14.

Lester, B. T., Ma, L., Lee, O., & Lambert, J. (2006). Social activism in elementary science education: An STS approach in teaching global warming. International Journal of Science Education, 28(4), 315-339.

Lyon, G.R., Fletcher, J.M., Fuchs, L., & Chhabra, V. (2006). Treatment of learning disabilities. In E. Mash & R. Barkley (Eds.), Treatment of childhood disabilities (2nd Ed., pp. 512-591). New York: Guilford.

Marsh, J. and A. Robyn. (2006) School and District Improvement Efforts in Response to the No Child Left Behind Act, WR-382-EDU, RAND, Santa Monica, CA.

McDonald, S.K., Keesler, V.A., Kaufman, N.J., and Schneider, B. (2006) Scaling-Up Exemplary Interventions. Educational Researcher 35(3): 15-24.

Miller, J., & Schwanenflugel, P. J. (2006). Prosody of Syntactically Complex Sentences in the Oral Reading of Young Children. Manuscript submitted for publication. Athens, GA: University of Georgia.

Nathan, M. J. & Bieda, K. N. (2006). Middle school students’ use of speech and gesture in pattern generalization tasks involving graphs: Evidence that bounded views influence performance. WCER Working Paper Series #2006-2. Wisconsin Center for Educational Research: Madison, WI.

O Reilly, T., Taylor, R. S., & McNamara, D. S. (2006). Classroom based reading strategy training: Self-explanation vs. reading control. To appear in the Proceedings of the 28th annual meeting of the Cognitive Science Society.

Panchapagesan S. and Alwan A., "Multi-parameter Frequency Warping for VTLN by Gradient Search," IEEE ICASSP 2006 Proceedings.

Pil, F. & McEvily, S. (2006) The influence of modularity and complexity on innovation, imitation, and sustained competitive advantage. Academy of Management Review, 31(4).

Quirk, M.P., & Schwanenflugel, P.J. (2006). An Examination of the Causal Relationship between Motivation to Read and Reading Fluency Skill in Second Grade Children. Manuscript submitted for publication. Athens, GA: University of Georgia.

Romance, N. R. & Vitale, M. R. (2006). Making the case for elementary science as a key element in school reform: Implications for changing curricular policy. In R. Douglas, M. Klentschy, M. & K. Worth (Eds.). Linking Science and Literacy in the K-8 Classroom. Arlington, VA: NSTA press.

Rus, V., McCarthy, P. M., & Graesser, A. C. (2006). Analysus of a text entailer. In A. Gelbukh (Ed.), Lecture Notes in Computer Science: Computational Linguistics in intelligent Text Processing: 7th International Conference (pp. 287 298). New York: Springer Verlag.

Russell, J. and Jennifer Sloan McCombs. (2006) Superintendent, Principal, and Teacher Understanding of and Attitudes about Accountability. WR-376-EDU, RAND, Santa Monica, CA.

Saenz, L.M. (2006). Peer-Assisted Learning Strategies for Hispanic Children in Kindergarten and Upper Elementary. National Association of Hispanic and Latino Studies, Baton Rouge, LA.

Sanders, M.G. (2006). Missteps in team leadership: The experiences of six novice teachers in three urban schools. Urban Education, 41(3): 277-304.

Simos, P.G., Fletcher, J.M., Sarkari, S., Billingsley, R.L., Denton, C., & Papanicolaou, A.C. (2006). Intensive reading instruction: Reading outcomes parallel changes in the intrinsic organization of the brain circuit for reading. In G. D. Sideridis & T. A. Citro (Eds.). Best practices in learning disabilities: Bridging the gap between research and practice. Boston, MA: LDW.

Songer, N.B. (2006) BioKIDS: An Animated Conversation on the Development of Curricular Activity Structures for Inquiry Science. In R. Keith Sawyer, (Ed.) Cambridge Handbook of the Learning Sciences. New York: Cambridge University Press. P. 355-369.

Songer, N.B. (2006) Curriculum-Focused Professional Development: Addressing the Barriers to Inquiry Pedagogy in Urban Classrooms. In R. Floden and E. Ashburn (Eds.) Leadership for Meaningful Learning Using Technology: What educators need to know and do. New York: Teachers College Press. P. 70-86.

Stahl, G. (2006). ''Group cognition: Computer support for building collaborative knowledge.'' Cambridge, MA: MIT Press.

Stahl, G., Koschmann, T., & Suthers, D. (2006). ''Computer-supported collaborative learning.'' In R. K. Sawyer (Ed.), Cambridge handbook of the learning sciences. Cambridge, UK: Cambridge University Press.

Stahl, G. (2006). ''Scripting group cognition: The problem of guiding situated collaboration.'' In F. Fischer, H. Mandl, J. Haake & I. Kollar (Eds.), Scripting computer-supported collaborative learning: Cognitive, computational and educational perspectives. Dodrecht, The Netherlands: Kluwer-Springer Verlag.

Starkey, P. & Klein, A. (2006). Early Mathematical Development in China, Japan, and the United States.

Stecher, B. and S. Naftel. (2006) Implementing Standards-Based Accountability (ISBA). WR380-EDU, RAND, Santa Monica, CA.

Stecher, B. and L. Hamilton. (2006) Using Test-Core Data in the Classroom, WR-375-EDU, RAND, Santa Monica, CA.

Stein, M.L. (May, 2006). Investigation of Mediating Factors on the Effects of an Early Reading Intervention. Unpublished paper.

Taylor, R. S., O Reilly, T., Rowe, M., & McNamara, D. S. (2006). Improving understanding of science texts: iSTART strategy training vs. web design training. To appear in the Proceedings of the 28th annual meeting of the Cognitive Science Society.

Taylor, R. S., O'Reilly, T., Sinclair, G. P., & McNamara, D. S. (2006). Enhancing learning of expository science texts in a remedial reading classroom via iSTART. To appear in the Proceedings of the 7th International Conference of the Learning Sciences.

Vitale, M. R., & Romance, N. R. (2006). Research in science education: An interdisciplinary perspective. In J. Rhoton & P. Shane (Eds.) Teaching science in the 21st century. (pp. 329-351). Arlington, VA: NSTA Press.

Vitale, M. R., Romance, N. R. & Dolan, M. F. (2006). A knowledge-based framework for the classroom assessment of student science understanding (pp. 1-14). In M. McMahon, P. Simmons, R. Sommers, D. DeBaets, & F. Crawly (Eds.). Assessment in science: Practical experiences and education research. Arlington, VA: NSTA Press.

 
To top of page2005

Arnold, A., Scheines, R., Beck, J. E., & Jerome, B. (2005, July 10). Time and attention: students, sessions, and tasks. Proceedings of the AAAI2005 Workshop on Educational Data Mining, Pittsburgh, PA, 62-66. Click here for .pdf file.

Baker, E. L. (2005, July). Improving accountability models by using technology-enabled knowledge systems (TEKS) (CSE Rep. No. 656). Los Angeles: University of California, National Center for Research on Evaluation, Standards, and Student Testing (CRESST).

Baker, E. L. (2005). Technology and effective assessment systems. In J. L. Herman & E. H. Haertel (Eds.), Uses and misuses of data for educational accountability and improvement (NSSE Yearbook, Vol. 104, Part 2, pp. 358-378).

Baker, R.S., Corbett, A.T., Koedinger, K.R. and Roll, I (2005). Detecting when students game the system, across tutor subjects and classroom cohorts. User Modeling: Proceedings of the Tenth International Conference, UM 2005, 220-224.

Baker, R.S., Roll, I., Corbett, A.T. and Koedinger, K.R. (2005) Do Performance Goals Lead Students to Game the System? Proceedings of AIED 2005: The 12th International Conference on Artificial Intelligence and Education, 57-64.

Baxter, G. P., & Mislevy, R. J. (2005). The case for an integrated design framework for assessing science inquiry (PADI Technical Report 5). Menlo Park, CA: SRI International. Also available at http://padi.sri.com/publications.html

Beck, J. (2005, July 18-22). Engagement tracing: using response times to model student disengagement. Proceedings of the 12th International Conference on Artificial Intelligence in Education (AIED 2005), Amsterdam, 88-95. Click here for .pdf file.

Beck, J. E., Chang, K., Mostow, J., & Corbett, A. (2005, July 19). Using a student model to improve a computer tutor's speech recognition. Proceedings of the AIED 05 Workshop on Student Modeling for Language Tutors, 12th International Conference on Artificial Intelligence in Education, Amsterdam, 2-11. Click here for .pdf file.

Beck, J. (Ed.). (2005, July 10). Proceedings of the AAAI2005 Workshop on Educational Data Mining. Pittsburgh, PA.

Best, R. M., Rowe, M, Ozuru, Y., & McNamara, D. S. (2005). Deep-level comprehension of science texts: The role of the reader and the text. Topics in Language Disorders, 25, 62 - 80.

Borko, H., Frykholm, J. A., Pittman, M., Eiteljorg, E., Nelson, M., Jacobs, J., Clark, K. K., & Schneider, C. (2005). Preparing teachers to foster algebraic thinking. Zentralblatt für Didaktik der Mathematik: International Reviews on Mathematical Education, 37(1), 43–52.

Capraro, M. M., Kulm, G., & Capraro, R. M. (2005). Middle grades: Misconceptions in statistical thinking. School Science and Mathematics, 105, 165-174.

Chambers, B., Abrami, P.C., Tucker, B.J., Slavin, R.E., Madden, N.A., Cheung, A., & Gifford, R. (2005). Computer assisted tutoring in Success for All: Reading outcomes for first graders. Manuscript submitted for publication.

Chambers, B., Slavin, R.E., Madden, N.A., Abrami, P.C., Tucker, B.,J., Cheung, A., & Gifford, R. (2005). Technology infusion in Success for All: Reading outcomes for first graders. Manuscript submitted for publication.

Chang, K.., Beck, J. E., Mostow, J., & Corbett, A. (2005, July 19). Using speech recognition to evaluate two student models for a reading tutor. Proceedings of the AIED 05 Workshop on Student Modeling for Language Tutors, 12th International Conference on Artificial Intelligence in Education, Amsterdam, 12-21. Click here for .pdf file.

Clark, K. K., & Jacobs, J. (2005). Using video to support teacher learning: Theory and practice response. AMTE Connections, 14(3), 9–11. http://www.amte.net/newsletter/june05.pdf

Clark, K. K., Jacobs, J. Pittman, M., & Borko, H. (2005). Strategies for building mathematical communication in the middle school classroom: Modeled in professional development, implemented in the classroom. Current Issues in Middle Level Education, 11(2), 1–12. http://www.kennesaw.edu/education/mge/napomle/cimle/fall2005/clark_fa05.pdf

Cromley, J., & Mislevy, R. J. (2005). Task templates based on misconception research (PADI Technical Report 6). Menlo Park, CA: SRI International.

Cuevas, P., Lee, O., Hart, J., & Deaktor, R. (2005). Improving science inquiry with elementary students of diverse backgrounds. Journal of Research in Science Teaching, 42(3), 337-357.

Cui X. and Alwan A., "MLLR-Like Speaker Adaptation Based on Linearization of VTLN with MFCC features," Eurospeech 2005, pg. 273-276.

DeBarger, A. H., & Riconscente, M. M. (2005). An example-based exploration of design patterns in measurement (PADI Technical Report 8). Menlo Park, CA: SRI International. Also available at http://padi.sri.com/publications.html

Epstein, J. L. (2005a). Attainable goals? The spirit and letter of the No Child Left Behind Act on parental involvement. Sociology of Education, 78(2): 179-182.

Epstein, J. L. (2005b). Links in a professional development chain: Preservice and inservice education for effective programs of school, family, and community partnerships. The New Educator, 1(2) 125-141.

Epstein, J. L. (2005c). Results of the Partnership Schools-CSR model for student achievement over three years. Elementary School Journal, 106, 151-170.

Epstein, J. L. (2005). School, family, and community partnerships in the middle grades. Pp. 77-96 in T. O. Erb, (Ed.). This We Believe in action: Implementing successful middle level schools. Westerville, OH: National Middle School Association.

Fletcher, J.M., Denton, C.A., & Francis, D.J. (2005). Validity of alternative approaches for the identification of learning disability: Operationalizing unexpected underachievement. Journal of Learning Disability, 38, 545-552.

Gobert, J. (2005). Leveraging technology and cognitive theory on visualization to promote students’ science learning and literacy. In Visualization in Science Education, J. Gilbert (Ed.), pp. 73-90. Springer-Verlag Publishers, Dordrecht, The Netherlands. ISBN 10-1-4020-3612-4.

Gobert, J., Horwitz, P., Buckley, B., Mansfield, A., Burke, E., & Markman, D. (2005). Logging Students’ Model-Based Learning and Inquiry Skills in Science. In the Proceedings of the American Association of Artificial Intelligence Technical Report WS-05-02, p. 67. AAAI Press, Menlo Park, CA.

Graesser, A. C., Hu, X., & McNamara, D. S. (2005). Computerized learning environments that incorporate research in discourse psychology, cognitive science, and computational linguistics. In A. F. Healy (Ed.), Experimental cognitive psychology and its applications: Festschrift in honor of Lyle Bourne, Walter Kintsch, and Thomas Landauer (pp. 183 - 194). Washington, D.C.: American Psychological Association.

Graesser, A., McNamara, D. S., & VanLehn, K. (2005). Scaffolding deep comprehension strategies through Point & Query, AutoTutor, and iSTART. Educational Psychologist, 40, 225 - 234.

Guthrie, J. T. & Wigfield, A. (2005). Roles of motivation and engagement in reading comprehension assessment. In S. Paris, & S. Stahl (Eds.), Children s Reading Comprehension and Assessment (pp. 187-213). Mahwah, NJ: Erlbaum.

Gweon, G., Ros , C. P., Carey, R., Zaiss, Z. (2005). Towards Data Driven Design of a Peer Collaborative Agent, Proceedings of AI in Education 05.

Gweon, G., Ros , C. P., Carey, R., Zaiss, Z. (2005). Exploring the Effectiveness of Mixed-Language Peer Problem Solving Interactions, Proceedings of the AIED 2005 Workshop on Mixed Language Explanations in Learning Environments.

Hamel. L., & Schank, P. (2005). Participatory, example-based data modeling in PADI (PADI Technical Report 4). Menlo Park, CA: SRI International. Also available at http://padi.sri.com/publications.html

Kazemzadeh A., You H., Iseli M, Jones B., Cui X., Heritage M., Price P., Anderson E., Narayanan S. and Alwan A., "TBALL Data Collection: the Making of a Young Children's Speech Corpus," Eurospeech 2005, pg. 1581-1584.

Kennedy, C. A. (2005). Constructing PADI measurement models for the BEAR scoring engine (PADI Technical Report 7). Menlo Park, CA: SRI International. Also available at http://padi.sri.com/publications.html

Klamma, R., Rohde, M., & Stahl, G. (Eds.). (2005). ''Special issue on: Community-based learning: Explorations into theoretical groundings, empirical findings and computer support.'' SigGroup Bulletin, 25 (1), 1-100.

Knuth, E., Alibali, M., Weinberg, A., McNeil, N., & Stephens, A. (2005). Middle school students’ understanding of core algebraic concepts: Equality & variable. Zentralblatt für Didaktik der Mathematik: International Reviews on Mathematical Education, 37(1), 68–76.

Koschmann, T., Stahl, G., & Zemel, A. (2005). ''The video analyst's manifesto (or the implications of Garfinkel's policies for the development of a program of video analytic research within the learning sciences).'' In R. Goldman, R. Pea, B. Barron & S. Derry (Eds.), Video research in the learning sciences.

Lee, O. (2005). Science education and English language learners: Synthesis and Research Agenda. Review of Educational Research, 75(4), 491-530.

Lee, O. (2005). Science education and student diversity: Summary of synthesis and research agenda. Journal of Education for Students Placed At Risk, 10(4), 431-440.

Lee, O., Deaktor, R. A., Hart, J. E., Cuevas, P., & Enders, C. (2005). An instructional intervention s impact on the science and literacy achievement of culturally and linguistically diverse elementary students. Journal of Research in Science Teaching, 42(8), 857-887.

Lee, O., & Luykx, A. (2005). Dilemmas in scaling up innovations in science instruction with nonmainstream elementary students. American Educational Research Journal, 42(5), 411-438.

Luykx, A., Cuevas, P., Lambert, J., & Lee, O. (2005). Unpacking teachers resistance to integrating students language and culture into elementary science instruction. In A. Rodriguez & R. S. Kitchen (Eds.), Preparing prospective mathematics and science teachers to teach for diversity: Promising strategies for transformative action (pp. 119-141). Mahwah, N.J.: Lawrence Erlbaum & Associates.

Lynch, S., Kuipers, J., Pyke, C., & Szesze, M. (2005). Examining the effects of a highly rated science curriculum unit on diverse populations: Results from a planning grant. Journal of Research in Science Teaching, 42(8), 912-946.

Magliano, J. P., Todaro, S. Millis, K. K., Wiemer-Hastings, K., Kim, H. J., & McNamara, D. S., (2005). Changes in reading strategies as a function of reading training: A comparison of live and computerized training. Journal of Educational Computing Research, 32, 185-208.

Mathes, P.G., Denton, C.A., Fletcher, J.M., Anthony, J.L., Francis, D.J., & Schatschneider, C. (2005). An evaluation of two reading interventions derived from diverse models. Reading Research Quarterly, 40, 148- 182.

Mathes, P.G., & Torgesen J.K. (2005). Early interventions in reading. Columbus OH: SRA.

McMaster, K. L. (2005). Scaling up Peer-Assisted Learning Strategies to Strengthen Reading Achievement: Report on 2004-2005 Study Activities and Findings for Collaborating School Districts in Minnesota. Annual report submitted to Minneapolis, St. Paul, and Bloomington Public Schools.

McNamara, D. S. & the CSEP lab (2001-2005). Promoting active reading strategies to improve undergraduate students' understanding of science. Annual project reports submitted to the National Science Foundation, IERI.

McNamara, D. S., & Shapiro, A. M. (2005). Multimedia and hypermedia Solutions for promoting metacognitive engagement, coherence, and learning. Journal of Educational Computing Research, 33, 1-29.

Minstrell, J. and P. Kraus (2005). Guided inquiry in the science classroom. In M. S. Donovan and J. D. Bransford (Eds.), How Students Learn: History, Mathematics, and Science in the Classroom. Washington, D.C., The National Academies Press: 475-513.

Mostow, J., Beck, J., Cen, H., Gouvea, E., & Heiner, C. (2005, July). Interactive Demonstration of a Generic Tool to Browse Tutor-Student Interactions. Interactive Events Proceedings of the 12th International Conference on Artificial Intelligence in Education (AIED 2005), Amsterdam, 29-32. Click here for .pdf file.

Mostow, J., Beck, J., Cuneo, A., Gouvea, E., & Heiner, C. (2005, July 18-22). A Generic Tool to Browse Tutor-Student Interactions: Time Will Tell! Proceedings of the 12th International Conference on Artificial Intelligence in Education (AIED 2005), Amsterdam, 884-886.

Mostow, J., Beck, J., Cen, H., Cuneo, A., Gouvea, E., & Heiner, C. (2005, July 10). An Educational Data Mining Tool to Browse Tutor-Student Interactions: Time Will Tell! Proceedings of the Workshop on Educational Data Mining, National Conference on Artificial Intelligence, Pittsburgh, 15-22. Click here for .pdf file.

Riconscente, M. M., Mislevy, R. J., Hamel, L., & PADI Research Group (2005). An introduction to task templates (PADI Technical Report 3). Menlo Park, CA: SRI International. Also available at http://padi.sri.com/publications.html

Riconscente, M., & Mislevy, R. J. (2005). Issues in school accountability: A measurement science perspective. In E. Gori & D. Vidoni, (Eds.) Collection: Institutional models in education: Legal framework and methodological aspects for a new approach to the problem of school governance. Rome, Italy: Instituto Nazionale per la Valutazione del Sistema dell Istruzione.

Roll, I., Baker, R., Aleven, V., McLaren, B., Koedinger, K., (2005). "Modeling Students' Metacognitive Errors in Two Intelligent Tutoring Systems." User Modeling: Proceedings of the Tenth International Conference, UM 2005, 367-376.

Salinas, K. C., Maushard, M., Brownstein, J. I., & Waxman, S. (2005). Promising Partnership Practices 2005. Baltimore: Center on School, Family, and Community Partnerships.

Sanders, M. G. (2005). Building school-community partnerships: Collaborating for student success. Thousand Oaks, CA: Corwin Press.

Sanders, M. G. & Lewis, K. C. (2005). Building bridges toward excellence: Community involvement in high school. High School Journal, 88(3):1-9.

Scanlon, D.M., Vellutino, F.R., Small, S.G., Fanuele, D.P. & Sweeney, J.M. (2005). Severe reading difficulties - Can they be prevented? A comparison of prevention and intervention approaches. Exceptionality, 13:4, 209-227.

Schwanenflugel, P. J., Strauss, G., Morris, R. K., Sieczko, J., Kuhn, M. R., & Stahl, S. A. (2005). The influence of word unit size on the development of Stroop interference in early word decoding. Manuscript submitted for publication. Athens, GA: University of Georgia.

Sheldon, S. B. (2005). Testing a structural equations model of partnership program implementation and parent involvement. The Elementary School Journal, 106, 171-187.

Sheldon, S. B. & Epstein, J. L. (2005a). Involvement counts: Family and community partnerships and math achievement. Journal of Educational Research, 98(4): 196-206.

Sheldon, S. B. & Epstein, J. L. (2005b). School programs of family and community involvement to support children s reading and literacy development across the grades. Pp. 107-138 in J. Flood & P. Anders (Eds.) Literacy development of students in urban schools: Research and policy. Newark, DE: International Reading Association (IRA).

Simos, P.G., Fletcher, J.M., Sarkari, S., Billingsley, R.L., Francis, D.J., Castillo, E.M., Pataraia, E., Denton, C., & Papanicolaou (2005). Early development of neurophysiological processes involved in normal reading and reading disability. Neuropsychology, 19, 787-798.

Stahl, G. (2005). ''Groups, group cognition and groupware.'' Opening keynote talk presented at the Eleventh International Workshop on Groupware (CRIWG 2005), Recife, Brazil. Proceedings pp. 1-16.

Stahl, G. (2005). ''Foreword.'' In D. Hung & M. S. Khine (Eds.), Engaged learning with emerging technologies (pp. i-v). Boston: Springer.

Stahl, G. (2005). ''Group cognition in computer assisted learning.'' Journal of Computer Assisted Learning.

Stephens, A. C. (2005). Developing students’ understanding of variable. Mathematics Teaching in the Middle School, 11(2), 96–100.

Todaro, S., Magliano, J., Millis, K., & McNamara, D. S. (2005). The influence of reading skill on the given-new strategy. In B. G. Bara, L. Barsalou, & M. Bucciarelli (Eds.) Proceedings of the 27th Annual Meeting of the Cognitive Science Society (pp. 2562). Mahwah, NJ: Erlbaum.

Vendlinski, T., Niemi, D., & Wang, J. (2005). Learning assessment by designing assessments: An On-line formative assessment design tool. In C. Crawford, R. Carlsen, I. Gibson, K. McFerrin, J. Price, & R. Weber (Eds.) (2005). Proceedings of Society for Information Technology and Teacher Education International Conference 2005 (pp. 228-240). Norfolk, VA: AACE.

Vendlinski, T.P., Niemi, D.M., Wang, J., & Monempour, S. (2005). Improving formative assessment practice with educational information technology. In F. Malpica, F. Welsch, A. Tremante, & J. Lawler (Eds.), The 3rd International Conference on Education and Information Systems: Technologies and Applications: Vol. 1 (pp. 361 - 366). Orlando, FL: International Institute of Informatics and Systematics.

Wigfield, A. (2005). Influences of Concept Oriented Reading Instruction on children’s motivation for reading. Unterrichtswissenschaf, 33, 106-121.

Wigfield, A., & Lutz, S. (2005). Reading instruction in sociocultural context: Impact on reading comprehension and engagement. In D. McInerney & S. Van Etten (Eds.), Research on sociocultural influences on motivation and learning. Volume 5: Curriculum and teaching from a sociocultural perspective. Greenwich, CT: Information Age Press.

You H., Alwan A., Kazemzadeh A. and Narayanan S., "Pronunciation Variation of Spanish-accented English Spoken by Young Children," Eurospeech 2005, pg. 749-752.

 
To top of page2004

Ambrose, R., Clement, L., Philipp, R. A., & Chauvot, J. (2004). Assessing prospective elementary school teachers' beliefs about mathematics and mathematics learning: Rationale and development of a constructed-response-format beliefs survey. School Science and Mathematics, 104(2) 56 69.

Andersen E. and Price P., "Assessing Reading Skills in Young Children: The TBALL Project," CRESST Conference, UCLA, Sept. 9th, 2004.

Beck, J. E., Jia, P., & Mostow, J. (2004). Automatically assessing oral reading fluency in a computer tutor that listens. Technology, Instruction, Cognition and Learning, 2, 61-81. Click here to download .pdf file.

Beck, J. E., & Sison, J. (2004, September 1-3). Using knowledge tracing to measure student reading proficiencies. Proceedings of the 7th International Conference on Intelligent Tutoring Systems, Maceio, Brazil. (c) Springer-Verlag. Click here to download .pdf file.

Beck, J. E., Mostow, J., & Bey, J. (2004, September 1-3). Can automated questions scaffold children's reading comprehension? Proceedings of the 7th International Conference on Intelligent Tutoring Systems, Maceio, Brazil. (c) Springer-Verlag. Click here to download .pdf file.

Beck, J. E. (2004, August 31). Using response times to model student disengagement. Proceedings of the ITS2004 Workshop on Social and Emotional Intelligence in Learning Environments, Maceio, Brazil, 13-20. Click here to download .pdf file.

Beck, J. E., & Sison, J. (2004, June 8-12). Automated student assessment in language tutors. CALICO, Pittsburgh, PA.

Best, R., Ozuru, Y., & McNamara, D. S. (2004). Self-explaining science texts: Strategies, knowledge, and reading skill. In Y. B. Yasmin, W. A., Sandoval, N. Enyedy, A. S. Nixon, & F. Herrera (Eds.), Proceedings of the Sixth International Conference of the Learning Sciences: Embracing diversity in the learning sciences (pp. 89-96). Mahwah, NJ: Erlbaum.

Billingsley, R.L, Simos, P.G., Castillo, E.M., Sarkari, S., & Papanicolaou, A.C. (2004). Reliability and validity of functional neuroimaging techniques for identifying language-critical areas in children and adults. Developmental Neuropsychology, 26, 541-63.

Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3-15.

Breier, J.I., Fletcher, J.M., Denton, C., & Gray, L.C. (2004). Categorical perception of speech stimuli in children at-risk for reading difficulty. Journal of Experimental Child Psychology, 88, 152-170.

Buckley, B. C., Gobert, J., Kindfield, A. C. H., Horwitz, P., Tinker, B., Gerlits, B., et al. (2004). Model-based Teaching and Learning with Hypermodels: What do they learn? How do they learn? How do we know? Journal of Science, Education and Technology, 13(1), 23-41.

Clark, K. K., & Borko, H. (2004). Establishing a professional learning community among middle school mathematics teachers. In M. J. Hoines & A. Fuglestad (Eds.), Proceedings of the Twenty-eighth Conference of the International Group for the Psychology of Mathematical Education (Vol. 2, pp. 223–230). Bergen, Norway: Bergen University College.

Cui X. and Alwan A., "Combining Feature Compensation and weighted viterbi decoding for noise robust speech recognition with limited adaptation data, in Proc. ICASSP, pp. 969-972, Montreal, Canada, May, 2004.

Denton, C.A., & Fletcher, J.M. (2004). Scaling reading interventions. In B. Foorman (Ed.), Preventing and remediating reading difficulties: Bringing science to scale (pp. 445-464). Timonium, MD: York Press.

Duke, N. K. (2004). The case for informational text. Educational Leadership, 61(6), 40-44.

Epstein, J. L. (2004). How middle schools can meet NCLB requirements for family involvement. Middle Ground (NMSA), 8(1):14-17.

Epstein, J. L. & Salinas, K. C. (2004). Partnering with families and communities. Educational Leadership, 61(8):12-18.

Fletcher, J.M., Simos, P.G., Papanicolaou, A.C., & Denton, C. (2004). Neuroimaging in reading research. In N. Duke & M. Mallette (eds.). Literacy research methods (pp. 252-286). New York: Guilford.

Foorman, B.R., Francis, D.J., Davidson, K., Harm, M., & Griffin, J. (2004). Variability in text features in six grade 1 basal reading programs. Scientific Studies in Reading, 8, 167-197.

Guthrie, J. T. (2004). Teaching for Literacy Engagement. Journal of Literacy Research, 36(1), 1-30.

Guthrie, J. T., Wigfield, A., Barbosa, P., Perencevich, K. C., Taboada, A., Davis, M. H., Scafiddi, N. T., & Tonks, S. (2004). Increasing reading comprehension and engagement through Concept-Oriented Reading Instruction. Journal of Educational Psychology, 96, 403 423.

Guthrie, J. T. (2004). Classroom contexts for engaged reading: An overview. In J. T. Guthrie, A. Wigfield, & K. C. Perencevich (Eds.) Motivating reading comprehension: Concept-Oriented Reading Instruction, (pp. 1-24). Mahwah, NJ: Erlbaum.

Guthrie, J. T. (2004). Differentiating instruction for struggling readers within the CORI classroom. In J. T. Guthrie, A. Wigfield, & K. C. Perencevich (Eds.) Motivating reading comprehension: Concept-Oriented Reading Instruction, (pp. 173-193). Mahwah, NJ: Erlbaum.

Guthrie, J. T., Wigfield, A., & Perencevich, K. C. (2004). Scaffolding for motivation and engagement in reading. In J. T. Guthrie, A. Wigfield, & K. C. Perencevich (Eds.) Motivating reading comprehension: Concept-Oriented Reading Instruction, (pp. 55-86). Mahwah, NJ: Erlbaum.

Guthrie, J. T., & Taboada, A. (2004). Fostering the cognitive strategies of reading comprehension. In J. T. Guthrie, A. Wigfield, & K. C. Perencevich (Eds.) Motivating reading comprehension: Concept-Oriented Reading Instruction, (pp. 87-112). Mahwah, NJ: Erlbaum.

Guthrie, J. T., & Scafiddi, N. T. (2004). Reading comprehension for information text: Theoretical meanings, developmental patterns, and benchmarks for instruction. In J. T. Guthrie, A. Wigfield, & K. C. Perencevich (Eds.) Motivating reading comprehension: Concept-Oriented Reading Instruction, (225-248). Mahwah, NJ: Erlbaum.

Guthrie, J. T. & Humenick, N. M. (2004) Motivating students to read: Evidence for classroom practices that increase reading motivation and achievement. In. P. McCardle & V. Chhabra. (Eds.) The voice of evidence in reading research (pp. 329-354). Baltimore: Brookes Publishing.

Guthrie, J. T., Wigfield, A., & Perencevich, K. C. (Ed.). (2004). Motivating reading comprehension: Concept-Oriented Reading Instruction. Mahwah, NJ: Erlbaum.

Heiner, C., Beck, J., & Mostow, J. (2004, August 30). Lessons on using ITS data to answer educational research questions. Proceedings of the ITS2004 Workshop on Analyzing Student-Tutor Interaction Logs to Improve Educational Outcomes, Maceio, Brazil, 1-9. Click here to download .pdf file.

Heiner, C., Beck, J. E., & Mostow, J. (2004, June 17-19). Improving the Help Selection Policy in a Reading Tutor that Listens. Proceedings of the InSTIL/ICALL Symposium on NLP and Speech Technologies in Advanced Language Learning Systems, Venice, Italy, 195-198. Click here to download .pdf file.

Horwitz, P. (2004). Log file analysis meeting. Concord, MA.

Horwitz, P. (2004, Spring). MAC reaches three million records... and is still growing. @concord, 8.

Integrating Mathematics and Pedagogy. (2004). IMAP Content-Survey manual. San Diego, CA: Center for Research in Mathematics and Science Education, San Diego State University. http://www.sci.sdsu.edu/CRMSE/IMAP/pubs.html

Integrating Mathematics and Pedagogy. (2004). IMAP Web-Based Beliefs-Survey manual. San Diego, CA: Center for Research in Mathematics and Science Education, San Diego State University. http://www.sci.sdsu.edu/CRMSE/IMAP/pubs.html

Iseli M. and Alwan A., "An improved correction formula for the estimation of harmonic magnitudes and its application to open quotient estimation, in Proc. ICASSP, pp.669-672, Montreal, Canada, May, 2004.

Kant, P. M. (2004). The Influence of Teachers' Perceptions on Usage of an Educational Technology: A study of Project LISTEN's Reading Tutor. Unpublished Master's Thesis, University of Pittsburgh, Pittsburgh, PA.

Kertcher, Z. & McDonald, S-K. (2004) Social structure and virtual space: The Access Grid in education research.  Proceedings of the Joint Meeting of the International Conference on Education and Information Systems, Technologies and Applications (EISTA) and the International Conference on Cybernetics and Information Technologies, Systems and Applications (CITSA). The International Institute of Informatics and Systemics (IIIS).

Koedinger, K. R., & Nathan, M. J. (2004). The real story behind story problems: Effects of representations on quantitative reasoning. Journal of the Learning Sciences, 13(2), 129–164.

Lee, O. (2004). Teacher change in beliefs and practices in science and literacy instruction with English language learners. Journal of Research in Science Teaching, 41(1), 65-93.

Lee, O., Hart, J., Cuevas, P., & Enders, C. (2004). Professional development in inquiry-based science for elementary teachers of diverse student groups. Journal of Research in Science Teaching, 41(10), 1021-1043.

Lee S., Narayanan S., Byrd D. (2004) A developmental acoustic characterization of English diphthongs. Acoustical Society of America, New York, New York, May 2004. Journal of the Acoustical Society of America, 115(5,2): 2628.

McNamara, D. S. (2004). SERT: Self-explanation reading training. Discourse Processes, 38, 1 -30.

McNamara, D. S. (2004). Aprendiendo a traves de los textos: efectos de la estructura del texto y las estrategias de los lectores. Signos, 37, 123-159.

McNamara, D. S., Levinstein, I. B., & Boonthum, C. (2004). iSTART: Interactive strategy trainer for active reading and thinking. Behavioral Research Methods, Instruments, and Computers, 36, 222 - 233.

McNeil, N., Grandau, L., Stephens, A., Krill, D., Alibali, M. W., & Knuth, E. (2004). Middle-school students' experience with the equal sign: Saxon Math does not equal Connected Mathematics. Proceedings of the Twenty-sixth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 271–275). Toronto, Ontario, Canada: OISE/University of Toronto.

Meisinger, E. B., Schwanenflugel, P. J, Bradley, B.A., & Stahl, S.A. (2004). Interaction quality during partner reading. Journal of Literacy Research, 36, 111-140.

Meredith, J. & Nathan, M. J. (2004). Understanding early algebra students’ notions of formal representations using think-aloud protocol analyses. In D. McDougall. (Ed.), Proceedings of the twenty-sixth annual meeting of the North American chapter of the International Group for the Psychology of Mathematics Education. Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.

Metz, K.E. (2004). Knowledge-building enterprises in science and elementary school classrooms: Analysis of problematic differences and strategic leverage points. In L.B. Flick & N.G. Lederman [Eds.] Scientific inquiry and the nature of science: Implications for teaching, learning, and teacher education. Dortrect The Netherlands: Kluwe Publishers.

Metz, K. E. (2004). Children's understanding of scientific inquiry: Their conceptualization of uncertainty in investigations of their own design. Cognition and Instruction (22) 2, 219-291.

Millis, K. K., Kim, H. J., Todaro, S. Magliano, J., Wiemer-Hastings, K., & McNamara, D. (2004). Identifying reading strategies using latent semantic analysis: Comparing semantic benchmarks. Behavior Research Methods, Instruments, & Computers, 36, 213 - 221.

Montanari S, Yildirim S, Andersen E and Narayanan S, "Reference marking in children's computer-directed speech: An integrated analysis of discourse and gesture," Proceedings of ICSLP, 2004.

Mostow, J., Beck, J., Bey, J., Cuneo, A., Sison, J., Tobin, B., & Valeri, J. (2004). Using automated questions to assess reading comprehension, vocabulary, and effects of tutorial interventions. Technology, Instruction, Cognition and Learning, 2, 97-134. Click here to download .pdf file.

Mostow, J. (2004, August 30). Some useful design tactics for mining ITS data. Proceedings of the ITS2004 Workshop on Analyzing Student-Tutor Interaction Logs to Improve Educational Outcomes, Macei, Alagoas, Brazil, 20-28. Click here to download .pdf file. Click here to download Powerpoint presentation.

Murray, R. C., VanLehn, K., & Mostow, J. (2004). Looking Ahead to Select Tutorial Actions: A Decision-Theoretic Approach. International Journal of Artificial Intelligence in Education, 14, 235-278. Download paper as .pdf file.

Naiser, E. A., Wright, W. E., & Capraro, R. M. (2004). Teaching fractions: Strategies used for teaching fractions to middle grades students. Journal of Research in Childhood Education, 18, 193-198.

Nathan, M. J. (2004). Confronting teachers’ beliefs about algebra development: An approach for professional development. In D. McDougall. (Ed.), Proceedings of the twenty-sixth annual meeting of the North American chapter of the International Group for the Psychology of Mathematics Education. Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.

Nye, B., Konstantopoulos, S. & Hedges, L.V. (2004). How large are teacher effects? Educational Evaluation and Policy Analysis 26(3): 237-257.

O'Reilly, T., Best, R., & McNamara, D. S. (2004). Self-explanation reading training: Effects for low-knowledge readers. In K. Forbus, D. Gentner, & T. Regier (Eds.), Proceedings of the 26th Annual Meeting of the Cognitive Science Society (pp. 1053 - 1058). Mahwah, NJ: Erlbaum.

O'Reilly, T. P., Sinclair, G. P., & McNamara, D. S. (2004). iSTART: A web-based reading strategy intervention that improves students science comprehension. In Kinshuk, D. G. Sampson, & P. Isa as (Eds.), Proceedings of the IADIS International Conference on Cognition and Exploratory Learning in the Digital Age: CELDA 2004 (pp. 173-180). Lisbon, Portugal: IADIS Press.

O'Reilly, T. P., Sinclair, G. P., & McNamara, D. S. (2004). Reading strategy training: Automated versus live. In K. Forbus, D. Gentner, T. Regier (Eds.), In K. Forbus, D. Gentner, & T. Regier (Eds.), Proceedings of the 26th Annual Meeting of the Cognitive Science Society (pp. 1059-1064). Mahwah, NJ: Erlbaum.

Palincsar, A. S., & Duke, N. K. (2004). The role of text and text-reader interactions in young children s reading development and achievement. Elementary School Journal, 105(2), 184-197.

Papanicolaou, A.C., Pugh, K.C., Simos, P.G., & Mencl, W.E. (2004). Functional brain imaging: An introduction to concepts and applications. In P. McCardle & V. Chhabra (Eds.) The voice of evidence: Bringing research to classroom educators.

Papanicolaou, A.C., Simos, P.G., Fletcher, J.M., Francis, D.J., Foorman, B.R., Castillo, E.M., & Sarkari, S. (2004). Early development and plasticity of neurophysiological processes involved in reading. In B. Foorman (Ed.), Preventing and remediating reading difficulties: Bringing science to scale (pp. 3-72). Timonium, MD: York Press.

Parr, C., Jones, T., and Songer, N.B. (2004) Evaluation of a Handheld Data Collection Interface for Science. Journal of Science Education and Technology, 13(2), 233-242.

Poulsen, R. (2004). Tutoring Bilingual Students With an Automated Reading Tutor That Listens: Results of a Two-Month Pilot Study. Unpublished Masters Thesis, DePaul University, Chicago, IL. Click here to download .pdf file.

Ozgungor, S., & Guthrie, J. T. (2004). Interactions among elaborative interrogation, knowledge, and interest in the process of constructing knowledge from text. Journal of Educational Psychology, 96, 437 443.

Ozuru, Y., Best, R., & McNamara, D. S. (2004). Contribution of reading skill to learning from expository texts. In K. Forbus, D. Gentner, & T. Regier (Eds.), Proceedings of the 26th Annual Meeting of the Cognitive Science Society (pp. 1071-1076). Mahwah, NJ: Erlbaum.

Quellmalz, E. S. & Haertel, G. (2004). Technology supports for state science assessment systems. Paper commissioned by the National Research Council Committee on Test Design for K-12 Science Achievement. Washington, DC: National Research Council.

Quirk, M. P., & Schwanenflugel, P. J. (2004). Do supplemental remedial reading programs address the motivational issues of struggling readers? An analysis of five popular programs. Reading Research and Instruction, 43, 1-19.

Salinas, K. C., & Jansorn, N. R. (2004). Promising Partnership Practices 2004. Baltimore: Center on School, Family, and Community Partnerships, Johns Hopkins University.

Scanlon, D. M. & Sweeney, J. M. (2004). Supporting Children s Literacy Development in the Primary Grades. Submitted for publication.

Schneider, B. (2004). Building a Scientific Community: The Need for Replication. Teachers College Record, 106(7): 1471-1483.

Schwanenflugel, P. J., Hamilton, A. M., Kuhn, M. R., Wisenbaker, J. & Stahl, S. A. (2004). Becoming a fluent reader: Reading skill and prosodic features in the oral reading of young readers. Journal of Educational Psychology, 96, 119-129.

Silva J., and Narayanan, S., "A Statistical Discrimination Measure for Hidden Markov Models based on Divergence," Proceedings of ICSLP, 2004.

Sheldon, S. B. & Epstein, J. L. (2004). Getting students to school: Using family and community involvement to reduce chronic absenteeism. School and Community Journal, 4(2), 39-56.

Sheldon, S. B. & Van Voorhis, F. L. (2004). Partnership programs in U.S. schools: Their development and relationship to family involvement outcomes. School Effectiveness and School Improvement, 15, 125-148.

Songer, N. B. (2004). Evidence of complex reasoning in technology and science: Notes from inner-city Detroit, Michigan, USA. In V. Milutinovic (Ed.), Internet, Processing, Systems and Interdisciplinary. Belgrade, Serbia and Montenegro: Academic Mind.

Songer, N. B., & Gotwals, A. W., (2004). What constitutes evidence of complex reasoning in science? The Proceedings of the Sixth International Conference of the Learning Science (ICLS), pp. 497-504. Mahwah, NJ: Erlbaum.

Stahl, G. (2004). ''Building collaborative knowing: Elements of a social theory of CSCL.'' In J.-W. Strijbos, P. Kirschner & R. Martens (Eds.), What we know about CSCL: And implementing it in higher education (pp. 53-86). Boston, MA: Kluwer Academic Publishers.

Stahl, G., & Carell, A. (2004). ''Kommunikationskonzepte [the role of communication concepts for CSCL pedagogy].'' In J. Haake, G. Schwabe & M. Wessner (Eds.), CSCL-kompendium (pp. 229-237). Frankfurt, Germany: Oldenburg.

Stahl, G. (2004). ''Can community knowledge exceed its members'?'' ACM SigGroup Bulletin, 23 (3), 1-13.

Stahl, G. (2004). ''Groupware goes to school: Adapting BSCW to the classroom.'' International Journal of Computer Applications Technology (IJCAT), 19 "Current approaches for groupware design, implementation and evaluation" (3/4), 162-174.

Stahl, G. (2004). ''Mediation of group cognition.'' SigGroup Bulletin, 24 (4), 13-17.

Taboada, A., & Guthrie, J. T. (2004). Growth of cognitive strategies for reading comprehension. In J. T. Guthrie, A. Wigfield, & K. C. Perencevich (Eds.) Motivating reading comprehension: Concept-Oriented Reading Instruction, (pp. 273-306). Mahwah, NJ: Erlbaum.

Todaro, S. A., Magliano, J. P., Millis, K. K., McNamara, D. S., & Kurby, C. C. (2004). Intra-clause constraints in think-aloud protocols. In K. Forbus, D. Gentner, & T. Regier (Eds.), Proceedings of the 26th Annual Meeting of the Cognitive Science Society (pp. 1642). Mahwah, NJ: Erlbaum.

Van Voorhis, F. L. (2004). Reflecting on the homework ritual: Assignments and designs. Theory Into Practice, 43, 205-212.

Van Voorhis, F. L. & Sheldon, S. B. (2004) Principals roles in the development of U.S. programs of school, family, and community partnerships. International Journal of Educational Research, 41(1), 55-70.

Weinberg, A. (2004). A semiotic framework for variables. Proceedings of the Twenty-sixth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, 285–289. Toronto, Ontario, Canada: OISE/University of Toronto.

Wigfield, A., Guthrie, J. T., Tonks, S., & Perencevich, K. C. (2004). Children s motivation for reading: Domain specificity and instructional influences. Journal of Educational Research, 97(6), 299-309.

Xhafa, F., Caballe, S., Daradounis, T., & Zhou, N. (2004). ''A grid-based approach for processing group activity log files.'' Paper presented at the First International Workshop on Grid Computing and its Application to Data Analysis (GADA 2004). Lecture Notes in Computer Science, Vol. 3292, 175-186, 2004. Berlin: Springer.

You and Alwan A., "Entropy-based Variable Frame Rate Analysis of Speech Signals and its Application to ASR," in Proc. ICASSP, pp.549-552, Montreal, Canada, May, 2004.

 

To top of page2003

Ambrose, R., Philipp, R., Chauvot, J., & Clement, L. (2003). A web-based survey to assess prospective elementary school teachers' beliefs about mathematics and mathematics learning: an alternative to Likert scales. In N. A. Pateman, B. J. Dougherty, & J. T. Zilliox (Eds.), Proceedings of the 2003 joint meeting of PME and PMENA (Vol. 2, pp. 33 39). Honolulu, HI: CRDG, College of Education, University of Hawaii.

Baker, E.L. & O Neil, H.F., Jr. (2003). Evaluation and research for technology: Not just playing around. Evaluation and Program Planning, 26, 169-176.

Banerjee, S., Mostow, J., Beck, J., & Tam, W. (2003, December 15-16). Improving Language Models by Learning from Speech Recognition Errors in a Reading Tutor that Listens. Proceedings of the Second International Conference on Applied Artificial Intelligence, Fort Panhala, Kolhapur, India. Download paper as .pdf file.

Banerjee, S., Beck, J., & Mostow, J. (2003, September 1-4). Evaluating the Effect of Predicting Oral Reading Miscues. Proc. 8th European Conference on Speech Communication and Technology (Eurospeech 2003), Geneva, Switzerland, 3165-3168. Download paper in .pdf format.

Beck, J. E., Mostow, J., Cuneo, A., & Bey, J. (2003, July 20-24). Can automated questioning help children's reading comprehension? Proceedings of the Tenth International Conference on Artificial Intelligence in Education (AIED2003), Sydney, Australia. Download paper in .pdf format.

Beck, J. E., Jia, P., Sison, J., & Mostow, J. (2003, June 22-26). Predicting student help-request behavior in an intelligent tutor for reading. Proceedings of the 9th International Conference on User Modeling, Johnstown, PA. Download paper in .pdf format.

Beck, J. E., Jia, P., & Mostow, J. (2003, June 22-26). Assessing student proficiency in a Reading Tutor that listens. Proceedings of the 9th International Conference on User Modeling, Johnstown, PA. Download paper in .pdf format.

Breier, J. I., Simos, P. G., Fletcher, J. M., Castillo, E. M., Zhang, W., & Papanicolaou, A. C. (2003). Abnormal activation of temporoparietal areas in children with dyslexia during speech processing, Neuropsychology, 17: 610-21.

Clement, L., Chauvot, J., Philipp, R., & Ambrose, R. (2003). A method for developing rubrics for research purposes. In N. A. Pateman, B. J. Dougherty, & J. T. Zilliox (Eds.), Proceedings of the 2003 joint meeting of PME and PMENA (Vol. 2, pp. 221 227). Honolulu, HI: CRDG, College of Education, University of Hawaii.

Denton, C.A., & Mathes, P.G. (2003). Intervention for struggling readers: Possibilities and challenges. In B.R. Foorman (Ed.), Preventing and remediating reading difficulties: Bringing science to scale (pp. 229-251). Timonium, MD: York Press.

Denton, C.A., Vaughn, S., & Fletcher, J.M. (2003). Bringing research-based practice to scale. Learning Disability Research and Practice, 15, 74-94.

Duke, N. K., & Bennett-Armistead, V. S., with Huxley, A., Johnson, M., McLurkin, D., Roberts, E., Rosen, C., Vogel, E. (2003). Reading and writing informational text in the primary grades: Research-based practices. New York: Scholastic.

Fletcher, J.M., Morris, R.D., & Lyon, G.R. (2003). Classification and definition of learning disabilities: An integrative perspective. In H.L. Swanson, K.R. Harris, and S. Graham. Handbook of learning disabilities (pp. 30-56). Guilford Publications.

Foorman, B.R., Breier, J.I., & Fletcher, J.M. (2003). Interventions aimed at improving reading success: An evidence-based approach. Developmental Neuropsychology, 24, 613-639.

Gobert, J., Horwitz, P., Tinker, B., Buckley, B., Wilensky, U., Levy, S., and Dede, C. (2003). Modeling Across the Curriculum: Scaling up Modeling Using Technology. In the Proceedings of the Twenty-fifth Annual Meeting of the Cognitive Science Society, July 31-August 2, Boston, MA.

Grek, M.L. Mathes, P.G., & Torgesen, J.K. (2003). Similarities and differences between experienced teachers and trained paraprofessionals: An Observational Analysis. In S.Vaughn & K. Briggs (Eds.) Reading in the classroom (267-296). Baltimore, MD: Paul H. Brookes.

Guthrie, J. T., & Davis, M. H. (2003). Motivating struggling readers in middle school through an engagement model of classroom practice. Reading & Writing Quarterly, 19, 59-85.

Guthrie, J. T. (2003). Concept-Oriented Reading Instruction: Practices of Teaching Reading for Understanding. In C. Snow & A. Sweet (Eds.), Reading for Understanding: Implications of RAND Report for Education. New York: Guilford.

Hart, J., & Lee, O. (2003). Teacher professional development to improve science and literacy achievement of English language learners. Bilingual Research Journal, 27(3), 475-501.

Integrating Mathematics and Pedagogy. (2003). IMAP Web-Based Beliefs Survey. San Diego, CA: Center for Research in Mathematics and Science Education, San Diego State University. http://www.sci.sdsu.edu/CRMSE/IMAP/survey/

Kurby, C. A., Wiemer-Hastings, K., Ganduri, N., Magliano, J. P., Millis, K. K., & McNamara, D. S. (2003). Computerizing reading training: Evaluation of a latent semantic analysis space for science text. Behavior Research Methods, Instruments, and Computers, 35, 244 - 250.

Lee, O. (2003). Equity for culturally and linguistically diverse students in science education: A research agenda. Teachers College Record, 105(3), 465-489.

Lee, O., & Avalos, M. (2003). Integrating science with English language development. Southwest Educational Development Laboratory (SEDL) Letter. XV, 1, 21-28.

Lee, O., & Luykx, A. (2003). Ecological education for students from non-mainstream backgrounds in the climate of accountability. Frontiers in Ecology and the Environment, 1(7), 384-385.

Levinstein, I. B., McNamara, D. S., Boonthum, C., Pillarisetti, S. P., & Yadavalli, K. (2003). Web-based intervention for higher-order reading skills. In D. Lassner & C. McNaught (Eds.), Proceedings of the ED-MEDIA 2003 World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 835 - 841). Norfolk, VA: Association for the Advancement of Computing in Education.

McNamara, D. S., Best, R. M., & Castellano, C. (2003). Learning from text: Facilitating and enhancing comprehension. Speechpathology.com, Article 45.

Mislevy, R., et al. (2003). Design patterns for assessing science inquiry (PADI Technical Report #1). Menlo Park, CA: SRI International.

Mislevy, R. J., Chudowsky, N., Draney, K., Fried, R., Gaffney, T., Haertel, G., et al. (2003). Design patterns for assessing science inquiry (PADI Technical Report 1). Menlo Park, CA: SRI International. Also available at http://padi.sri.com/publications.html

Mislevy, R. J., Steinberg, L. S., Almond, R. G., Haertel, G. D., & Penuel, W. R. (2003). Leverage points for improving educational assessment (PADI Technical Report 2). Menlo Park, CA: SRI International. Also available at http://padi.sri.com/publications.html

Mislevy, R., Steinberg, L. S., Almond, R. G., Haertel, G. D., & Penuel, W. R. (2003). Improving educational assessment. In G. Haertel and B. Means (Eds.), Evaluating educational technology: Effective research designs for improving learning. New York: Teachers College Press.

Mostow, J., Aist, G., Burkhead, P., Corbett, A., Cuneo, A., Eitelman, S., Huang, C., Junker, B., Sklar, M. B., & Tobin, B. (2003). Evaluation of an automated Reading Tutor that listens: Comparison to human tutoring and classroom instruction. Journal of Educational Computing Research, 29(1), 61-117. Download paper in MS Word format.

Nathan, M. J. & Petrosino, A. J. (2003). Expert blind spot among preservice teachers. American Educational Research Journal. 40(4), 905-928.

Papanicolaou, A.C., Simos, P.G., Breier, J.I., Fletcher, J.M., Foorman, B.R., Francis, D.J., Castillo, E.M., & Davis, R. (2003). Brain mechanisms for reading in children with and without dyslexia: A review of studies of normal development and plasticity. Developmental Neuropsychology, 24, 593- 612.

Philipp, R. A., & Vincent, C. (2003). Reflecting on learning fractions without understanding. ON-Math: Online Journal of School Mathematics, 2(2) Available to NCTM members at http://my.nctm.org/eresources/view_article.asp?article_id=64 30

Romance, N. R., Vitale, M. R., & Dolan, M. F. (2003). Scientifically-based research in science education. US Department of Education Monograph Series, Washington, DC: US Department of Education.

Scanlon, D. M., Gelzheiser, L., Fanuele, D., Sweeney, J. & Newcomer, L. (2003). Classroom Language Arts Systematic Sampling and Instructional Coding (CLASSIC). Unpublished manuscript, Child Research and Study Center, The University at Albany.

Schrader, P. G., Leu, D. J., Kinzer, C. K., Ataya, R., Teale, W. H., Labbo, L. D., & Cammack, D. (2003). Using Internet delivered video cases to support pre-service teachers understanding of effective early literacy instruction: An exploratory study. Instructional Science, 31, 317-340.

Stahl, G. (2003). ''The future of computer support for learning: An American/German Delfic vision.'' Opening keynote talk presented at the First Conference on e-Learning of the German Computer Science Society (DeLFI 2003), Munich, Germany. Proceedings pp. 13-16.

Stahl, G. (2003). ''Meaning and interpretation in collaboration.'' In B. Wasson, S. Ludvigsen & U. Hoppe (Eds.), Designing for change in networked learning environments: Proceedings of the international conference on computer support for collaborative learning (CSCL '03) (pp. 523-532). Bergen, Norway: Kluwer Publishers.

Stahl, G. (2003). ''Can shared knowledge exceed the sum of its parts?'' In R. V. J. DeRidder (Ed.), Knowledge sharing under distributed circumstances (pp. 85-88). Amsterdam, Netherlands: NWO-MES.

 
To top of page2002

Aist, G. (2002). Helping Children Learn Vocabulary During Computer-Assisted Oral Reading. Educational Technology and Society, 5(2). Online at http://ifets.ieee.org/periodical/vol_2_2002/aist.html.

Baker, E. L. (2002). Design of automated authoring systems for tests. Proceedings of Technology and assessment: Thinking ahead proceedings from a workshop." (pp. 79-89). Published of Collection: National Research Council, Board on Testing and Assessment, Center for Education, Division of Behavioral and Social Sciences and Education.

Clement, L., Philipp, R. A., & Thanheiser, E. (2002). Placing children between prospective elementary school teachers and mathematics: The mathematical early field experience. In D. S. Mewborn, P. Sztajin, D. Y. White, H. G. Wiegel, R. L. Bryant, & K. Nooney (Eds.), Proceedings of the twenty-fourth annual meeting: North American Chapter of the International Group for the Psychology of Mathematics Education, Vol. 3 (pp. 1097-1104). Columbus, OH: Clearinghouse for Science, Mathematics, and Environmental Education.

Cottrell, K., & McNamara, D. S. (2002). Cognitive precursors to science comprehension. In W. D. Gray & C. Schunn (Eds.), Proceedings of the 24th Annual Meeting of the Cognitive Science Society (pp. 244 - 249). Mahwah, NJ: Lawrence Erlbaum.

Cox, K. E., & Guthrie, J. (2002). Concept instruction with text. In B. J. Guzzetti (Ed.), Literacy in America: An encyclopedia of history, theory, and practice. Santa Barbara, CA: ABC-CLIO, Inc.

Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53,109-132.

Fletcher, J.M., Foorman, B.R, Boudousquie, A., Barnes, M., Schatschneider. C., & Francis, D.J. (2002). Assessment of reading and learning disabilities: A research-based, intervention-oriented approach. Journal of School Psychology, 40, 27-63.

Fradd, S. H., Lee, O., Sutman, F. X., & Saxton, M. K. (2002). Materials development promoting science inquiry with English language learners: A case study. Bilingual Research Journal, 25(4), 479-501.

Guthrie, J. T., & Ozgungor, S. (2002). Instructional Contexts for Reading Engagement. In C. Collins Block & M. Pressley (Eds.), Comprehension Instruction: Research Based Best Practices (pp.275-288). New York: Guilford.

Guthrie, J. T. (2002). Preparing students for high-stakes test taking in reading. In A. E. Farstrup, & S. J. Samuels (Eds.), What research has to say about reading instruction (pp.370-391). Newark, DE: International Reading Association.

Guthrie, J. T. (2002). Motivation and engagement in reading instruction. In M. Kamil, J. Manning, & H. Walberg (Eds.), Successful reading instruction (pp. 137-154). Greenwich, CT: Information Age Publishing.

Jia, P., Beck, J. E., & Mostow, J. (2002, June 3). Can a Reading Tutor that Listens use Inter-word Latency to Assess a Student's Reading Ability? ITS 2002 Workshop on Creating Valid Diagnostic Assessments, San Sebastian, Spain, pp. 23-32. Download paper in pdf format.

Keefer, M. W. (2002). Designing reflections on practice: Helping teachers apply cognitive learning principles in an SFT - inquiry-based learning program. Interchange: A Quarterly Review of Education, 33(4), 395-417.

Labbo, L.D., Eakle, A.J., & Montero, M.K. (2002). Digital language experience approach: Using digital photographs and software as a language experience approach innovation. Reading Online, 5(8). Available online at: http://www.readingonline.org/electronic/elec_index.asp? HREF=labbo2/index.html

Lambert, J. (2002). The living planet: Promoting science inquiry for linguistically diverse students (Student book and teachers’ guide). Coral Gables, FL: University of Miami.

Lee, O. (2002). Science inquiry for elementary students from diverse backgrounds. In W. G. Secada (Ed.), Review of Research in Education, Vol. 26 (pp. 23-69). Washington, DC: American Educational Research Association.

Lee, O., & Avalos, M. (2002). Promoting science instruction and assessment for English language learners. The Electronic Journal of Science Education, 7(2).

Lee, O., & Paik, S. (2002). Conceptions of science achievement in major reform documents. School Science and Mathematics, 100(1), 16-26.

Leighton, J. P., & Sternberg, R. J. (2002). Thinking about reasoning: Is knowledge power? The Korean Journal of Thinking and Problem Solving, 12(1), 5-25.

Magliano, J. P., Wiemer-Hastings, K., Millis, K. K., Mu oz, B. D., & McNamara, D. S. (2002). Using latent semantic analysis to assess reader strategies. Behavior Research Methods, Instruments, and Computers, 34, 181-188.

Mathes, P. G., & Denton, C.A. (2002). The prevention and identification of reading disability. Seminars in Pediatric Neurology, 9, 185-191.

McNamara, D. S., & O'Reilly, T. (2002). Learning: Knowledge acquisition, representation, and organization. In J. W. Guthrie (Ed.), The encyclopedia of education. New York: Macmillan Reference.

Means, B. & Haertel, G. D. (May, 2002). Technology supports for assessing science inquiry. Washington, DC: National Research Council.

Mostow, J., Tobin, B., & Cuneo, A. (2002, June 3). Automated Comprehension Assessment in a Reading Tutor. ITS 2002 Workshop on Creating Valid Diagnostic Assessments, San Sebastian, Spain, pp. 52-63. Download paper in pdf format.

Nathan, M. J. (2002). Mathematics Learning: Algebra. In James W. Guthrie (Ed.) Encyclopedia of Education, Second Edition (Vol. 5, pp. 1542-1545). New York: Macmillan Reference USA.

O'Reilly, T., & McNamara, D. S. (2002). What's a science student to do? In W. D. Gray & C. Schunn (Eds.), Proceedings of the 24th Annual Meeting of the Cognitive Science Society (pp. 726 - 731). Mahwah, NJ: Erlbaum.

Philipp, R. A., & Sowder, J. T. (2002). Using eye-tracking technology to determine the best use of video with prospective and practicing teachers. In A. D. Cockburn & E. Nardi (Eds.), Proceedings of the 26th annual conference of the International Group for the Psychology of Mathematics Education, Vol. 4 (pp. 233-240). Norwich, England: University of East Anglia.

Philipp, R. A., Thanheiser, E., & Clement, L. L. (2002). The role of a children’s mathematical thinking experience in the preparation of prospective elementary school teacher. International Journal of Educational Reform, 37(2), 195-210.

Sarkari, S., Simos, P.G., Fletcher, J.M., Castillo, E.M., Breier, J.I., & Papanicolaou, A.C. Contributions of magnetic source imaging to the understanding of dyslexia. Seminars in Pediatric Neurology, 9, 227-236, 2002.

Simos, P.G., Fletcher, J.M., Bergman, E., Breier, J.I., Foorman, B.R., Castillo, E.M., Davis, R.N., Fitzgerald, M., & Papanicolaou, A.C. (2002). Dyslexia-specific brain activation profile becomes normal following successful remedial training. Neurology, 58, 1-10.

Simos, P.G., Fletcher, J.M., Foorman, B.R. Francis, D.J. Castillo, E.M. Davis, R.N. Fitzgerald, M. Mathes, P.G. Denton, C. & Papanicolaou, A.C. (2002). Brain activation profiles during the early stages of reading acquisition. Journal of Child Neurology, 17, 159-163.

Stahl, G. (2002). ''Groupware goes to school. In J. H. J. Pino (Ed.), Groupware: Design, implementation and use:'' Proceedings of the 8th international workshop on groupware (CRIWG '02) (Vol. LNCS 2440, pp. 7-24). La Serena, Chile: Springer.

Sternberg, R. J. (2002). Beyond g: The theory of successful intelligence. In R. J. Sternberg, & E. L. Grigorenko (Eds.), The general factor of intelligence: How general is it? Mahwah, NJ: Lawrence Erlbaum Associates.

Sternberg, R. J. (2002). [Review of the book Essential Cognitive Psychology]. Intelligence, 30(2), 218–219.

Sternberg, R. J. (Ed.). (2002). Why smart people can be so stupid. New Haven: Yale University Press.

Sternberg, R. J., & Grigorenko, E. L. (2002). Difference scores in the identification of children with learning disabilities: It’s time to use a different method. Journal of School Psychology, 40(1), 65–83.

Sternberg, R. J., & Grigorenko, E. L. (2002). Dynamic testing. New York: Cambridge University Press.

Sternberg, R. J., & Grigorenko E. L. (Eds.). (2002). The general factor of intelligence: How general is it? Mahwah, NJ: Lawrence Erlbaum Associates.

Sternberg, R. J., Kaufman, J. C., & Pretz, J. E. (2002). The creativity conundrum: A propulsion model of kinds of creative contributions. New York: Psychology Press.

Sternberg, R. J., & Grigorenko, E. L. (2002). Just because we “know” it’s true doesn’t mean it’s really true: A case study in Kenya. Psychological Science Agenda, 15(2), 8-10.

Sternberg, R. J. (2002). The growth of intelligence in infancy. In M. Lewis & A. Slater (Eds.), Introduction to infant development. New York: Oxford University Press.

Sternberg, R. J. (2002). Smart people are not stupid, but they sure can be foolish: The imbalance theory of foolishness. In R. J. Sternberg (Ed.), Why smart people can be so stupid. New Haven: Yale University Press.

Sternberg, R. J., & Grigorenko, E. L. (2002). The theory of successful intelligence as a basis for instruction and assessment in higher education. In D. Halpern, & M. Hakel (Eds.), Applying the science of learning to university teaching and beyond: New directions for teaching and learning, number 89. San Francisco: Jossey-Bass Publishers.

Teale, W. H., Leu, D. J., Labbo, L. D., & Kinzer, C. (2002). The CTELL project: New ways technology can help educate tomorrow’s reading teachers. The Reading Teacher, 55(7), 654-659. Available online at: http://www.readingonline.org/electronic/RT/4-02_Column

Treagust, D., Chittleborough, G., & Mamiala, T. (2002). Students’ understanding of the role of scientific models in learning science. International Journal of Science Education, 24(4), 357-368.

Vellutino, F.R. & Scanlon, D.M. (2002). The interactive strategies approach to reading intervention. Contemporary Educational Psychology, 27, 573-635.

Wigfield, A., & Eccles, J. S. (Eds.). (2002). Development of achievement motivation. San Diego: Academic Press.

Williams, W.M., & Sternberg, R.J. (2002). How parents can maximize children’s cognitive abilities. In M. Borstein (Ed.), Handbook of parenting, (Vol. 5): Practical issues in parenting. Mahwah, NJ: Lawrence Erlbaum.

 
To top of page2001

Aist, G. Towards automatic glossarization: automatically constructing and administering vocabulary assistance factoids and multiple-choice assessment. International Journal of Artificial Intelligence in Education (2001) 12, 212-231. Download from IJAIE website.

Aist, G. Towards Worldwide Literacy: Technological Affordances, Economic Challenges, Affordable Technology. Development by Design: Workshop on Collaborative Open Source Design of Appropriate Technologies. MIT Media Lab, Cambridge, Massachusetts, July 22, 2001. Download paper in pdf format.

Aist, G. 2001. Helping Children Learn Vocabulary during Computer-Assisted Oral Reading. Ph.D. dissertation, Language Technologies Institute, School of Computer Science, Carnegie Mellon University. Download thesis in pdf format.

Cox, K. E., & Guthrie, J. T. (2001). Motivational and cognitive contributions to students' amount of reading. Contemporary Educational Psychology, 26(1), 116-131.

Fradd, S. H., & Lee, O. (2001). Needed: A framework for integrating standardized and informal assessment for students developing academic language proficiency in English. In J. V. Tenajero & S. Hurley (Eds.), Literacy assessment of second language learners (pp. 130-148). Boston, MA: Allyn and Bacon.

Guthrie, J. T., & Cox, K. E. (2001). Classroom Conditions for Motivation and Engagement in Reading. Educational Psychology Review, 13(3), 283-302.

Guthrie, J. T., Knowles, K. T. (2001). Literacy and motivation: Reading engagement in individuals and groups. In L. Verhoeven & C. Snow (Eds.), Promoting reading motivation (pp.159-176). Mahwah, NJ: Erlbaum.

Guthrie, J. T., Schafer, W. D., & Huang, C. (2001). Benefits of opportunity to read and balanced instruction on the NAEP. Journal of Educational Research, 94(3), 145-162.

Halloun, I. A. (2001). Student Views about Science: A comparative Survey, Phoenix series. Beirut, Lebanon: Educational Research Center, Lebanese University.

Lee, O. (2001). Culture and language in science education: What do we know and what do we need to know? Journal of Research in Science Teaching, 38(5), 499-501.

Lee, O., & Associates. (2001). Matter: Promoting science inquiry for linguistically diverse students (Student book and teachers’ guide). Coral Gables, FL: University of Miami.

Lee, O., & Associates. (2001). Measurement: Promoting science inquiry for linguistically diverse students (Student book and teachers’ guide). Coral Gables, FL: University of Miami.

Lee, O., & Associates. (2001). The water cycle: Promoting science inquiry for linguistically diverse students (Student book and teachers’ guide). Coral Gables, FL: University of Miami.

Lee, O., & Associates. (2001). Weather: Promoting science inquiry for linguistically diverse students (Student book and teachers’ guide). Coral Gables, FL: University of Miami.

Lee, O., & Fradd, S. H. (2001). Instructional congruence to promote science learning and literacy development for linguistically diverse students. In D. R. Lavoie, & W-M. Roth (Eds.), Models for science teacher preparation: Bridging the gap between research and practice (pp.109-126). Dordrecht, The Netherlands: Kluwer Academic Publishers.

McNamara, D. S. (2001). Speed reading. In N. J. Smelser & P. B. Bates (Eds.), International encyclopedia of the social & behavioral sciences. Amsterdam: Elsevier Science.

Metz, K. E. (2001). Elementary school children s statistical reasoning in science. In Proceedings of the American Statistical Association. Aug 5-9, Atlanta GA.

Millis, K. K, Magliano, J. P., Wiemer-Hastings, K., & McNamara, D. S. (2001). Using LSA in a computer-based test of reading comprehension. In J. D. Moore, C. Luckhardt-Redfield, & W. L. Johnson (Eds.), Artificial intelligence in education: AI-ED in the wired and wireless future: Vol. 68. Frontiers in artificial intelligence and applications (pp. 583 - 585). Amsterdam: IOS Press.

Mostow, J., and Aist, G. Evaluating tutors that listen: An overview of Project LISTEN. In (K. Forbus and P. Feltovich, Eds.) Smart Machines in Education, pp. 169-234. MIT/AAAI Press, 2001.

Murray, R. Charles, Van Lehn, Kurt, and Mostow, Jack. A Decision-Theoretic Approach for Selecting Tutorial Discourse Actions. In Proceedings of the NAACL 2001 Workshop on Adaptation in Dialogue Systems, Pittsburgh, PA, June 2001. Download paper in pdf format.

Murray, R. Charles, Van Lehn, Kurt, and Mostow, Jack. A Decision-Theoretic Architecture for Selecting Tutorial Discourse Actions. In Proceedings of the AIED-2001 Workshop on Tutorial Dialog Systems, San Antonio, Texas, May 2001, pp. 35-46. Download paper in pdf format.

Papanicolaou, A.C. Simos, P.G. Breier, J.I., Wheless, J.W., Mancias, P., Baumgartner, J.E., Maggio, W.W. Gormley, W., Constantinou, J.E.C. & Butler, I.J. (2001). Brain plasticity for sensory and linguistic functions: A functional imaging study using MEG with children and young adults. Journal of Child Neurology, 16, 241-252.

Simos, P.G., Breier, J.I., Foorman, B.R., Fletcher, J.M., Mouzaki, A., & Papanicolaou, A.C. (2001). Age-related changes in regional brain activation during phonological decoding and printed word recognition. Developmental Neuropsychology, 19, 191-210.

Songer, N. B. (2001) Congressional Testimony, Classrooms as Laboratories: The Science of Learning Meets the Practice of Teaching. www.house.gov/science/research/reshearings.htm

Sternberg, R. J. (2001). Dr. Jekyll meets Mr. Hyde: Two faces of research on intelligence and cognition. In J. S. Halonen & S. F. Davis (Eds.), The many faces of psychological research in the 21st century (ch.6). http://teachpsych.lemoyne.edu/teachpsych/faces/ script/Ch06.htm

Sternberg, R. J. (2001). How intelligent are schools? [Review of the book Understanding schools as intelligent systems]. Issues in Education, 7(1), 131-135.

Sternberg, R. J. (2001). How wise is it to teach for wisdom? A reply to five critiques. Educational Psychologist, 36(4), 269-272.

Sternberg, R. J. (2001). Measuring the intelligence of an idea: How intelligent is the idea of emotional intelligence. In J. Ciarrochi, J. Forgas, & J. D. Mayer (Eds.), Emotional intelligence in everyday life (pp. 187-194). Philadelphia, PA: Psychology Press.

Sternberg, R. J. (2001). The search for criteria: Why study the evolution of intelligence? In R. J. Sternberg & J. C. Kaufman (Eds.), The evolution of intelligence (pp.1-7). Mahwah, NJ: Lawrence Erlbaum Associates.

Sternberg, R. J. (2001). Teaching psychology students that creativity is a decision. The General Psychologist, 36(1), 8-11.

Sternberg, R. J. (2001). What is the common thread of creativity? Its dialectical relation to intelligence and wisdom. Special section of American Psychologist on creativity, 56(4), 360-362.

Sternberg, R. J. (2001). Why schools should teach for wisdom: The balance theory of wisdom in educational settings. Educational Psychologist, 36(4), 227-245.

Sternberg, R. J. (2001). Wisdom and education. Perspectives in Education, 19(4), 1-16.

Sternberg, R. J., & Grigorenko, E. L. (2001). All testing is dynamic testing. Issues in Education, 7(2), 37–170.

Sternberg, R.J., & Grigorenko, E.L. (2001). Degree of embededness of ecological systems as a measure of ease of adaptation to the environment. In E. L. Grigorenko & R. J. Sternberg (Eds.), Family environment and intellectual functioning: A life-span perspective (243-262). Mahwah, NJ: Lawrence Erlbaum Associates.

Sternberg, R. J., Grigorenko, E. L., & Kalmar, D. A. (2001). The role of theory in unified psychology. The Journal of Theoretical and Philosophical Psychology, 21(2), 99-117.

Sternberg, R. J., & Grigorenko, E. L. (2001). The truth can now be told. This whole exchange is one big dynamic test. Issues in Education, 7(2), 251-260.

Sternberg, R. J., & Grigorenko, E. L. (2001). Unified psychology. American Psychologist, 56(12), 1069–1079.

Sternberg, R. J., & Jarvin, L. (2001). Binet, Alfred (1857–1911). In N. J. Smelser & P. B. Baltes (Eds.), International encyclopedia of the social and behavioral sciences. Oxford: Elsevier Science Ltd.

 
To top of page2000

Aist, G. Identifying words to explain to a reader: A preliminary study. Student Abstract and Poster, Proceedings of the Seventeenth National Conference on Artificial Intelligence (AAAI-2000), p. 1061. Austin, TX, August 2000. Download paper in pdf format.

Aist, G. Helping children learn vocabulary during computer assisted oral reading. SIGART/AAAI Doctoral Consortium, Proceedings of the Seventeenth National Conference on Artificial Intelligence (AAAI-2000), pp. 1100-1101. Austin, TX, July 2000. Download .ps file.

Aist, G. An informal model of vocabulary acquisition during assisted oral reading and some implications for computerized instruction. In R. Nkambou (Ed.), ITS'2000 Young Researchers Track Proceedings, pp. 22-24. Fifth International Conference on Intelligent Tutoring Systems. Montreal, Canada, June 2000. Download paper in pdf format. (c) Springer-Verlag.

Aist, G. and Mostow, J. Improving story choice in a reading tutor that listens. Proceedings of the Fifth International Conference on Intelligent Tutoring Systems (ITS 2000), p. 645. Montreal, Canada, June 2000. Poster Abstract. Download paper in pdf format. (c) Springer-Verlag.

Aist, G. Human Tutor and Computer Tutor Story Choice in Listening to Children Read Aloud. In B. du Boulay (Ed.), Proceedings of the ITS 2000 Workshop on Modeling Human Teaching Tactics and Strategies, pp. 8-10. Fifth International Conference on Intelligent Tutoring Systems. Montreal, Canada, June 2000. Download paper in pdf format.

Aist, G. and Mostow, J. Using Automated Within-Subject Invisible Experiments to Test the Effectiveness of Automated Vocabulary Assistance. In Joseph Beck (Ed.), Proceedings of ITS 2000 Workshop on Applying Machine Learning to ITS Design/Construction, pp. 4-8. Fifth International Conference on Intelligent Tutoring Systems. Montreal, Canada, June 2000. Download paper in pdf format.

Metz, K.E. (2000). Young children's inquiry in biology: Building the knowledge bases to empower independent inquiry. In J. Minstrell & E. van Zee (Eds.) Inquiring into inquiry in science learning and teaching. Washington, DC: American Association for the Advancement of Science.

Simos, P.G., Breier, J.I., Fletcher, J.M., Bergman, E., & Papanicolaou, A.C. (2000). Cerebral mechanisms involved in word reading in dyslexic children: A magnetic source imaging approach. Cerebral Cortex, 10, 809-816.

Simos, P.G., Breier, J.I., Fletcher, J.M., Foorman, B.R., Bergman, E., Fishbeck, K., & Papanicolaou, A.C. (2000). Brain activation profiles in dyslexic children during nonword reading: A magnetic source imaging study. Neuroscience Letters, 290, 61-65.

Simos, P.G., Breier, J.I., Fletcher, J.M., Wheless, J.W., Maggio, W.W. Gormley, W., Constantinou, J.C., & Kramer, L. (2000). Insights into brain function and neural plasticity using Magnetic Source Imaging. Journal of Clinical Neurophysiology, 17, 143-162.

Simos, P.G., Breier, J.I., Wheless, J.W., Maggio, W.W., Fletcher, J.M., Castillo, E.M. & Papanicolaou, A.C. (2000). Brain mechanisms for reading: The role of the superior temporal gyrus in word and pseudoword naming. Neuroreport, 11, 2443-2447.

Sternberg, R. J. (2000). Identifying and developing creative giftedness. Roeper Review, 23(2), 60-64.

Sternberg, R. J. (2000). In search of the zipperump-a-zoo: Half a career spent trying to find the right questions to ask about the nature of human intelligence. The Psychologist, 13(5), 250-255.

Sternberg, R. J. (2000). Teaching psychology students about creativity as a decision. Psychology Teaching Review, 9(2), 111-118.

Sternberg, R. J. (2000). The theory of successful intelligence. Gifted Education International, 15(1), 4-21.

 
Logos of the University of Chicago and the National Organization Research Center