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
Tuesday 22 April
Table 6: SERT: Self-Explanation Reading Training,
Danielle S. McNamara, University of Memphis
8:15 - 9:45 AM
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
Kathleen C. Perencevich, University of Maryland
- 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
Myriam N. Torres, New Mexico State University
- 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.
- Defining Literacies: A pooled case comparison
of 3 early literacies users. Jeffrey W. Wood, Indiana University.
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
Wednesday 23 April
Robert C. Calfee, University
of California Riverside
- 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
10:35 - 12:05 AM
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 -
- 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
- 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
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
Thursday 24 April
Mark A. Constas, IES, U.S. Department of Education.
- Eva L. Baker, UCLA/CRESST
- Larry V. Hedges, University of Chicago
- Robert Slavin, Success for All Foundation
Ellen Condliffe Lagemann, Harvard University
10:35 AM - 12:05 PM
Early Literacy Interventions and Programs.
Session 58.016, Division C: Learning and Instruction. Hyatt, Stetson
Suite D, West Tower - Purple Level
Susan M. Burns, George Mason University
- 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,
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
Friday 25 April
Rand J. Spiro, Michigan State University
- 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
Max McGee, Wilmette Public Schools District
Michael E. Martinez, University of California, Irvine
8:15 - 9:45 am
Design Patterns for Assessing Scientific
Inquiry, Session 69.027, Division D: Measurement and Research
Methodology. Sheraton, Erie, Level 2.
- 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
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.
- 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
- 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.
Sean P. Brophy, Vanderbilt University
- 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
- SpySounder: Exploring Handheld Dictionaries
as Representational Models for Cognitive Development of Mental
Lexicons by Young Readers. Diana M. Sharp,
- 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
Joseph Krajcik, University of Michigan