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IERI Research Highlights at AERA 2003

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

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

Monday 21 April

Noon - 12:40 pm

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

      Table 6: SERT: Self-Explanation Reading Training, Danielle S. McNamara, University of Memphis
Tuesday 22 April

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. Soto, GSE&IS/UCLA.
      • 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

        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
Wednesday 23 April

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 - Gold Level

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

        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

        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
Thursday 24 April

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, Vanderbilt University

        Diane E. Beals, University of Tulsa

2:15 - 3:45 pm

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

        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 39
        Michael E. Martinez, University of California, Irvine
Friday 25 April

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 at Buffalo
      • Conceptualization of Constructs in Korean Primary Mathematics. Janice Grow-Maienza, Truman State University; Susan Beal, Saint Xavier University, Chicago; Tamela Randolph, South East Missouri State University
      • Developing "Proportional Reasoning Sense": Anchoring Instruction in Percents and Measurement. Joan K. Moss, Beverly A. Caswell, University of Toronto, Ontario Institute for Studies in Education
      • Examining Curricular Redesign of a High School Mathematics Department and Its Influences on Access to Advanced Mathematics. Lecretia A. Buckley, University of Illinois at Urbana-Champaign

2:15 - 3:45 PM

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

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

        Joseph Krajcik, University of Michigan

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