Please join the School of Education in congratulating its faculty, students, and SOE colleagues in affiliated centers on their achievements over April 2016.

The School of Education monthly achievements is a regular feature of the news section of the SOE website. To submit achievements, please email Jessica Henderson by the last day of the month. Please consider sharing recent awards or grants, publications, presentations, and collaborations across campus or in schools.

School of Education shares April 2016 achievements

Awards

Chrystalla Mouza received the SIG Instructional Technology Best Paper Award at the annual meeting of American Educational Research Association (AERA) in Washington DC. The full citation of her paper follows.

Mouza, C., Marzocchi, A., Pan, Y., Pollock, L. (2016). “Development, implementation and outcomes of an equitable computer science after-school program: Findings from middle school students.” Annual Meeting of the American Educational Research Association, April, Washington DC.

John Strong, a doctoral student specializing in literacy development and learning problems, received the prestigious Fontana Family Graduate Tuition Scholarship for his research in improving educational practices and literacy outcomes for students living in poverty. An article on John’s research interests and this award is forthcoming on the SOE website.

Publications

Christina Barbieri, an Institute of Education Sciences postdoctoral fellow working with Nancy Jordan and Roberta Golinkoff, is awaiting the publication of the following articles:

• Barbieri, C. & Booth, J.L. (in press). “Support for struggling students in algebra: Contributions of incorrect worked examples.” Learning and Individual Differences.

• O’Shea, A.M., Booth, J.L., Barbieri, C., McGinn, K.M., Young, L.K., & Oyer, M.H. (in press). “Algebra performance and motivation differences for students with learning disabilities and varying achievement levels.” Contemporary Educational Psychology.

Joan Buttram, Doug Archbald, and Elizabeth Farley-Ripple‘s book chapter, “Addressing critical problems through leadership portfolios: A content analysis,” will be published in “Contemporary Approaches to Dissertation Development and Research Methods” (ed. Valerie Storey and Kristina Hesbol) this June.

David Coker, Elizabeth Farley-Ripple, Charles McArthur, and doctoral students Huijing Wen and Austin Jennings published “Writing instruction in first grade: an observational study” in Writing Education Around the Globe, a special issue of Reading and Writing Journal. 

To help the team with this research, Fred Hofstetter developed the iSeeNCode app, which is now available for download through the Apple Store. The app replaces paper coding methods by allowing users to log their observations digitally. 

For more information about this research and the development of the app, see the CEHD “Creating improved observational protocol for writing instruction” research brief.

Christina Barbieri and Roberta Golinkoff along with Kathy Hirsh-Pasek published “To Err is Human, To Reflect (on the Error) is Divine” on the Huffington Post Education blog.

Joseph Henderson published a book review of “Place in Research: Theory, Methodology, and Methods” in Anthropology & Education Quarterly.

 Chrystalla Mouza, recent Ph.D. graduate Alison Marzocchi, doctoral student Yi-Cheng Pan, and Lori Pollock (Computer and Information Sciences) published “Development, implementation and outcomes of an equitable computer science after-school program: Findings from middle school students” in Journal of Research on Technology in Education.

Chrystalla Mouza, N. Shea, and learning sciences doctoral student Andrea Drewes published “Climate change professional development: design, implementation and initial outcomes on teacher learning, practice, and student beliefs” in the Journal of Science Teacher Education.

AERA Presentations

 Several UD faculty, current graduate students and alumni from the School of Education participated in the annual meeting of the American Educational Research Association (AERA) held in Washington DC from April 8-12.

Christina Barbieri gave an invited talk and several poster presentations at AERA. Full citations of her presentations follow:

• Barbieri, C., & Booth, J.L. (2016, April). “The effects of promoting error reflection on algebra learning.” Talk given at the 2016 meeting of AERA, Washington, D.C.

• Barbieri, C., & Booth, J.L. (2016, April). “The relationship between fraction magnitude knowledge and pre-algebra learning.” Poster presentation at the 2016 meeting of AERA, Washington, D.C.

• Barbieri, C., McGinn, K., Booth, J.L. (2016, April). “Errors as predictors of algebra learning.” Poster presentation at the 2016 meeting AERA, Washington, D.C.

• McGinn, K., Barbieri, C., & Booth, J.L. (2016, April). “Strategically determining type of example presented to student based on target algebraic misconception.” Poster presentation at the 2016 meeting AERA, Washington, D.C.

Joan Buttram and Hillary Mead presented “Evaluation of Maryland and Delaware Climate Change Education, Assessment and Research (MADE CLEAR).”

Dandan Chen, a doctoral student specializing in evaluation, measurement and statistics, presented “Implementation and effectiveness of school-wide positive behavioral support in elementary schools: Process and outcome evaluation” at an invited poster session.

Elizabeth N. Farley-Ripple and doctoral student Ai Ye presented “Combating the “Sophomore Slump”: Investigating the Contributions of On-Campus Living.”

Roberta Golinkoff and colleagues presented “Shared Book-Reading in the Digital Age: Examining Differences in Traditional and Tablet Books.”

James Hiebert presented “Using Cycles of Improvement to Increase the Effectiveness of Mathematics Teacher Preparation.”

Nancy Jordan, Ai Ye, and Vinaya Rajan presented “Developmental Trajectory of Fraction Magnitude Estimation in Young Children.”

Erica Litke presented the following papers at AERA:

• “The nature and quality of algebra instruction in five urban districts” in the event Teacher Perceptions and Movements in Mathematics Classrooms.

• “The Format and Features of Contemporary Algebra Instruction: An Exploratory Study” in the event Research on Mathematics Teacher Knowledge and Instructional Quality

Henry May and evaluation, measurement and statistics doctoral students Yanmiao Xie and Pragya Shrestha along with others presented “Results From the Reading Recovery Investing in Innovation Fund (i3) Scale-Up Regression Discontinuity Design.”

Chrystalla Mouza gave the following presentations at AERA:

• Mouza, C., Marzocchi, A., Pan, Y., Pollock, L. (2016). “Equitable computer science teaching: Implementation and outcomes from middle school students.”

• Yilmaz-Ozden, S., & Mouza, C. (2016) “Designing and validating a survey to measure technological pedagogical content knowledge among pre-service teachers.”

• Drewes, A., & Mouza, C. (2016). “Examining middle school students’ thinking on climate change: An earth history perspective from a MADE CLEAR classroom.” This presentation was part of a symposium where Laura Petes of the White House Office of Science and Technology Policy served as the discussant.

Ratna Nandakumar and doctoral student Dandan Chen presented “A Rasch analysis of teachers’ use of school discipline techniques survey: perceptions of teachers and students” at AERA.

Nancy Lavigne, Chrystalla Mouza, Zoubeida Dagher, Hillary Mead, Jenni Buckley, Lori Pollock, Michelle Cirillo, and Dustyn Roberts presented “Learning to teach engineering design by being a designer” at AERA.

Elizabeth Soslau presented “Exploring Assessments That Measure and Support the Development of Adaptive Teaching Expertise: An Action Research Inquiry.”

Elizabeth Soslau, Jennifer Gallo-Fox and Kathryn Scantlebury presented “Problematizing Co-Evaluation in Co-Teaching: Shifting Emphases and Restructuring Stakeholder Roles.”

Joshua Wilson presented “Using Automated Feedback to Improve Writing Quality: Opportunities and Challenges.”

Joshua Wilson and school psychology doctoral student Amanda Czik presented “Automated Essay Evaluation Software in English Language Arts Classrooms: Effects on Amount, Type, and Level of Feedback.”

Graduate Student Research Forum Presentations

University of Delaware hosted its sixth annual Graduate Research Forum on April 28. This year’s forum’s theme was “It’s About Time: Understanding the Past, Engaging the Present, Creating the Future.” The following graduate students presented at the forum.

Laura Ahlstrom, an economic education doctoral student, presented “Gender Differences in Primary School Attendance in Nigeria.”

Amanda Jennings, an evaluation, measurement and statistics doctoral student, presented “Are You More Economic Than A First Grader?: A Mixed Methods Approach In A Common Pool Resource Experiment.”

Rachel Salinger, a school psychology doctoral student, presented “Educating Students with Disabilities: Social Network Analysis as a Tool to Inform Consultation.”

Marcia Shirilla, a learning sciences doctoral student, presented a poster co-authored by Danielle Ford, on “Why Work Out? A Case Study of Graduate Students’ Perceptions of Physical Activity.”

Hui Yang, a learning sciences doctoral student, presented a poster on “Exploring the Relationships between Provider Decisions and Effectiveness in Professional Development Programs.”

Andrea Drewes, a learning sciences doctoral student, presented a poster on  “Conceptual Travel of Climate Change Knowledge Across Educational Contexts.”

Steele Symposium Presentations

School of Education graduate students also participated in the thirty-first annual Steele Symposium, hosted by the College of Education and Human Development.  The symposium gives graduate students an opportunity to showcase and discuss their research. Read more about the Steele Symposium in the May UDaily article.

Jenifer Hummer, a mathematics education doctoral student,  presented “Common core geometry textbooks: Opportunities for reasoning-and-proving.”

Marcia Shirilla, a learning sciences doctoral student, presented the poster “Catch the Word Ball! A Playful Learning Experience to Promote Vocabulary Learning” at the Steele Symposium. The poster was co-authored by Natalie Brezack, Rebecca Dore, Brenna Hassinger-Das, Kyla Amick, Alexa Rubilotta, Alyssa Sanders, Emma Blackney, Roberta Michnick Golinkoff, and Kathy Hirsh-Pasek.

The following graduate students’ research entries received awards at the symposium:

• Yanmiao Xie, Ph.D. in evaluation, measurement and statistics, “Incentivizing Produce Purchases at Farmers Markets: Year 1 Results,” first place – graduate poster.
• Hrysoula Davis, Ed.D., “Linguistic Supports for English Language Learner Access to Rigorous Math: A Curriculum Analysis Toward Educational Equity,” second place – graduate poster.
• Ai Ye, Ph.D. in evaluation, measurement and statistics, “Pathways from Cognitive Competencies and Numerical Abilities to Fraction Learning,” first place – graduate paper.

Additional Presentations

Laura Ahlstrom, an economic education doctoral student, presented “Women in finance: What the research shows” at the University of Delaware’s first Women in Business Summit on April 21.

Christina Barbieri  presented a poster with co-author J.L. Booth on “The effects of an error reflection intervention on algebra learning” at the 2016 Bringing Cognitive Science Research to the Classroom Conference, Arlington, VA.

Zoubeida Dagher and colleagues gave the following presentations at the annual meeting of NARST from April 14-17 in Baltimore, Maryland.

• Dagher, Z, Erduran, S., Kaya, E. & BouJaoude, S. (2016).  “Infusing scientific practices in science education in Lebanon, NARST LSEP 2015 project.” Invited paper presented in Promoting Cross- Culture Science Education Research symposium.
• BouJaoude, S., Dagher, Z., Refai, S. (2016). “The portrayal of nature of science in Lebanese middle school science textbooks.” Global Perspectives on Nature of Science in School Science Textbooks: Representations, Methodologies, Contexts, and Implications symposium.
• Erdruan, S. & Dagher, Z. (2016). “Scientific practices and the nature of science.” Current challenges about epistemic practices symposium. This presentation was selected by the European Science Education Research Association (ESERA) to be presented at NARST based on the high reviews the symposium received when it presented at ESERA in September 2015.

Vicki Goettel and Stephanie Kotch-Jester presented on coteaching at the 2016 National Student Teaching and Supervision Conference at West Chester University. Their presentation highlighted specific components that have provided support and guidance to each member of the student teaching team in the UD School of Education.

Roberta Golinkoff presented at the 2016 LEGO Idea Conference in Billund, Denmark.

Jenifer Hummer, a mathematics education doctoral student, presented “High school geometry textbooks: Opportunities for reasoning-and-proving” at the Eastern Pennsylvania and Delaware Section of the Mathematical Association of America on April 2.

Amanda Jansen presented “Teachers’ perspectives on students’ engagement in mathematics classroom discourse: The case of exploratory (“rough draft”) talk” at the Mini-Symposium on Problem Solving, Affect, and Mathematics Education hosted by Rutgers University on April 26.

Amanda Jansen also delivered a talk titled “Middle school mathematics student teachers’ use of video to reflect on engaging learners in exploratory talk” at the National Student Teaching and Supervision Conference at West Chester University on April 30.

Nancy Jordan was the keynote speaker at the Conference on Learning and Learning Difficulties at the University of Eastern Finland in Joensuu, Finland on April 28.

Nancy Jordan also served as an invited panel discussant at the Bringing Cognitive Science Research to the Classroom Conference sponsored by the National Research and Development Center on Cognition and Mathematics Instruction on April 13.

Rachel Karchmer-Klein delivered a keynote presentation on “Examining activity design in technology integration: The critical role of the classroom teacher in the connected classroom” at the Virginia Commonwealth University Teaching Literacy in a Digital World Conference in Richmond, VA.

Andrea Drewes, Chrystalla Mouza, Joseph Henderson presented “Climate science professional development: Curriculum design considerations and student learning outcomes” at the National Association for Research in Science Teaching, April, Baltimore, MD.

Postdoctoral fellows and graduate students working with Nancy Jordan presented the following:

• Resnick, I., Barbieri, C.,(presenters) Rinne, L., Hurwitz, A., & Jordan, N. (co-authors)(2016, April). “The role of decimal understanding in fractions understanding and overall mathematics achievement”. National Center on Cognition and Mathematics Instruction Conference, Arlington, VA. (Poster presentation)

• Rodrigues (Carrique). J., Hansen. N., Resnick. I., Ye. A., Dyson. N., and Jordan. N. C. (2016): “A Practical and Powerful Screener of Middle School Mathematics Difficulties”. National Council of Teachers of Mathematics (NCTM) Research Conference in San Francisco, CA

• Rodrigues (Carrique). J., N., (2016) “Research-based intervention for middle school students who struggle with fraction understanding”. Council for Exceptional Children (CEC) Convention and Expo, St. Louis, MO.

• Jessica (Carrique) Rodrigues and Nancy Dyson presented a poster, “Building fraction sense: a preliminary field trial with sixth-grade students” at the Latin America School for Education, Cognitive and Neural Sciences in Buenos Aires, Argentina in March, 2016. This two-week meeting brings together renowned faculty and a select group of students and early career scholars from around the world to build new bridges between education, cognitive and neural sciences.

Service

Joseph Henderson has been named to the editorial board of Journal of Policy Futures in Education.

Chrystalla Mouza has facilitated computer classes in three Delaware schools and has provided classroom support on computational thinking to two other DE schools (including one all-girls school). For more on Chrystalla’s work to bring coding to the classroom, see CEHD’s “Bringing computer and programming skills into the classroom.”

Professional development

Fred Hofstetter and Chrystalla Mouza met with representatives from New Castle County Libraries to discuss ways to promote computational thinking within libraries’ programming infrastructure.

Chrystalla Mouza has facilitated a Scratch Club in Newark Library this spring as part of the Partner4CS project. Read more about this work in “Bringing computer and programming skills into the classroom.”

Professional Development Center for Educators

Grants

Faith Muirhead, Michelle Cirillo, Jinfa Cai were awarded a $400,000 renewable Math Science Partnership from U.S. Department of Education grant for conceptual teaching and real time coaching. This grant will pay for much needed professional development in three school districts for teachers in grades 8-11 in mathematics.

Presentations

Amy Trauth-Nare presented her forthcoming book chapter, “Promoting student agency in science inquiry: A self-study of relational pedagogical practices in science teacher education,” at the Annual Conference for the National Association for Research in Science Teaching in Baltimore on April 15.

Service

Jackie Wilson has been asked by the Wallace Foundation to serve on a national panel of reviewers on university principal preparation programs. This panel will determine which programs will receive funding to redesign their programs so that they meet national standards and research-based practices for developing principals.

Professional development and partnerships

 Sharon Brittingham planned and conducted mock interviews with John Kreitzer, Tammy Croce, Ed Burton, Sue Dutton, LouAnn Miller and Alison Dubinski for Milford School District assistant principals as part of the Step Up program for Assistant Principals. As part of this project, she also facilitated PD on school finance to assistant principals in Seaford and PD with Tammy Croce on human resources, resume writing, and interviewing in Capital School District.

Gina Castelli conducted a one-day professional development workshop in Philadelphia on “Overview of responsive classroom.”

Alison Dubinski, Emily Poag, and Debbie Grise participated in meetings with educators in Seaford, Caesar Rodney, and Laurel school districts to plan summer programs for K-1 students. This work is supported with funding from three 21st Century Grants.

John Kreitzer completed the ASPIRE program for Seaford School District. Five potential school leaders were provided PD in preparation for assistant principals including the opportunity to participate in mock interviews.

Amy Trauth-Nare and Jenni Buckley led a PD workshop on “Orthopedics in Action” at the National Science Teachers’ Association Conference in Nashville on April 2.

Kim Wagner facilitated literacy-based PD workshops and engaged in coaching for elementary and middle school teachers in Laurel and Seaford school districts, Family Foundations Charter School, Eastside Charter School, Thomas Edison Charter School, Saint Edmonds Academy, Immaculate Heart of Mary School, and Cedar Lane Elementary School.