CEHD News Research

CEHD News Research

McMaster, colleagues receive Samuel A. Kirk award for article on data-based decision-making

Kristen McMaster

Kristen McMaster, professor in the Department of Educational Psychology’s special education program, was recently recognized for her article, “Data-based decision-making: Developing a method for capturing teachers’ understanding of CBM graphs.” The article—led by Christine Espin, professor of learning problems and specialized interventions at Leiden University and co-authored by Stan Deno, professor emeritus in the Department of Educational Psychology until his passing in 2017 and others—received the prestigious Samuel A. Kirk award for best research article published in 2017. Named for one of the United States’ most impactful leaders in the field of special education and learning disabilities, this award is occasionally given to a journal article published in Learning Disabilities Research & Practice that exhibits excellence.

McMaster accepted the Samuel A. Kirk award on behalf of herself and her colleagues at the Council for Exceptional Children’s Annual Conference in Tampa Bay, Florida, February 7-10. In recognition of their efforts, the researchers received a plaque and a small monetary award.

Kendeou gives talk at University of Quebec on science of debunking misconceptions

Panayiota (Pani) Kendeou, Guy Bond Chair in Reading and associate professor in the Department of Educational Psychology’s psychological foundations of education program, recently traveled to Quebec to present her research surrounding the science of debunking misconceptions. The talk took place Jan. 24 at the University of Quebec in Montreal and was part of a series sponsored by the University of Quebec’s Team for Research in Science and Technology Education (EREST) and Concordia University’s Centre for the Study of Learning and Performance.

Learn more about Kendeou’s research on debunking misconceptions:

For more on Kendeou’s research related to language and memory with a focus on understanding and improving learning during reading, visit her Reading + Language Lab site.

Reading + Language Lab to present five times at AERA

Five proposals from students and researchers in the Reading + Language Lab have been accepted as presentations at American Educational Research Association (AERA) annual meeting, April 13-17 in New York City.

The presentations—focused on knowledge revision and reading comprehension—are listed below:

  • *Trevors, G., Bohn-Gettler, C., *Mohsen, B., & Kendeou, P. (April, 2018). The effects of inducing emotions on knowledge revision processes. Paper to be presented at a Symposium on Reducing the Impact of Misconceptions to the Annual meeting of the American Educational Research Association, New York, USA.
  • *Trevors, G. & Kendeou, P. (April, 2018). Revision failure: Integrating cognitive and motivational theories. Poster to be presented to the Annual meeting of the American Educational Research Association, New York, USA.
  • *Mohsen, B., & Kendeou, P. (April, 2018). Argument Evaluation, Reading Strategies, and Opinion Change in the Digital Environment. Paper to be presented at a Symposium on Digital Reading at the American Educational Research Association’s Annual Meeting, New York, NY.
  • *Butterfuss, R., *Bresina, B., *Wagner, K., Kendeou, P., & McMaster, K. (April, 2018). The relation between executive function and inference making. Poster to be presented at the American Educational Research Association’s Annual Meeting, New York, NY.
  • *Butterfuss, R., *Kim, J., *Salovich, N., *Trevors, G., & Kendeou, P. (April, 2018). The effects of emotional content on knowledge revision: An eye-tracking study. Poster to be presented at the American Educational Research Association Annual Meeting, New York, NY.

*denotes current or past student

About the Reading + Language Lab

Panayiota (Pani) Kendeou

The Reading + Language Lab is led by Panayiota (Pani) Kendeou, Guy Bond Chair in Reading and associate professor in the Department of Educational psychology. The lab examines the relationship between language and memory, with an emphasis on understanding and improving learning during reading. The lab also develops and applies technology-based interventions and assessments.

McMaster, colleagues receive AEI’s Honorable Mention Award

Kristen McMaster, professor in the Department of Educational Psychology’s special education program, and her co-authors Cynthia Puranik, Melissa Patchan, and Mary Sears, recently received the Honorable Mention Award from Assessment for Effective Intervention (AEI) for their article, “Examining Alphabet Writing Fluency in Kindergarten: Exploring the Issue of Time on Task.”

The researchers’ paper received the second most votes from the journal’s board for Article of the Year, earning the Honorable Mention Award which is given to researchers who contribute to the advancement of the science of assessment to inform intervention in schools.

McMaster and her colleagues will receive will their award at the upcoming business meeting of the Council for Educational Diagnostic Services, held during the annual convention of the Council for Exceptional Children in Tampa, Florida, February 7–10.

 

Turner awarded grant to encourage more Native Americans to become engineers

Sherri Turner

Sherri Turner, associate professor in the Department of Educational Psychology’s counseling and student personnel psychology program, was recently awarded a two-year, $100,000 grant by the National Science Foundation. Her project, “Native Americans: An Exploratory Study Pinpointing the Factors That Influence Their Interests and Aspirations for Engineering Faculty Positions,” is a partnership with Oklahoma State University and Cultural Inquiry Consulting.

Turner’s research will lay the groundwork for future studies and help uncover best practices for providing Native Americans with experiences, support, and encouragement to pursue engineering and consider faculty roles.

Minnesota Youth Development Research Group to present 11 times at AERA/NCME

Members of the Minnesota Youth Development Research Group (MYDRG)

Eleven proposals from students and researchers in the Minnesota Youth Development Research Group (MYDRG) have been accepted as presentations at American Educational Research Association (AERA) and the the National Council on Measurement in Education (NCME) annual meetings, April 13-17 in New York City. The presentations reflect the group’s aim to explore methodological and substantive challenges in youth development, relying on the tenets of positive psychology, ecological perspectives of youth development, and the translation of research to practice.

MYDRG presentations accepted for AERA/NCME 2018

  1. Mental distress: Risk and protective factors among American Indian youth. [AERA SIG – Indigenous Peoples of the Americas] Paper Session: Place, Pathways, Persistence, and Protection in Schooling. (Ozge Ersan, Youngsoon Kang, Michael Rodriguez, Tai Do, Rik Lamm)
  2. School and community sports participation and positive youth developmental: A multilevel analysis. [AERA SIG- Research Focus on Education and Sports.] Paper Session: Youth Development through Sport in a K-12 Context. (Kyle Nickodem, Martin Van Boekel, Youngsoon Kang, Rik Lamm, Michael Rodriguez)
  3. Social capital, self-control, and academic achievement in adolescence: A structural equation modeling approach. [AERA SIG – Social and Emotional Learning] Paper Session: Social and Emotional Learning and Academic Achievement. (Wei Song, Kory Vue, Tai Do, Michael Rodriguez)
  4. The role of out-of-school-time positive experiences on risky behaviors. [AERA Division G – Section 1: Micro-analyses of the social context of teaching and learning] Roundtable: Qualitative Research Perspectives on the Roles of Students and Teachers in the Social Contexts of U.S. Public Schools. (Rik Lamm, Kory Vue, Kyle Nickodem, Tai Do, Michael Rodriguez, Martin Van Boekel)
  5. Do LGB students feel safe and why does it matter? [AERA SIG – Research Focus on Education and Sports] Paper Session: Youth Development through Sport in a K-12 Context. (Rik Lamm, Kory Vue, Tai Do, Kyle Nickodem, Michael Rodriguez)
  6. In what ways do health behaviors impact academic performance, educational aspirations, and commitment to learning? [AERA Division H – Section 1: Applied Research in Schools] Paper Session: Examining Non-Cognitive and Behavioral Outcomes. (Julio Cabrera, Michael Rodriguez, Stacy Karl, Carlos Chavez)
  7. A pathway to resilience for students who experience trauma: A structural equation modeling approach. [AERA SIG – Adolescence and Youth Development] Paper Session: Leadership & Social Relationships in Adolescent Development. (Youngsoon Kang, Mireya Smith, Ozge Ersan, Michael Rodriguez)
  8. Investigating socioeconomic status proxies: is one proxy enough? [AERA SIG – Survey Research in Education] Paper Session: Latent Analyses with Surveys in Education Research. (Julio Cabrera, Stacy Karl, Carlos Chavez, Michael Rodriguez)
  9. Response processes in noncognitive measures: Validity evidence from explanatory item response modeling. [NCME]. (Michael Rodriguez, Okan Bulut, Julio Cabrera, Kory Vue)
  10. Measurement invariance in noncognitive measures: Validity approach using explanatory item response modeling. [NCME]. (José Palma, Okan Bulut, Julio Cabrera, Youngsoon Kang)
  11. Comprehensive partitioning of student achievement variance to inform equitable policy design. [NCME]. (Kyle Nickodem, Michael Rodriguez)

About the MYDRG

MYDRG was founded by Campbell Leadership Chair in Education and Human Development Michael Rodriguez in 2007 and is made up of researchers and Department of Educational Psychology quantitative methods in education and psychological foundations of education students and alumni.

Varma receives grant-in-aid to study use of games in middle school STEM education

Keisha Varma

Keisha Varma, associate professor in the Department of Educational Psychology’s psychological foundations of education program, has been awarded a Grant-in-Aid of Research, Artistry, and Scholarship from the University of Minnesota’s Office of the Vice President for Research for her study, “The SciGames Project – Using Games to Support Science and Engineering Practices.”

Varma’s three-step project will investigate how board games can support middle school students’ STEM learning and problem solving behaviors by:

  1. Designing and implementing a professional development program to help teachers in a local district effectively incorporate games into their curriculum.
  2. Involving parents in the process by making them aware that the games they play at home can help their kids develop science and engineering thinking skills.
  3. Working with experts in computer and cognitive sciences specify and gather behavioral data from students’ game play for use in future studies.

The goal of the study is to gain a better understanding of how games support learning in formal and informal learning environments by answering specific research questions.

  1. Do students show improved understanding of science and engineering practices after playing various board games?
  2. Do students show improved understanding of science and engineering practices after playing high vs. low strategy games?
  3. How do teachers incorporate games into their science classroom practices?
  4. How do families view games as supports for science learning and family activities in general?

Varma plans build on this initial research with iterative studies leading to the design of digital games to support teachers in their science instruction.

Fleury receives grant to develop reading intervention for preschoolers with autism

Veronica Fleury

Veronica Fleury, assistant professor in the Department of Educational Psychology’s special education program, has been awarded a $30,000 grant from the Organization for Autism Research (OAR). The project, Students and Teachers Actively Reading Together (START), will evaluate the feasibility and acceptability of an adaptive shared reading intervention for preschool children with autism spectrum disorder (ASD).

START’s first-stage intervention will be traditional dialogic reading—which encourages adults to prompt children with questions and engage them in discussions while reading to them—delivered in small groups of three to four students. Children who respond well to dialogic reading will continue with the group intervention. Those who are slower to respond will be randomized to one of two intensified instruction conditions.

This proposal is related to an application submitted to the Institute of Education Sciences for a larger four year development project that is currently under consideration.

Davison, colleagues blog for Psychology Today on causes of reading comprehension difficulties

Mark Davison

Mark Davison, professor in the Department of Educational Psychology’s quantitative methods in education program, and his colleagues recently wrote a blog post for Psychology Today on their assessment, MOCCA (Multiple-Choice Online Causal Comprehension Assessment). In the post, the researchers describe how MOCCA can be used to get to the root of reading comprehension struggles.

Read the full blog post.

Kohli, colleagues piecewise growth model published in Psychometrika

Nidhi Kohli, associate professor in the Department of Educational Psychology’s quantitative methods in education program, and her colleagues recently published an article,  “Detecting multiple random changepoints in Bayesian piecewise growth mixture models,” in Psychometrika.  The article highlights a piecewise growth mixture model Kohli and her colleagues developed using a Bayesian inference approach that allows the estimation of multiple random changepoints (knots) within each latent class and develops a procedure to empirically detect the number of random changepoints within each class.

The study makes a significant advancement to Kohli’s existing research program in piecewise growth models.  In all of the previous methods and applied substantive studies, researchers hypothesized and prefixed the number of unknown changepoint locations (i.e., the number of changepoints were specified in advance). There is no existing methodological study that empirically detects the number of changepoints (i.e., considers the number of changepoints as unknown and to be inferred from the data) within a unified framework for inference. This is limiting for many applications.

Piecewise studies of educational data typically assume one changepoint (Sullivan et al. 2017; Kohli et al. 2015b; Kieffer 2012). However, it is plausible that many learning trajectories will have at least two changepoints: one preceding a period of accelerated growth (an “a-ha” moment) and another preceding a period of decelerated growth (a “saturation point”) (Gallistel et al. 2004). Multiple changepoints are also plausible for many physical growth processes. For these and other applications a flexible inferential framework that allows for an arbitrary number of latent changepoints, as well as individual variation and population heterogeneity in the form of latent classes, is needed.  This method fulfills that need.

The article includes a user friendly R package that makes easy for researchers and practitioners to apply this method to their data sets.

Read the full article (including citations).

Learn more about Dr. Kohli’s research. 

 

Jitendra’s article recognized as one of top read in Exceptional Children

Asha Jitendra headshot
Asha Jitendra

Asha Jitendra, professor in the Department of Educational Psychology’s article, “Is Mathematical Representation of Problems an Evidence-Based Strategy for Students With Mathematics Difficulties?” was recognized by the Council for Exceptional Children’s e-newsletter as a top read article from the journal—one of the most respected in special education. Jitendra’s article evaluates the quality of the research and evidence base for representation of problems as a strategy to enhance the mathematical performance of students with learning disabilities and those at risk for mathematics difficulties. 

Read the full article here.

 

Kendeou briefs congress on educational technology for teaching reasoning, reading skills

Panayiota Kendeou

On November 7, Panayiota (Pani) Kendeou, Guy Bond Chair in Reading and associate professor in the Department of Educational Psychology’s psychological foundations of education program, presented her research on “Educational Technology for Teaching Reasoning and Reading Skills in Education” to the United States Congress.

Kendeou was one of only five  Early Career Impact Award scientists nationwide invited by the Federation of Associations in Behavioral and Brain Science (FABBS) to brief congress on their research—why it’s important, and how federal support has been instrumental in their careers so far.

Learn more about Dr. Kendeou’s research. 

Sashank Varma: How we learn: Understanding math patterns

Sashank Varma head shot
Sashank Varma

Math is interesting in that we routinely task young children with learning very sophisticated concepts. We now teach kids in third grade things that took mathematicians centuries to figure out. My research revolves around gaining better insight into how people understand abstract math patterns and concepts, and why some people are better at these skills than others. Hopefully, by better understanding math cognition, teachers will be able to develop better instruction and curricula. Read more. 

McMaster delivers keynote at Korean Educational Psychology Association

McMaster delivers keynote at KEPA.

Kristen McMaster, professor in the Department of Educational Psychology’s special education program, keynoted the 50th anniversary conference of the Korean Educational Psychology Association (KEPA) on October 20. McMaster presented her research on “Using Peer-Assisted Learning Strategies to Promote Reading Achievement for Students at Risk.”

Congratulations to Dr. McMaster on this great honor!

McMaster, Shin, and Jung present research on data-based instruction at ICER in South Korea

Kristen McMaster, professor in the Department of Educational Psychology’s special education program, Jaehyun Shin, a postdoctoral fellow working with McMaster, and Pyung-Gang Jung, an alumna of the special education Ph.D. program now working at EWHA Womans University, presented at the International Conference for Learning Research (ICER) in Seoul, South Korea on October 19.

The three scholars shared their research around data-based instruction. McMaster presented her work “Using Data-Based Instruction (DBI) to Support Students’ Early Writing Development.”  Shin shared his meta-analysis on “Relations between CRM (Oral Reading and Maze) and Reading Comprehension on State Achievement Tests.” Finally, Jung discussed the results of her meta-analysis on the “Effects of Data-Based Instruction for Students with Intensive Learning Needs.”

The ICER is an international conference, organized by Education Research Institute at Seoul National University, held annually for the purpose of disseminating and supporting research in education as well as of building academic networks within the Asia-Pacific region. ICER has become a special venue for international academics to share educational research outcomes and to discuss core educational issues in the region. Since the year of 2000, more than 4,000 people from more than twenty countries have attended the event.

Cook, colleagues receive $2.8 million in grants to support teachers

Clayton Cook head shot
Clayton Cook

Clayton Cook, John W. and Nancy E. Peyton Faculty Fellow in Child and Adolescent Wellbeing and associate professor in the Department of Educational Psychology’s school psychology program, and his colleagues from the University of Washington have recently been awarded two grants by the Institute of Education Sciences (IES).

The first, led by Cook, is a three-year, $1.4 million project entitled Development and Evaluation of the Beliefs and Attitudes for Successful Implementation in Schools for Teachers (BASIS-T). The goal of BASIS-T is to revise and refine a feasible and effective implementation enhancement intervention that helps motivate elementary school teachers to adopt and deliver evidence-based classroom practices (EBPs) with fidelity to better meet the social, emotional, and behavioral needs of students.

The second, Cook is a co-project investigator on with a colleague from the University of Washington. The four-year, $1.4 million project, Development of RELATE (Relationships to Enhance Learners’ Adjustment to Transitions and Engagement), focuses on developing and testing an intervention that builds off Cook’s research on the Establish-Maintain-Restore approach to promote teacher-student relationships. Specifically, RELATE will be developed and pilot tested as a dropout prevention strategy for 9th grade students as they transition into high school—a critical transitional period that is associated with the greatest amount of students dropping out of school.

Congratulations to Dr. Cook and his colleagues on the recognition and support of this important work!

Kendeou gives plenary at SciX on science of debunking misconceptions

 

Kendeou speaks at SCIX.

Panayiota Kendeou, Guy Bond Chair in Reading and associate professor in the Department of Educational Psychology, recently gave a plenary talk at the SciX Conference in Reno, Nevada. Kendeou’s presentation, “The Science of Debunking Misconceptions,” was featured during a session on “The New Vision of Analytical Science by the World.” Kendeou addressed the pervasive problem of misconceptions, misinformation, and fake news in the media and discussed potential approaches to reduce their impact.

SciX is the official conference of the Federation of Analytical Chemistry and Spectroscopy Societies (FACSS) founded as a federation of member organizations for the exchange of ideas at the forefront of “to disseminate technical information dealing with the applied, pure, or natural sciences.”

 

McComas to present on telehealth for individuals with neurodevelopmental disabilities at BABAT 2017

Jennifer McComas

Jennifer McComas, associate chair and professor in the Department of Educational Psychology and Rodney S. Wallace Professor for the Advancement of Teaching and Learning, was invited to present at this year’s Berkshire Association for Behavior Analysis (BABAT) Conference on October 13.

McComas will present research she conducted with Department of Educational Psychology Ph.D. student Brittany Pennington and alumni Jessica Simacek and Adele Dimian on “Functional Communication Training for Individuals with Neurodevelopmental Disabilities: Breaking Down Geographic Barriers with Videoconferencing Technology.”

McComas’ research is primarily focused on the influence of behavioral mechanisms and social context on severe problem behavior and academic difficulties and the acquisition and persistence of pro-social behavior. She is head of the special education emotional and behavioral disorders licensure and M.Ed. and is launching a new M.A. in special education with an emphasis in applied behavior analysis (A.B.A.) now open for applications for fall 2018.

The Berkshire Association for Behavior Analysis (BABAT) Conference has been hosted at UMass (Amherst) every year for 30 years. The conference brings together professionals, teachers, students, and persons interested in the areas of behavior analysis, autism, developmental disabilities, ethics, behavioral medicine, staff development, and more. BABAT is an affiliated chapter of the Association for Behavior Analysis International and of the Association of Professional Behavior Analysts serve as a resource for behavior analysts and those interested in behavior analysis in the northeast region.

Rodriguez appointed chair of Department of Defense Advisory Committee for Military Personnel Testing

Michael Rodriguez head shot
Michael Rodriguez

Michael Rodriguez, Campbell Leadership Chair in Education and Human Development and professor in the Department of Educational Psychology’s quantitative methods in education program, was recently appointed chair of the Department of Defense’s Advisory Committee for Military Personnel Testing. Rodriguez has been a member of the committee since 2012.

The Advisory Committee for Military Personnel Testing exists within the Office of the Under Secretary for Personnel and Readiness. The committee’s duties vary over time, but the primary focus is on the design, development, and validation research of the Armed Services Vocational Aptitude Battery and related tests, including non-cognitive assessments addressing readiness for military life.

According to Rodriguez, “These assessments serve important roles in the identification, selection, and placement of individuals interested in serving in any of the six branches of the military or seeking military careers.”

In addition to its work developing and evaluating tests for the armed services, the committee reviews the efforts of the ASVAB Career Exploration Program used by many high schools across the nation. The program provides free access to many resources for students, parents, and educators—including the aptitude test, interest assessment, and career exploration tools.

 

 

Vukovic presents research on math skills and attitudes of children with reading difficulties

Rose Vukovic

Rose Vukovic, director of undergraduate studies and associate professor in the Department of Educational Psychology’s special education program, was invited by the National Science Foundation (NSF) to present her research on “Math Skills and Attitudes of Children with Reading Difficulties” at the STEM Education, Learning Disabilities, and the Science of Dyslexia conference in Washington, D.C. on September 26.

Following the conference, Vukovic was quoted in two articles by Education Week“Reading and Math: Two Sides of the Same Coin” and “Researchers Probe Connections between Math, Reading Research” on her research.

“When we say ‘learning disabilities’, we are mostly talking about reading,” Vukovic told Education Week. “We have to pay attention to other facets as well. We can’t do reading to the exclusion of everything else.”

This was the first ever STEM Education, Learning Disabilities, and the Science of Dyslexia conference. Hosted by the Instructional Research Group and supported by National Science Foundation researchers, the conference was started to help support the READ Act (Research Excellence and Advancements for Dyslexia Act) which passed in  February 2016 to facilitate research on dyslexia. The aim of the conference is to encourage collaborations among researchers involved in dyslexia and learning disability research, especially those connected with science, engineering, mathematics, and technology.