The Department of Educational Psychology joins the University of Iowa, University of Nebraska-Lincoln and University of Alberta to host an online symposium series during the 2015-16 academic year to address advanced measurement and research methods in education.
The first symposium in the series will be presented by Ariel M. Aloe at the University of Iowa on November 13th, discussing Meta-Analysis: Assessing Homogeneity between Study Variances in Categorical Models of Effects Sizes.
Abstract: Hedges discussed the rationale for fitting categorical models to effect sizes in meta-analysis. Under mixed-effect meta-analytic models, when conducting meta-regression, the assumption is that the between-studies variance is constant. However, one can opt for a likelihood function that computes a between-studies variance within each factor level. Typically, the decision on which specification to adopt has been made on a theoretical basis or by ad-hoc comparisons of within group variation. The presenter will consider the likelihood ratio test of the null hypothesis that residual variances are equal.
On September 30, the Department of Educational Psychology kicked off its 2015-2016 Colloquium series with a talk from John Sabatini, Ph.D., “Assessing reading for understanding: A theory-based, developmentally-sensitive approach.” Dr. Sabatini spoke about his work as principal investigator of the Institute for Educational Sciences (IES) funded grant under the Reading for Understanding initiative to develop pre K-12 comprehension assessments.
Dr. Sabatini is a principal research scientist from the Educational Testing Service’s Global Research Center, Research & Development Division and co-investigator on several other funded projects exploring the reading processes of adolescents, English language learners, and students with reading-based disabilities. His research interests and expertise include: reading literacy development and disabilities, assessment, cognitive psychology, and educational technology. John regularly provides technical and research advice to national and international surveys, including the National Assessments of Adult Literacy (NAAL), Program for the International Assessment of Adult Competencies (PIAAC), and Progress in International Reading Literacy Study (PISA).
Sabatini’s talk was the first in a series of four colloquiums hosted in partnership by the Department of Educational Psychology and the Yackel Endowment during the 2015-2016 school year. The next event is scheduled for November 18 and features Carol McDonald Connor, Ph.D. Dr. Connor is a professor at Arizona State University and a senior research scientist at the Institute for the Science of Teaching and Learning. She’ll discuss her projects on Assessment-to-Instruction (A2i) and Content Area Literacy Instruction (CALI) intervention for K-4.
According to the article, Minnesota’s math and reading proficiency scores are down from record highs in 2013. While overall, scores are still good, there continues to be a gap in achievement for poor and minority students. Daniel Sellers, executive director of education reform group MinnCAN, told the Star Tribune the NAEP assessment is the best way to compare Minnesota students to peers in other states.
Rodriguez, who is a technical advisor for NAEP, explained that Minnesota generally does well on the NAEP test even though it measures a broader skillset than other standardized tests. He also explained that fourth and eighth grades are critical transition times for students to master math and reading.
My research interests in autism are grounded in my experiences working directly with children with autism and their families. My first experience working with children with autism was as an undergraduate student nearly fifteen years ago when autism was not as well known or widely discussed as it is today. Through an internship, I took a position working in an autism clinic at a nearby college. It was an experience that changed the course of my career.
Over the weekend, President Kaler spoke with alumni at the Oaks at Eagle Creek in Willmar, Minnesota. The talk, which focused on the research the University is doing to help close achievement gaps in Minnesota, was covered in an article by the West Central Tribune.
Over the weekend, President Kaler spoke with alumni at the Oaks at Eagle Creek in Willmar, Minnesota. He provided an update on what the University is doing to help close achievement gaps in Minnesota. The talk was covered in an article by the West Central Tribune, “Kaler: U helping with achievement gap.”
According to the article during his talk, President Kaler praised the Department of Educational Psychology for its research related to educational equity.
“We have a terrific educational psychology program,” Kaler is quoted as saying.
The article also mentions that Willmar High School uses the Department of Educational Psychology’s Ramp-Up to Readiness program, a weekly one-hour course that helps prepare students in grades 9-12 for graduation.
The segment tells the story of Dr. Rodriguez’s background as a first generation college student growing up in the lower east side of St. Paul and the impact that youth workers in his community had on him growing up.
“They got me, through body, mind, and spirit,” he was quoted as saying. “And I know if it weren’t for that loosely organized network throughout the neighborhood, I would not be here today and be able to share with you this work.”
MPR also highlighted Dr. Rodriguez’s research which suggests that students in Minnesota across all races and cultures possess important social and emotional skills. However according to Rodriguez, “as students move from elementary school and into middle school and high school, there are drops in their perceptions of things like positive identity.”
On September 4, 2015, the Department of Educational Psychology hosted Drs. Douglas & Lynn Fuchs to present their work and insights on addressing learning disabilities in the classroom. Their talk, Is There a Role for Cognitive Processes in Academic Intervention?, addressed the issues of student learners and the necessity for researchers to modify interventions based on students’ ability to learn.
Douglas and Lynn Fuchs are international leaders in the study of learning disabilities and current faculty members in the Department of Special Education at Vanderbilt University. Both Doug Fuchs and Lynn Fuchs received their Ph.D.s in educational psychology from the University of Minnesota in years 1978 and 1981, respectively.
Dr. Douglas Fuchs’s research area focuses on the instruction of students at risk for school failure because of disability or poverty, peer-mediated learning, classroom assessment, school improvement and reform, urban education and special education policy.
Dr. Lynn Fuchs’s research area focuses on the instructional practice and assessment of student progress for students at risk for or with reading disabilities and mathematics disabilities.
I entered the field of school psychology because of my interest in children’s mental health. During my studies, I worked at a residential treatment facility for children and adolescents with significant social, emotional and behavioral difficulties (SEBD). It was an experience I’ll never forget; I saw firsthand just how challenging their lives could be. Many of these children had been dealt a very difficult hand in life, and it felt like many people had given up on them. It was no easier on the teachers and staff, who often didn’t have the proper resources or training to adequately support them.
Jenna Cushing-Leubner works with teachers and multilingual youth to create learning spaces where languages bring knowledge from many places. Read more.
David Johnson, emeritus professor in the Department of Educational Psychology, and Roger Johnson, emeritus professor in Curriculum & Instruction, are being honored with a lifetime achievement award by the International Association for the Study of Cooperation in Education (IASCE). The two will receive their awards during an Oct. 1 ceremony in Odense, Denmark.
Brothers and professional collaborators for over 45 years, David (pictured left) and Roger (pictured right) will be recognized with their colleague Morton Deutsch. According to IASCE, Dr. Deutsch was a doctoral student of Kurt Lewin, the credited founder of social psychology, and conceptualized and pioneered social interdependence theory. David and Roger further extended and refined the theory by examining and validating the five basic elements of effective teams. IASCE says the trio set the foundation for cooperative learning, creative controversy, and constructive conflict applied in education and many other disciplines.
Established in 1979, IASCE is the only international, non-profit organization for educators who research and practice cooperative learning to promote student academic improvement and democratic, social processes.
Kristen McMaster, professor in the Department of Educational Psychology’s special education program, will speak about effective implementation of progress monitoring at the University of Calgary on Oct. 15.
“Progress monitoring is a process of collecting data to gauge a student’s current level of performance and progress toward reaching important educational outcomes.” McMaster explained in an article by the University of Calgary, “Its purpose is to evaluate the effects of an instructional program, and to adjust that program when student data indicate this need.”
Dr. McMaster is program coordinator for the special education program in the Department of Educational Psychology and director of the Reading Comprehension Lab and Data-based Instruction in Early Writing: Tools, Learning, and Collaborative Support and co-director of the Research Institute for Problem Solving. Her research interests in special education involve creating conditions for successful response to intervention of academically diverse learners, including students at-risk, students with disabilities, and students from culturally and linguistically diverse backgrounds.
Professor Theodore J. Christ and Associate Professor RobinCodding, in the Department of Educational Psychology’s school psychology program, were recently inducted into the Society for the Study of School Psychology (SSSP). According to the SSSP website, nominees are evaluated on several criteria, including: sustained contributions to the field of school psychology, awards and honors, originality of contributions, impact on training, impact on practice, impact on science, and depth and breadth of contributions. This is a significant honor as SSSP restricts membership to no more than 150 persons, and typically, admits only three to five new members each year.
Dr. Sandra Christensen, professor in the Department of Educational Psychology’s school psychology program, has been a member of the SSSP for 20 years, serving as SSSP president and secretary during that time.
“Ted and Robin’s election to membership in the SSSP continues a long tradition of University of Minnesota School Psychology Program faculty being members. Membership in SSSP represents commitment to advancing basic and applied scientific research in all aspects of school psychological services and dissemination of important research results to the general public, scientists, academicians, and practitioners to improve academic, social, behavioral, and emotional learning outcomes for students. Congratulations to my colleagues, Robin and Ted. Their induction in SSSP is illustrative of their outstanding research programs,” Dr. Christensen said.
Dr. Codding joined the Department of Educational Psychology this July from the University of Massachusetts-Boston. Her research interests include: the prevention and intervention of academic problems, data-based instructional decision making, the evaluation of the circumstances surrounding responsiveness to various levels of academic support, and the implementation of evidence-based practices in schools. Dr. Codding is currently an Associate Editor of the School Psychology Review and has previously served in the role of Associate Editor for the Journal of Behavioral Education and the Journal of School Psychology.
On June 18, the U.S. Department of Education awarded a $2.5 million grant to the Department of Educational Psychology to help improve outcomes for students with learning disabilities in reading and mathematics.
“This project will establish FAST software with the necessary training and support to shape teacher knowledge, skills, and appreciation for the use of data to inform instruction,” said Theodore J. Christ, project director, founder of FAST, and professor in the Special Education program in the Department of Educational Psychology.
Recently, four faculty members in the Department of Educational Psychology were recognized for their professional achievements and the impact of their work on the department, College of Education and Human Development, and the field of educational psychology.
Each professor will receive his or her award over a period of three years. Please join us in congratulating these faculty members for their excellent contributions!
Mark L. DavisonTheodore J. Christ
Theodore J. Christ, professor in the school psychology program, and Mark L. Davison, program coordinator and professor in the quantitative methods in education program, were both awarded the Yackel Professorship in Educational Assessment and Measurement.
Jennifer McComas
Jennifer McComas, program coordinator for the Emotional Behavioral Disorders licensure/M.Ed. and professor in the special education program, received the Rodney S. Wallace Professor for the Advancement of Teaching and Learning.
Frank Symons
Frank Symons, associate dean for research and policy and professor in the special education program, was awarded the Birkmaier Educational Leadership Professorship.
Julie Sweitzer, director of College Readiness Consortium, was recently quoted in the Pioneer Press article, “For St. Paul high school grads, college readiness is an issue.” The article examines the fact that, although low-income high school students in St. Paul are more likely to attend college than others across the state, only 32 percent graduate.
Many of these students begin college by taking remedial courses which are designed to help prepare them for more advanced college work. However, Sweitzer told the Pioneer Press these courses may put students at a disadvantage. “They don’t get college credit for those and they have to pay tuition, so there is a significant impact on a student who is placed into one or more of those courses.”
Marguerite Ohrtman
