33.001. AERA SIG Executive Committee: Closed Meeting. AERA Governance; Governance Session
Pan Pacific, Restaurant Level, Oceanview 5; 2:15-3:45pm Chair: Sharon H. Ulanoff, California State University - Los Angeles 33.002. Review of Research in Education (2013) Closed Editorial Board
Meeting. AERA Governance; Governance Session Pan Pacific, Lobby Level, Crystal Pavilion B; 2:15-3:45pm Chairs: Jamal Abedi, University of California - Davis; Christian J. Faltis,
University of California - Davis; Todd Reitzel, American Educational Research Association
Presidential Sessions
33.010. How “Non Satis Scire” Has Guided Educational Innovation and Social Change for 40 Years:
Insights From Hampshire College and the Five College Consortium. Presidential Session Cosponsored with Division F - History and Historiography
VCC, First Level, West Room 121&122; 2:15-3:45pm Chair: Sousan Arafeh, Southern Connecticut State University Participants:
“Non Satis Scire” and the Making of a College: Historical Perspectives on Crafting Innovation in Education. Charles Longsworth, Hampshire College
“Non Satis Scire” and the Five College System: Thoughts on Innovation, Disruption, and Diversity in Higher Education. Neal Abraham, Five Colleges Incorporated
“Non Satis Scire” in the 21st Century: What a Visionary College Sees in Today’s Future. Aaron Berman, Hampshire College
Applying “Non Satis Scire” in 2012: A Current Student’s Perspective. Staci Akselrod, Hampshire College
Interpreting “Non Satis Scire”: The Importance of Research/Knowledge Impacts and Inputs. Sousan Arafeh, Southern Connecticut State University
Saturday Afternoon, April 14, 2012
33.011. Knowing Is Never Enough: The Courts,
Schooling, and the Law. Presidential Session Cosponsored with Division B - Curriculum Studies and Division L - Educational Policy and Politics, Graduate Student Council
VCC, First Level, West Room 114&115; 2:15-3:45pm Chair: Thandeka K. Chapman, University of Wisconsin - Milwaukee Participants: Richard Delgado, Seattle University; Jean Stefancic, Seattle
University; Gloria J. Ladson-Billings, University of Wisconsin - Madison; William F. Tate, Washington University in St. Louis; Daniel Gilbert Solorzano, University of California - Los Angeles; Adrienne D. Dixson, University of Illinois; Thandeka K. Chapman, University of Wisconsin - Milwaukee
33.012. The Wallace Foundation Distinguished Lecture:
William T. Trent. Presidential Session
VCC, First Level, West Ballroom C; 2:15-3:45pm Chair: Arnetha F. Ball, Stanford University
Speaker: William T. Trent, University of Illinois at Urbana-Champaign
33.013. To Know Is Only a Place to Begin: Letting Our Lives Speak to Move the Academy and Beyond.
Presidential Session
VCC, First Level, West Ballroom A; 2:15-3:45pm Chair: Judy A. Alston, Ashland University
Participants: Judy A. Alston, Ashland University; Richard Greggory Johnson III, University of San Francisco; Lemuel W. Watson, University of South Carolina; Wanda J. Blanchett, University of Missouri - Kansas City
33.014. Whither Opportunity? The American Dream, Then and Now: Examining the Relationship Between Increasing Economic Inequality, Schools, and Children’s Life Chances. Presidential Session Cosponsored with Division B - Curriculum Studies
VCC, First Level, West Room 118-120; 2:15-3:45pm Chair: Diana E. Hess, Spencer Foundation
Participants: Richard J. Murnane, Harvard University; Greg Duncan, University of California - Irvine; Rick Hess, American Enterprise Institute; Deborah Loewenberg Ball, University of Michigan; Diana E. Hess, Spencer Foundation; Charles M. Payne, University of Chicago
AERA Sessions
33.015. Education, Democracy, and the Public Good: 2012 Volume of Review of Research in Education (RRE). AERA Sessions; Invited Session
VCC, Second Level, West Room 220; 2:15-3:45pm Chair: William Cope, University of Illinois at Urbana-Champaign Coeditors: Kathryn M. Borman, University of South Florida; Arnold B.
Danzig, Arizona State University
Discussants: Lorraine M. McDonnell, University of California - Santa Barbara; Jeannie Oakes, Ford Foundation
33.016. National Science Foundation Priorities and Trajectories for Research Advancement: Leadership, Wisdom, and Perspectives.
AERA Sessions; Invited Session
VCC, Second Level, East Room 8&15; 2:15-3:45pm Chair: P. David Pearson, University of California - Berkeley
Speakers: Joan Ferrini Mundy, National Science Foundation; Myron P.
Gutmann, National Science Foundation
Discussants: Chandra Muller, The University of Texas - Austin; Deborah Vandell, University of California - Irvine
33.017. Rethinking Youth Studies and Research: Indigenous, Immigrant, and Islamic Youths’ Ambivalent Belonging in Multicultural Vancouver and the Making of Activist Research. AERA Sessions; Invited Session VCC, Second Level, West Room 212&213; 2:15-3:45pm Chair: Handel K. Wright, The University of British Columbia
Participants:
Coast Salish Youth and Resistance to Multicultural Education:
Transnational Identities and the Reinscription of Indigenous Cognitive Geographies. Michael Marker, The University of British Columbia Social and Cultural Experiences of First- and Second-Generation Turkish
Immigrant Youth in Vancouver. Dilek Kayaalp, The University of British Columbia
Picturing Oppression: Vancouver Seventh Graders Making Movies to “Talk Back” to Racism, Sexism, and Class Discrimination. Ozlem Sensoy, Simon Fraser University
Theatre of the Oppressed and Online Protests: Immigrant and Refugee Youth Learning Citizenship and Canadian Multiculturalism in Vancouver. Handel K. Wright, The University of British Columbia;
Maryam Nabavi, The University of British Columbia
Committee Sessions
33.018. Cross-National Studies in Meeting Challenges and Opportunities to Learn. International Relations Committee; Paper Session
VCC, Second Level, West Room 204; 2:15-3:45pm Chair: Tesha Sengupta Irving, University of California - Irvine Participants:
Educational Technology in Latin American: A Survey Study in Argentina, Chile, Costa Rica, and Mexico. Micaela Manso, Fundacion Evolucion;
Daniel Light, Education Development Center, Inc.
Students With Special Educational Needs in Inclusive Classrooms in Spain 15 Years After Salamanca. Cristina M. Cardona, University of Alicante; Esther Chiner-Sanz, University of Alicante; Cristina Miralles, University of Wisconsin - Madison
The Effectiveness of Educational Block Grants to Orphans and Vulnerable Children in Tanzania and Uganda. Mary H. Shann, Boston University;
Malcolm Bryant, Boston University School of Public Health; Bram Brooks, Boston University School of Public Health; Paul Bukuluki, Makerere University; Denis Muhangi, Makerere University; Joe Lugalla, Centre for Strategic Research and Development (CESTRE); Gideon Kwesigabo, Center for Strategic Research and Development (CESTRE)
The Impact of Sociodemographic Background, Cognitive Abilities, and Educational Attainment on Middle-Age Social Status: Results From a Longitudinal Study Over 40 Years. Romain Martin, University of Luxembourg; Martin Brunner, University of Luxembourg; Daniela Schalke, University of Luxembourg; Magda Chmiel, University of Luxembourg; Marius Wrulich, University of Luxembourg
Comparative Analysis of Educational Policies and Research Explanations of the Achievement of Latinos in the United States, Latin Americans in Spain, and Dutch Turkish Students in the Netherlands. Martha A.
Montero-Sieburth, University of Amsterdam; LIdia Cabrera-Perez, Universidad de La Laguna
Discussant: Carolyn D. Herrington, Florida State University
33.019. GSC Division E Fireside Chat: Publishing Tips and Strategies for Graduate Students and Early Career Scholars. Graduate Student Council; Fireside Chat
VCC, Second Level, East Room 12; 2:15-3:45pm
Chairs: Jioni A. Lewis, University of Illinois at Urbana-Champaign; Ann Young Kim, University of California - Santa Barbara
Participants: Dorothy L. Espelage, University of Illinois at
Urbana-Champaign; Cynthia Hudley, University of California - Santa Barbara;
Paul Poteat, Boston College; Brendesha M. Tynes, University of Southern California; Tracy Vaillancourt, McMaster University 33.020. Race, Power, Identity, and Higher Education. Committee on
Scholars of Color in Education; Paper Session VCC, Third Level, West Room 306; 2:15-3:45pm Chair: Daniel Liston, University of Colorado
Participants:
Black British Intellectuals, Critical Race Theory, and Education. Paul Warmington, University of Birmingham
Exploring the Social Support Networks of Black Male Doctoral Students in Higher Education Administration Programs at Predominantly White Institutions. Chutney Nichole Walton, The University of Tennessee;
Ferlin McGaskey, The University of Tennessee; Demetrius Richmond, The University of Tennessee - Knoxville; Corey Guyton, North Carolina Central University; Theressa Cooper, The University of Tennessee;
Tracia NiKole Cloud, The University of Tennessee
I Want to Learn From Someone Who Looks Like Me Too: Black Student Responses to the Presence of Black Faculty at Predominantly White Universities. Alana C. Butler, Cornell University
Learning to Resist: Educational Counternarratives of Black College-Reentry Mothers. Yolanda Sealey-Ruiz, Teachers College, Columbia University
Racial Identity-Context Congruence in Educational Settings: How the Effects of African American Racial Identity Varies. Christy Michelle Byrd, University of Michigan; Tabbye Maria Chavous, University of Michigan
Discussant: Laurence J. Parker, University of Utah
33.021. Understanding Minority Student Participation and Excellence in STEM Disciplines and Fields. Social Justice Action Committee;
Invited Session
VCC, Second Level, West Room 202&203; 2:15-3:45pm Chair: Michael T. Nettles, ETS
Participants:
Current Trends of Minorities in STEM Fields. Lorenzo Esters, Association of Public and Land-Grant Universities
Enhancing Diversity in Science: The Role of Professional Associations and Scientific Societies. George L. Wimberly, American Educational Research Association
Mentoring, Networks, and Underrepresented Minorities in the Science Pipeline. Olga V. Mayorova, American Sociological Association
International Organization Sessions
33.022. Canadian Association for Curriculum Studies (CACS): Provoking Educational Research Across Canada: Knowledge, Dissemination, and the Public Good. Canadian Society for the Study of Education;
Invited Session
VCC, Second Level, West Room 215&216; 2:15-3:45pm Chair: Nicholas Ng-A-Fook, University of Ottawa
Participants:
Conceptualizing Curriculum Studies as Interdisciplinary, Aesthetic, and Unsettling: A Review of the Journal of the Canadian Association for Curriculum Studies. Chloe Brushwood Rose, York University; Karen A.
Krasny, York University
Fomenting Flows: The Special Role of Review Issues for International and Intergenerational Dialogue. Ruben Gaztambide-Fernandez, OISE/
University of Toronto
Bridging Two Research Solitudes: Language, Culture, and Curriculum Within the Canadian Journal of Education. Rochelle Marie Skogen, University of Alberta
Division Sessions
33.023. Game Change? The Increasing Significance of University-Based Research Centers in School Leadership and Policy Making. Division A - Administration Organization & Leadership; Invited Session VCC, Second Level, East Room 19&20; 2:15-3:45pm
Participants: Michelle Renee, Annenberg Institute for School Reform; Richard Gray, Annenberg Institute for School Reform; Kevin G. Welner, University of Colorado - Boulder; Julian Vasquez Heilig, The University of Texas - Austin
Discussant: Sonya Douglass Horsford, University of Nevada - Las Vegas 33.024. Leadership and Evaluation for Improving Instruction. Division A -
Administration Organization & Leadership; Paper Session VCC, Second Level, East Room 10; 2:15-3:45pm Chair: Kristina Astrid Hesbol, Illinois State University Participants:
Teachers’ Response to Performance Feedback During Teacher Evaluation:
A Qualitative Study. Eva Vekeman, Ghent University; Melissa Andrea Tuytens, Ghent University; Geert Devos, Ghent University
The Influence of School Variables on Teacher Evaluation: Toward an Integrated Model. Melissa Andrea Tuytens, Ghent University; Eva Vekeman, Ghent University; Geert Devos, Ghent University
Meaning Making and (Mis)understanding in Postobservation Conferences.
Deborah Lynn Teitelbaum, NC Center for the Advancement of Teaching Discrepancy in Teachers’ and Principals’ Perceptions of Principal and
School-Wide Instructional Leadership. Claire Sinnema, The University of Auckland; Viviane M. Robinson, University of Auckland
How Leadership Team Interactions Affect Leader Identity and Team Identity. Maryann Michel Judkins, The University of Arizona Discussant: Kristina Astrid Hesbol, Illinois State University
33.025. Trickster Chases the Tale of Education: Indigenous Storytelling Disrupting Education. Division B - Curriculum Studies; Symposium Sheraton Wall Centre, Grand Ballroom Level, North Grand Ballroom C;
2:15-3:45pm
Chair: Judy M. Iseke, Lakehead University Participants:
Wasakechak in Métis/Cree Cultural Traditions in Digital Technologies of Film/Media. Judy M. Iseke, Lakehead University
The Pedagogical and Instructional Relevance of Proverbs and Songs as Indigenous Philosophies: The West African Case. George J. Dei, OISE/
University of Toronto
A Glance at Africa Through Its Creation Stories: Pedagogical Implications in Education. Njoki N. Wane, University of Toronto
Trickster Chases the Tale of Education: A Mi’kmaw Exploration of Trickster Stories and Their Relevance in Community and Educational Practices. Sylvia Moore, Lakehead University
Discussant: Bekisizwe S. Ndimande, University of Illinois at Urbana-Champaign
33.026. A Framework for Conceptualizing Reading for Understanding:
Evidence-Based Argumentation in History, Science, and Literature.
Division C - Learning and Instruction; Symposium
Sheraton Wall Centre, Third Level, North Junior Ballroom D; 2:15-3:45pm
Chair: Susan R. Goldman, University of Illinois at Chicago Participants:
Introduction to Reading, Evidence, and Argumentation: Reconceptualizing Reading Comprehension in Adolescence. Susan R. Goldman, University of Illinois at Chicago
Reexamining Literary Reasoning: Understanding Progressions and Argumentation. Carol D. Lee, Northwestern University; Stephen Briner, The University of Memphis; Marianne George, University of Illinois at Chicago; Susan R. Goldman, University of Illinois at Chicago; Allison H. Hall, University of Illinois at Chicago; Rita Jensen, WestEd; Sarah Levine, Northwestern University; Joe Magliano, Northern Illinois University; Kathryn S. McCarthy, University of Illinois at Chicago;
Teresa Sosa, University of Illinois at Chicago; Mary Pat Sullivan, University of Illinois at Chicago
Historical Frameworks to Guide Research and Design. Cynthia R.
Shanahan, University of Illinois at Chicago; Anne Britt, Northern Illinois University; Gayle Cribb, WestEd; Susan R. Goldman, University of Illinois at Chicago; Gina Hale, WestEd; Kimberly A. Lawless, University of Illinois at Chicago; Michael Manderino, Northern Illinois University; Martin Moe, Chicago Public Schools; Jacquelynn S.
Popp, University of Illinois at Chicago; Diane V. Puklin, University of Chicago; Joshua L. Radinsky, University of Illinois at Chicago; Teresa Sosa, University of Illinois at Chicago
Designing Text-Based Investigations in Science to Address Core Knowledge Constructs. Cynthia L. Greenleaf, WestEd; Anne Britt, Northern Illinois University; Willard R. Brown, WestEd; Jodi Davenport, WestEd; Susan R. Goldman, University of Illinois at Chicago; Thomas D. Griffin, University of Illinois at Chicago; Gina Hale, WestEd; Megan Hughes, University of Illinois at Chicago; James W. Pellegrino, University of Illinois at Chicago; Ursula M. Sexton, WestEd; Tanya Cleveland Solomon, University of Illinois at Chicago;
Jennifer Wiley, University of Illinois at Chicago
Approaching Reading for Understanding From Multiple Sources in History and Science: Initial Studies. Jennifer Wiley, University of Illinois at Chicago; Anne Britt, Northern Illinois University; Thomas D. Griffin, University of Illinois at Chicago; Brent Steffens, Northern Illinois University; Carlos R. Salas, University of Illinois at Chicago;
Kristopher Jon Kopp, Northern Illinois University; Srikanth Dandotkar, Northern Illinois University; Karyn Higgs, Northern Illinois University;
Susan R. Goldman, University of Illinois at Chicago Discussant: Elizabeth B. Moje, University of Michigan
33.027. Assessing Transfer of Learning: Instructionally Sensitive
Assessments, Curriculum, and Instruction. Division C - Learning and
Saturday Afternoon, April 14, 2012 Instruction; Structured Poster Session
Pan Pacific, Lobby Level, Oceanview 1&2; 2:15-3:45pm Chair: Maria Araceli Ruiz-Primo, University of Colorado - Denver Participants:
1. Instructionally Sensitive Assessments and Curricula Characteristics:
Learning Goals, Opportunities to Achieve Them, and Opportunities to Transfer Them. Maria Araceli Ruiz-Primo, University of Colorado - Denver; Min Li, University of Washington; Michael Giamellaro, University of Colorado - Denver; Kellie Wills, University of Washington; Hillary Mason, University of Colorado - Denver; Ming-Chih Lan, University of Washington; Deanna J. Sands, University of Colorado - Denver
2. Teachers’ and Students’ Perceptions about Instructionally Sensitive Assessments: Disentangling the Meaning of Transfer of Learning.
Michael Giamellaro, University of Colorado - Denver; Deanna J.
Sands, University of Colorado - Denver; Kellie Wills, University of Washington; Jennifer Feehan, University of Colorado - Denver;
Maria Araceli Ruiz-Primo, University of Colorado - Denver; Min Li, University of Washington
3. Linking Quality of Instruction to Instructionally Sensitive Assessments.
Ming-Chih Lan, University of Washington; Min Li, University of Washington; Maria Araceli Ruiz-Primo, University of Colorado - Denver; Ting Wang, University of Washington; Michael Giamellaro, University of Colorado - Denver; Hillary Mason, University of Colorado - Denver
4. Instructionally Sensitive Assessments Across Three Science Units. Min Li, University of Washington; Maria Araceli Ruiz-Primo, University of Colorado - Denver; Michael Giamellaro, University of Colorado - Denver; Kellie Wills, University of Washington
5. Instructional Sensitivity and Transfer of Learning at Different Distances:
Close, Proximal, and Distal Assessment Items. Min Li, University of Washington; Maria Araceli Ruiz-Primo, University of Colorado - Denver; Michael Giamellaro, University of Colorado - Denver; Kellie Wills, University of Washington; Hillary Mason, University of Colorado - Denver; Jennifer Feehan, University of Colorado - Denver
6. Comparing Two Experimental Designs to Evaluate Item Sensitivity.
Kellie Wills, University of Washington; Min Li, University of Washington
Discussant: Jim Minstrell, FACET Innovations
33.028. Assessment for Educational Accountability in History and Science:
Beyond Recall. Division C - Learning and Instruction Cosponsored with Division L - Educational Policy and Politics, Division H - Research, Evaluation and Assessment in Schools; Symposium Sheraton Wall Centre, Third Level, North Junior Ballroom C; 2:15-3:45pm
Chair: Richard A. Duschl, The Pennsylvania State University Participants:
Assessing Historical Thinking: Challenges and Possibilities. Peter C.
Seixas, The University of British Columbia; Kadriye Ercikan, The University of British Columbia; Lindsay Smith Gibson, The University of British Columbia
Using Library of Congress’s Digital Resources to Create New Forms of History Assessments. Sam Wineburg, Stanford University; Joel Breakstone, Stanford University; Mark D. Smith, Stanford University Including Higher-Order Thinking in Summative Assessment in Science
Education. Per Kind, Durham University
Teaching and Assessing Scientific Thinking: Online Inquiry Units With Automated Scoring. Marcia Linn, University of California - Berkeley;
Ou Lydia Liu, ETS; Kihyun (Kelly) Ryoo, University of California - Berkeley; Jacqueline J. Madhok, University of California - Berkeley Assessing Scientific Argumentation by Middle School Pupils and Testing a
Learning Progression for Argumentation. Jonathan F. Osborne, Stanford University; Bryan Henderson, Stanford University; Anna MacPherson, Stanford University; Evan Szu, Stanford University
Discussant: Richard A. Duschl, The Pennsylvania State University 33.029. Conceptual Change and Beliefs. Division C - Learning and
Instruction; Paper Session
Sheraton Wall Centre, Third Level, South Pavilion Ballroom D; 2:15-3:45pm
Chair: Julie Brockman Smart, Presbyterian College Participants:
Conceptual Change With Refutational Maps. Qing Liu, Simon Fraser
University; John Cale Nesbit, Simon Fraser University Transforming Misconceptions: Exploring the Relationship between
Transformative Experience and Conceptual Change. Benjamin C.
Heddy, University of Southern California; Gale M. Sinatra, University of Southern California
Using Rationality Priming to Build Cognitive Momentum When a Causal Explanation Challenges Students’ Sacred Beliefs. Brent Igo, Clemson University
Testing the TIDE: Relations Between Teachers’ and Students’ Epistemic Beliefs Across High school, College and University. Krista R. Muis, McGill University; Michael Joseph Foy, John Abbott College; Melissa Duffy, McGill University; Gregory Trevors, McGill University; John Ranellucci, McGill University; Xihui Wang, McGill University; Bogusia Gierus, McGill University
Discussant: Joanna Garner, Old Dominion University
33.030. Integrating Different Approaches to Investigating Self-Regulated Learning. Division C - Learning and Instruction Cosponsored with SIG-Studying and Self-Regulated Learning; Symposium
Sheraton Wall Centre, Grand Ballroom Level, North Grand Ballroom A;
2:15-3:45pm
Chairs: Adar Ben-Eliyahu, University of Pittsburgh; Matthew L. Bernacki, University of Pittsburgh
Participants:
A Longitudinal Analysis of High School Students’ Self-Reported Strategy Use in Math and English. Akane Zusho, Fordham University; Jared Anthony, Fordham Graduate School of Education; Karen Elizabeth Clayton, Fordham University; Gerard Robertson, Fordham University;
Stuart A. Karabenick, University of Michigan
Extending Self-Regulated Learning to Include Self-Regulated Emotions.
Adar Ben-Eliyahu, University of Pittsburgh; Lisa Linnenbrink-Garcia, Duke University
Using Online Measures to Understand Self-Regulated Learning With Advanced Learning Technologies. Roger Azevedo, McGill University;
Jason Matthew Harley, McGill University; Reza Feyzi Behnagh, McGill University; François Bouchet, McGill University
Assessing Self-Regulated Learning: A (Meta)Cognitive Modeling Approach. Vincent Aleven, Carnegie Mellon University; Ido Roll, The University of British Columbia; Bruce McLaren, Carnegie Mellon University; Kenneth R. Koedinger, Carnegie Mellon University Moderators of the Relation Between Self-Regulated Learning and Academic
Performance: A Meta-Analysis. Amy L. Dent, Duke University; Harris M.
Cooper, Duke University; Alison C. Koenka, Duke University Discussant: Philip H. Winne, Simon Fraser University
33.031. Playing to Learn: Tech-Based Games and Cognitive Processes.
Division C - Learning and Instruction; Paper Session
Sheraton Wall Centre, Third Level, South Pavilion Ballroom C; 2:15-3:45pm
Chair: Robert L. Bangert-Drowns, University at Albany - SUNY Participants:
IPRO: A Social and Mobile Gaming Path to Programming Learning. Tom Benton, The University of Texas - Austin; Taylor Martin, The University of Texas - Austin; Matthew W. Berland, The University of Texas - San Antonio; Carmen Julia Petrick, The University of Texas at Austin Investigating the Salomon Effect Concerning Digital Educational Games:
A Cognitive Load Approach. Anja Hawlitschek; Helmut M. Niegemann, University of Erfurt (Germany)
Against the One-Size-Fits-All Model: Designing Games for Learning to Support Students With Varying Academic Motivation. Girlie C.
Delacruz, University of California - Los Angeles
Inquiry, Communication, Construction, and Expression Experiences for Transformative Learning in Digital Games. Mamta Shah, Drexel University; Aroutis Nathaniel Foster, Drexel University
Spatial Cognitive Skill and Video Game Performance: What’s the Connection? Deanne Marie Adams, University of California - Santa Barbara; Richard E. Mayer, University of California - Santa Barbara 33.032. Recruiting, Preparing, Supporting, and Retaining Educators of
Color. Division C - Learning and Instruction; Invited Session
Sheraton Wall Centre, Grand Ballroom Level, North Grand Ballroom D;
2:15-3:45pm
Chair: Kelly A. Rodgers, City University of New York Participants:
New Teachers of Color as Change(d) Agents in Urban Schools: