41.001. AERA Affirmative Action Council: Closed Meeting. AERA Governance; Governance Session
Pan Pacific, Restaurant Level, Oceanview 6; 8:15-9:45am Chair: April Z. Taylor, California State University - Northridge 41.002. AERA Graduate Student Council: Closed Meeting. AERA
Governance; Governance Session
Pan Pacific, Lobby Level, Crystal Pavilion C; 8:15-9:45am Chair: Nicholas Daniel Hartlep, University of Wisconsin - Milwaukee 41.003. AERA Journal Publications Committee and Journal Editors:
Closed Meeting. AERA Governance; Governance Session Pan Pacific, Lobby Level, Crystal Pavilion B; 8:15-9:45am Chair: William Cope, University of Illinois at Urbana-Champaign
Presidential Sessions
41.010. Changing Policies and Practices in Education Around the World: What Can We Learn?
Presidential Session Cosponsored with Division L - Educational Policy and Politics
VCC, First Level, West Ballroom A; 8:15-9:45am Chair: Ann Lieberman, Stanford University
Participants: A. Lin Goodwin, Columbia University; Qiang Wang, Beijing Nornmal University; Karen M. Hammerness, Bard College; Hannele M. Niemi, University of Helsinki; Benjamin Levin, OISE/University of Toronto
Discussant: Linda Darling-Hammond, Stanford University
41.011. To Know Is Not Enough: Commissioned Essay Writers—Sunday (Coffee). Presidential Session
VCC, First Level, West Room 109&110; 8:15-9:45am Chair: Rick R. McCown, Duquesne University
Participants:
The Case for Translational Research in Education. Cynthia Hudley, University of California - Santa Barbara
Making Our Research Relevant, Holding Our Profession Accountable:
A Case of Responsibility and Opportunity in Chicago and Beyond.
William C. Ayers, University of Illinois at Chicago; Kevin K.
Kumashiro, University of Illinois at Chicago; Erica R. Meiners, Northeastern Illinois University; Therese M. Quinn, School of the Art Institute of Chicago; David O. Stovall, University of Illinois at Chicago
Increasing Education Research’s Standing as a Public Good. John M.
Willinsky, Stanford University
Implications of Cultural, Complex Ecological Systems for What We Think We Know and How Such Knowledge Can Enhance Teaching and Learning. Carol D. Lee, Northwestern University
41.012. “To Know That We Know What We Know, and to Know That We Do Not Know What We Do Not Know, That Is True Knowledge”*: How Countries Formulate Education Policies in
Response to International Test-Score Comparisons (*Compliments of Copernicus). Presidential Session Cosponsored with Division B - Curriculum Studies, Division L - Educational Policy and Politics
VCC, First Level, West Room 118-120; 8:15-9:45am
Chairs: Michael J. Feuer, The George Washington University; Iris C. Rotberg, The George Washington University
Participants: Michal Beller, RAMA; Alison Wolf, King’s College London UK;
Yong Zhao, University of Oregon Discussant: Hal Salzman, Rutgers University
Committee Sessions
41.013. The State of Single-Sex Schooling: Theoretical, Empirical, Methodological, and Legal Issues. Committee on Scholars and Advocates for Gender Equity in Education; Symposium VCC, First Level, West Room 116&117; 8:15-10:15am Chair: Rebecca S. Bigler, The University of Texas - Austin Participants:
Brain Science, Sex Differences, and Rationales for Single-Sex Schooling.
Lise Eliot, Chicago Medical School, Rosalind Franklin University;
Janet S. Hyde, University of Wisconsin - Madison
Dependent Variables, Designs, and Data-Analytic Decisions: Empirical Evidence on the Effects of Single-Sex Schools. Margaret Signorella, The Pennsylvania State University - Greater Allegheny; Amy Roberson Hayes, The University of Texas - Austin
Social Development in Gender-Integrated and -Segregated Contexts.
Richard Fabes, Arizona State University; Carol Lynn Martin, Arizona State University; Laura Hanish, Arizona State University
Rationales for Single-Sex Schooling: Administrator, Teacher, Parent, and Student Perspectives. Erin Pahlke; Meagan M. Patterson, The University of Kansas; Katherine Galligan, Arizona State University Reducing Sexism in Schools: Is Single-Sex Schooling a Solution?
Rebecca S. Bigler, The University of Texas - Austin; Lynn S. Liben, The Pennsylvania State University
Legal Issues Surrounding Single-Sex Schools in the United States. Christia Spears Brown, University of Kentucky; Diane F. Halpern
State and Regional Educational Research Associations
41.014. State and Regional Educational Research Associations:
Distinguished Paper Session 2. Consortium of State and Regional Educational Research Associations; Invited Session
Fairmont Waterfront, Concourse Level, Malaspina; 8:15-10:15am Chair: Michael S. Green, Hudson Valley Community College
Participants:
Iowa Educational Research and Evaluation Association—Evaluating College Readiness for English Language Learners and Hispanic and Asian Students. Min Wang, University of Iowa; Keyu Chen, University of Iowa; Catherine Welch, University of Iowa
New England Educational Research Organization—The Role of Situated Learning in Experiential Education: An Ethnographic Study of the Knowledge Construction Process of Pharmacy Students. Paul Difrancesco, University of Massachusetts
Mid-South Educational Research Association—Teachers’ Clinical Experiences and Attitudes Toward Technology Inclusion. Andre Lynch Paganelli, University of Alabama; Margaret Rice, University of Alabama
Rocky Mountain Educational Research Association—A Validation of the Effective Learning Environments Assessment. Denae Dorris, Tarleton State University
Discussants: Anthony J. Onwuegbuzie, Sam Houston State University;
Courtney A. Vaughn, University of Oklahoma
Division Sessions
41.015. Leadership and Making Meaning. Division A - Administration Organization & Leadership; Paper Session
VCC, Second Level, East Room 14; 8:15-9:45am Chair: Bob L. Johnson, Jr., The University of Alabama Participants:
Decisions Principals Make During Their Daily Work: An Experience Sampling Study. Megan McGroarty, University of Redlands; Kenneth Wagner, University of Redlands; Michael Adams, University of Redlands; Marcus Funchess, University of Redlands; Margaret Moriarty, University of Redlands; Rodney K. Goodyear, University of Redlands; Ross E. Mitchell, University of Redlands
Problem Solving Under Accountability: Perspectives of Principals in High- and Low-Achieving Schools. William A. Firestone, Rutgers University;
Steven Mayer, Robbinsville School District
Leadership as a Learning Profession: Igniting Innovation Through Collaborative Governance to Promote the Public Interest. Brenda Hood, University of Washington
Principal’s Emotional Manipulations and Leadership in Schools: The Mediating Role of Extrinsic Emotion Regulation. Ori Eyal, Hebrew University of Jerusalem; Izhak Berkovich, Hebrew University
Conditions for Freshmen Success in Urban High Schools. Jason Salisbury, University of Wisconsin - Madison
Discussant: Bob L. Johnson, Jr., The University of Alabama 41.016. Leadership in Rural Contexts. Division A - Administration
Organization & Leadership; Paper Session VCC, Second Level, East Room 10; 8:15-9:45am Chair: Jeanne L. Surface, University of Nebraska - Omaha Participants:
Reconceptualizing the Roles of Rural Midlevel Leaders. Lissa Steele, Chinook’s Edge School Division
Resilience and the Rural Social Justice Leader. Gerri Marie Maxwell, Texas A&M University - Kingsville; Jim Scheurich, Texas A&M University Rural Alberta Educational Leaders’ Perspectives on Accountability.
Dorothy Gail Negropontes, CASEA
Implementing the School Improvement Fund Transformation Model in Maine’s Rural High Schools. Angela Atkinson Duina, Boston University; Mary H. Shann, Boston University
Research Evidence Use by Rural Central Office Administrators Leading Educational Improvement. Patricia Moore Shaffer, NASA
Discussant: Jeanne L. Surface, University of Nebraska - Omaha 41.017. Understanding the Interaction Between School Culture,
Leadership, and Trust. Division A - Administration Organization &
Leadership; Paper Session
VCC, Second Level, East Room 9; 8:15-10:15am Chair: Karen Stansberry Beard, Miami University Participants:
Exploring the Relationships Among Trust, Belongingness, and Academic Success in a High School Completion Program. Tenille Reena Gaines, Auburn University; Lisa A.W. Kensler, Auburn University; Cynthia J.
Reed, Auburn University
Measuring Student Trust: A Second-Order Factor Model. Lisa S. Romero,
Sunday Morning, April 15, 2012 University of California Riverside
School Level Trust and Student Outcomes Over Time. Paul Goldman, Washington State University - Vancouver; Greg E. Lobdell, Center for Educational Effectiveness; Lois Davies, Pateros School District Defining and Measuring a Strong School Culture. Karen Seashore Louis,
University of Minnesota; Moosung Lee, The Hong Kong Institute of Education
Collective Trust in Schools: Distinguishing Collective and Interpersonal Dimensions. Patrick B. Forsyth, University of Oklahoma; Curt M.
Adams, University of Oklahoma
Enabling School Structures, Trust, and Collective Efficacy: Predictors of Professional Learning Community. Julie A. Gray, Texas A&M University - San Antonio; Roxanne M. Mitchell, The University of Alabama; C. John Tarter, The University of Alabama
Discussant: Karen Stansberry Beard, Miami University
41.018. Cognitive Processes in Comprehension of Visual Representations:
Art, Diagrams, Graphs, and Models. Division C - Learning and Instruction Cosponsored with SIG-Science Teaching and Learning;
Symposium
Sheraton Wall Centre, Third Level, South Pavilion Ballroom C; 8:15-9:45am
Chair: Jennifer G. Cromley, Temple University Participants:
Five Tests of the Ability-as-Compensator Hypothesis in Diagram Comprehension Instruction. Jennifer G. Cromley, Temple University;
Nora Newcombe, Temple University; Theodore W. Wills, Temple University
Beyond the Ball-and-Stick: Students’ Processing of Novel STEM Visualizations. Scott R. Hinze, Northwestern University; David Rapp, Northwestern University; Vickie Williamson, Texas A&M University;
Mary Jane Shultz, Tufts University; Kenneth C. Williamson, Texas A&M University; Ghislain Deslongchamps, University of New Brunswick Children “Reading” Paintings: Evidence for the Trans-Symbolic
Comprehension Framework? Sandra Michelle Loughlin, University of Maryland
Desirable Difficulties in Graphical Displays. Priti Shah, University of Michigan; Jessica Hullman, University of Michigan; Eytan Adar, University of Michigan; Akira Miyake, University of Colorado; Eric Freedman, University of Michigan - Flint
Discussant: Patricia A. Alexander, University of Maryland
41.019. Factors Predicting Math Achievement. Division C - Learning and Instruction; Paper Session
Sheraton Wall Centre, Third Level, North Junior Ballroom C; 8:15-9:45am
Chair: Thomas Fetsco, Northern Arizona University Participants:
Academic Mentoring in Mathematics: Does It Improve High-School Student Achievement? Thomas Fetsco, Northern Arizona University;
Daniel L. Kain, Northern Arizona University
Examining the Influence of School-Based Collective Socialization for High-Achieving Black Males in Mathematics. Kenneth Alonzo Anderson, Howard University; Keith E. Howard, Chapman University Teacher Practices and Eighth Grade Students’ Mathematics Achievement:
Examining International Patterns. Yang Wang, Boston College; Laura M. O’Dwyer, Boston College
Urban Elementary School Students’ Academic Communities in
Mathematics. Nathan Napoleon Alexander, Teachers College, Columbia University; Erica Walker, Teachers College, Columbia University 41.020. Learning Mathematics Through Representations: A
Research-Based Curriculum. Division C - Learning and Instruction; Symposium Sheraton Wall Centre, Grand Ballroom Level, North Grand Ballroom A;
8:15-9:45am
Chair: Maryl Gearhart, University of California - Berkeley Participants:
Learning Mathematics Through Representations: Overview. Geoffrey B.
Saxe, University of California - Berkeley
Learning Mathematics Through Representations: Foundational Developmental Research. Darrell Earnest, University of California - Berkeley; Yasmin A. Sitabkhan, University of California - Berkeley;
Geoffrey B. Saxe, University of California - Berkeley
Learning Mathematics Through Representations: Curriculum Design.
Maryl Gearhart, University of California - Berkeley; Geoffrey B. Saxe, University of California - Berkeley
Assessing Effects of Learning Mathematics Through Representations on Student Learning. Ronli Diakow, University of California - Berkeley;
Geoffrey B. Saxe, University of California - Berkeley Discussant: Richard Lehrer, Vanderbilt University
41.021. Student Coregulation in Small-Group Learning. Division C - Learning and Instruction; Structured Poster Session
Pan Pacific, Lobby Level, Oceanview 1&2; 8:15-9:45am Chair: Mary M. McCaslin, The University of Arizona
Participants:
1. Behavioral Indicators of Learning and Emotional Regulation in Small Groups: Instrument Development and Diagnostic Information. Ruby Inez Vega, The University of Arizona; Erin Elizabeth Anderson, The University of Arizona; Lauren Ballard, The University of Arizona;
Christine Nicole Calderon, The University of Arizona; Angela M.
Labistre, The University of Arizona, Tucson, AZ; Mary M. McCaslin, The University of Arizona
2. Coping With Anger and Frustration in Small Groups. Erin Elizabeth Anderson, The University of Arizona; Lauren Ballard, The University of Arizona; Christine Nicole Calderon, The University of Arizona;
Angela M. Labistre, The University of Arizona, Tucson, AZ; Ruby Inez Vega, The University of Arizona; Mary M. McCaslin, The University of Arizona
3. Supportive Talk Among Peers in Small Groups. Lauren Ballard, The University of Arizona; Erin Elizabeth Anderson, The University of Arizona; Christine Nicole Calderon, The University of Arizona; Angela M. Labistre, The University of Arizona, Tucson, AZ; Ruby Inez Vega, The University of Arizona; Mary M. McCaslin, The University of Arizona
4. An Exploration of Off-Task Behavior in Small Learning Groups.
Christine Nicole Calderon, The University of Arizona; Erin Elizabeth Anderson, The University of Arizona; Lauren Ballard, The University of Arizona; Angela M. Labistre, The University of Arizona, Tucson, AZ;
Ruby Inez Vega, The University of Arizona; Mary M. McCaslin, The University of Arizona
5. The Function of Student Imperatives in Small-Group Interaction. Angela M. Labistre, The University of Arizona, Tucson, AZ; Erin Elizabeth Anderson, The University of Arizona; Lauren Ballard, The University of Arizona; Christine Nicole Calderon, The University of Arizona;
Ruby Inez Vega, The University of Arizona; Mary M. McCaslin, The University of Arizona
6. Student Coregulation in Small-Group Learning. Mary M. McCaslin, The University of Arizona; Ruby Inez Vega, The University of Arizona; Erin Elizabeth Anderson, The University of Arizona; Lauren Ballard, The University of Arizona; Christine Nicole Calderon, The University of Arizona; Angela M. Labistre, The University of Arizona
41.022. Vocabulary Development. Division C - Learning and Instruction;
Paper Session
Sheraton Wall Centre, Third Level, South Pavilion Ballroom A; 8:15-9:45am
Chair: Jenny C. Wilson, Texas A&M University-San Antonio Participants:
Development of an Academic Word Vocabulary Intervention to Enhance Word Knowledge and Comprehension for Middle School Students.
Margaret G. McKeown, University of Pittsburgh; Amy C. Crosson, LRDC, University of Pittsburgh; Isabel L. Beck, University of Pittsburgh; Cheryl Sandora, University of Pittsburgh; Nancy Artz, University of Pittsburgh
Development of an Innovative Assessment of Vocabulary Depth. Amy C. Crosson, LRDC, University of Pittsburgh; Margaret G. McKeown, University of Pittsburgh; Isabel L. Beck, University of Pittsburgh Systematic Academic Vocabulary Development in Middle Schools. Elaine
Mo, University of the Pacific; Joshua Fahey Lawrence, University of California
Effects of Inductive Vocabulary Development in Grades 3-4-5 on Achievement in Vocabulary and Reading Comprehension. Michael R.
Vitale, East Carolina University; Nancy Romance, Florida Atlantic University
Vocabulary Instruction in K-3 Low-Income Classrooms. Kristin Leah Nelson, Weber State University; Janice A. Dole, University of Utah;
John L. Hosp, University of Iowa
41.023. Applying Advanced Models in Noncognitive Assessment. Division D - Measurement and Research Methodology; Symposium
Marriott Pinnacle, Third Level, Pinnacle I; 8:15-10:15am Chair: Ross Edward Markle, Educational Testing Service Participants:
Using Latent Growth Modeling to Examine Change in Motivation Across a Low-Stakes Testing Session. Carol L. Barry, The College Board; Sara J. Finney, James Madison University
Examining the Viability of Recent Models for Forced Choice Data. Jimmy de la Torre, Rutgers University; Vicente Ponsoda, Universityersidad Autonoma; Iwin Leenen, Mexican Institute for Family and Population Research; Pedro Hontangas, Universidad de Valencia
Longitudinal Invariance of the Scale of Ethnocultural Empathy. Jerusha Gestner, James Madison University; Dena A. Pastor, James Madison University
Change in Identity Achievement During the College Years: An HLM (Hierarchical Linear Modeling) Analysis. Kelli Samonte, James Madison University; Dena A. Pastor, James Madison University Skills and Attitudes for College Success: A Multigroup Confirmatory
Factor Analysis With First-Generation College Students. Ross Edward Markle, Educational Testing Service; Jonas Bertling, Educational Testing Service; Priya Kannan, Educational Testing Service; Diane Cardenas Elliott, Educational Testing Service
Discussant: Richard Dean Roberts, ETS
41.024. Assessments in International Settings. Division D - Measurement and Research Methodology; Paper Session
Marriott Pinnacle, Third Level, Pinnacle II; 8:15-9:45am Chair: Eugenio Gonzalez, ETS
Participants:
Evaluating Attitudes Toward Science in Three Countries: Analysis of Data From PISA (Programme for International Student Assessment) 2006.
Xueming Li, University of Massachusetts - Amherst; Jennifer Randall, University of Massachusetts
Stability of Proficiency Scores in Progress in International Reading Literacy Study (PIRLS) When Different Countries Are Included in Item Parameter Estimation. Mojca Rozman, Educational Research Institute Dimensionality Analyses for Response Data From Multistage Testing.
Jinming Zhang, University of Illinois at Urbana-Champaign Validation of Creative Achievement Questionnaire Through a Rasch
Perspective. Chia-chi Wang, National Sun Yat-Sen University; Hsiao-Chi Ho, National Sun Yat-Sen University; Hsiao-Chih-Ling Cheng, National Sun Yat-Sen University; Ying-Yao Cheng, National Sun Yat-Sen University; Chih-Wen Kuo, Institute of Education National Sun Yat-sen University
Discussant: James R. Chromy, RTI International
41.025. The Usefulness of Post-Structuralism in Educational Research and Practice. Division D - Measurement and Research Methodology;
Symposium
Marriott Pinnacle, Third Level, Shaughnessy II; 8:15-9:45am Chair: Elizabeth A. St. Pierre, University of Georgia
Participants:
Everyday Post-Structuralism in Educational Research. Elizabeth A. St.
Pierre, University of Georgia
The Future is Not in Planning People, and Practical Knowledge is Not Practical. Thomas S. Popkewitz, University of Wisconsin
Using Deleuze and Guattari’s “Mapping” To Produce Rather Than Reproduce. George A. Kamberelis, University of Wyoming
Post Post Post: Putting Feminist Methodology to Work. Patti A. Lather, The Ohio State University
Discussant: Janet L. Miller, Teachers College, Columbia University 41.026. Student Voices on Culture, Rights, and Life on the College
Campus. Division F - History and Historiography Cosponsored with Division J - Postsecondary Education and Division J - Postsecondary Education, SIG-Politics of Education; Paper Session
VCC, Third Level, West Room 305; 8:15-9:45am Chair: Philo A. Hutcheson, Georgia State University Participants:
College Women and Alcohol, 1870-1933: A Barometer of Equality?
Michael S. Hevel, University of Iowa
Of Tempests, Laughing Horses, and Sacred Cows: Controlling College Student Presses Between the World Wars. Timothy Reese Cain,
University of Illinois at Urbana-Champaign
Voices From the New South: Students’ Perspectives on College Life at the University of Georgia, 1866-1900. James Ingerski, University of Georgia
Discussant: Philo A. Hutcheson, Georgia State University
41.027. Contributions of Anthropology to Educational Research: The Continuing Legacy of Robert A. LeVine. Division G - Social Context of Education; Symposium
VCC, Second Level, West Room 202&203; 8:15-10:15am Chair: Rebecca S. New, University of North Carolina - Chapel Hill Participants:
Cultural Values and Local Appropriations of National Policies in Early Care and Education. Rebecca S. New, University of North Carolina - Chapel Hill
Bringing LeVinean Methods and Concerns to Studies of Japanese Early Childhood Education. Joseph J. Tobin, University of Georgia Developing Destinies: Changes and Continuities in Learning of a
Guatemalan Mayan Midwife and Town. Barbara Rogoff, University of California - Santa Cruz
LeVine as Provocateur for the Hybridization of Educational Research, Theory and Practice. Susanna Mantovani, University of Milano - Bicocca
Discussant: Robert A. LeVine, Harvard University
41.028. Politics and Praxis of Immigrant Education. Division G - Social Context of Education; Paper Session
VCC, Second Level, West Room 206; 8:15-10:15am Chair: Rebecca M. Callahan, The University of Texas - Austin Participants:
Drawing Symbolic Boundaries in Navigating High School: A Case of Four African Immigrant Girls. Betty Akinyi Okwako, Michigan State University
Dropping In, Not Out: Immigrant Second-Chance Learners in Postsecondary Pathways. Marguerite Lukes, City University of New Educational Access for Adult Refugees in the United States: Countering York
a Deficit Approach. Kristen H. Perry, University of Kentucky; Jana Bouwma-Gearhart, University of Kentucky; Nancye E. Mccrary, University of Kentucky; Christine Ann Mallozzi, University of Kentucky Facilitating Critical Literacy Among Preliterate Maya Immigrants Through
Family Literacy: Implications for University-Community-School Partnerships. Dilys Schoorman, Florida Atlantic University Teacher Assignment to English Learner Content Courses in Seven
Comprehensive High Schools. Dafney Blanca Dabach, University of Washington
Discussant: Rebecca M. Callahan, The University of Texas - Austin 41.029. Security, Democracy, and Learning: Exploring the Dialectics of
In/Security in Educational Space. Division G - Social Context of Education; Symposium
VCC, Second Level, West Room 204; 8:15-9:45am Chair: Jamie Lynn Magnusson, OISE/University of Toronto Participants:
The Rise and Fall of Socialist Education in North America. Tara Silver, OISE/University of Toronto
Securitization, Youth, and Urban Public Schooling. Alexander James Means, University of Toronto
“Where Are the Promises of America?” Educating Iraqi Refugee Youth in Our Public Schools. Sally Wesley Bonet, Rutgers University
Social Work Education for Social Change: Exploring the Impacts of the Post-9/11 Sociopolitical Context. Sajedeh Zahraei, University of Toronto
Children of War? Security, Civic Education, and Democratic Learning.
Sara Carpenter, OISE/University of Toronto
41.030. Which Public Do Public Schools Serve? Critical Ethnographic Perspectives on Home-School Connections in Schooling. Division G - Social Context of Education; Symposium
VCC, Second Level, West Room 205; 8:15-9:45am Chair: Marta P. Baltodano, Loyola Marymount University Participants:
Affection as Revelation: Teachers’ Assumptions About the Lives of Young Children of Immigrants. Jennifer Keys Adair, The University of Texas -
Sunday Morning, April 15, 2012 Austin
Comparisons on Early Educations’ Cultural Negotiations From an Activity Theoretic Approach. Angela E. Arzubiaga, Arizona State University Parent Involvement as Ritualized Practice. Fabienne Doucet, New York
University
Parental Expectations for Public Schools: Working Together to Make Dreams Come True. Ariana Mangual Figueroa, Rutgers University Discussant: Kris D. Gutierrez, University of Colorado - Boulder
41.031. International Perspectives on Assessment in the Schools. Division H - Research, Evaluation and Assessment in Schools; Paper Session Marriott Pinnacle, Fourth Level, Ambleside; 8:15-10:15am Chair: Ray Fenton, Fenton Research
Participants:
Assessing Chinese ESL Students’ Reading Levels: Methodological Considerations When Using Informal Reading Inventories. Peter G.
Parker, Zayed University
Comparing Hungarian Students’ Reading Development in Continuous and Noncontinuous Text Types. Agnes Hodi, University of Szeged; Edit Tóth, Hungarian Academy of Sciences; Eva D. Molnar, University of Szeged
Evaluating the Practice of Continuous Assessment in Trinidad and Tobago:
The Promise Versus the Reality. Jerome De Lisle, University of the West Indies
Performance Assessments in National Assessments: Speaking Exercise.
Marijke De Meyst, Katholieke Universiteit Leuven; Daniel Van Nijlen, Katholieke Universiteit Leuven; Tom Venstermans, Karel de Grote-Hogeschool; Sarah Gielen, Katholieke Universiteit Leuven; Rianne C.
Janssen, K.U. Leuven
Student Learning in Government Schools in Rural India. Tavis N. Linsin, University of Washington
41.032. Use of a Variety of Models and Frameworks to Investigate Fidelity of Implementation. Division H - Research, Evaluation and Assessment in Schools; Paper Session
Marriott Pinnacle, Third Level, Pinnacle III; 8:15-10:15am Chair: Evelyn Belton-Kocher, Saint Paul Public Schools Participants:
Using Program Logic to Evaluate New Zealand’s First Integrated Secondary/Tertiary High School. Colleen Young, Manukau Institute of Technology
Implementing a Problem-Based Learning Curriculum in a University-School Collaborative Project for Improving Middle University-School Science Education: Lessons From Year 1 on Fidelity of Implementation. Brian D. Gane, Georgia Institute of Technology; Cher C. Hendricks, Georgia Institute of Technology
Applying a Fidelity of Implementation Framework in an Urban School District. Rachel Lander, University of Wisconsin - Madison; Clarissa Steele, Value Added Research Center; Richard Bukosky, Milwaukee Public Schools; Marc Sanders, Milwaukee Public Schools A Multisite Randomized Control Trial to Examine the Impact of
ABRACADABRA on Early Literacy in Northern Australia: An Analysis of Implementation Fidelity. Jennifer R. Wolgemuth, Colorado State University; Philip C. Abrami, Concordia University; Janet Helmer, Charles Darwin University; Robert Samuel Savage, McGill University;
Helen Harper, Charles Darwin University; Tess Lea, ‘Charles Darwin University
Whose View of Implementation Fidelity? Consistency of Observations, Self-Reports, and Supervisor Reports. Caitlin Scott, Education Northwest; Elizabeth Autio, Education Northwest; Jason Greenberg Motamedi, Education Northwest; Angela Roccograndi, Education Northwest
41.033. Clarifying Assessment and Measurement Issues Across Disciplines and Professions. Division I - Education in the Professions; Symposium Pan Pacific, Restaurant Level, Pacific Rim 2; 8:15-10:15am
Chair: Danette W. McKinley, Foundation for Advancement of International Medical Education and Research
Participants:
Learning and Assessment of Competencies: Two Sides of the Same Coin.
Paul F. Wimmers, University of California - Los Angeles; Lourdes R. Guerrero, University of California - Los Angeles; Susan Baillie, University of California - Los Angeles
Assessing Student Learning Outcomes Across a Curriculum: Resolving
Judgment and Validity Issues Across Disciplines and Professions.
Marcia Mentkowski, Alverno College
Measurement Issues in Conducting Action Research Across Primary Care Professions. Anne Christine McKee, Anglia Ruskin University Assessment Challenges in Creating the Uniform Bar Examination: The
Three P’s—Politics, Practicality, and Psychometrics. Douglas R. Ripkey, National Conference of Bar Examiners
Clarifying Definitions and Measures of Clinical Thinking: A Systematic Review. Lily Fountain, University of Maryland
Discussant: Andre F. De Champlain, Medical Council of Canada
41.034. Experiences of Students With Dual Enrollment, Dual Credit, or Dual Degrees. Division J - Postsecondary Education; Paper Session VCC, Second Level, West Room 208&209; 8:15-9:45am
Chair: Kelty Garbee, The University of Texas - Austin Participants:
Bridging College and Careers: Using Dual Enrollment to Enhance Career and Technical Education Pathways. Clive Belfield, Teachers College, Columbia University; Olga Rodriguez, Columbia University; Katherine L. Hughes, Teachers College, Columbia University
Grade-Point Average Differences Between Dual- and Nondual-Credit College Students. Robert D. Young, Sam Houston State University;
Sheila Ann Joyner, Sam Houston State University; John R. Slate, Sam Houston State University
Pathways and Potholes: Student Transitions From Community College to University in a Dual-Degree Partnership Program. Tekla Nicholas, Florida International University; Glenda Droogsma Musoba, Florida International University
The Impact of Dual Enrollment on Time-to-Degree Completion. Brian An, University of Iowa
Discussant: Debra D. Bragg, University of Illinois at Urbana-Champaign 41.035. Preparing the Next Generation of Faculty. Division J -
Postsecondary Education; Paper Session
VCC, Second Level, West Room 220; 8:15-9:45am Chair: Gina Ann Garcia, University of California - Los Angeles Participants:
Becoming a Mathematics Educator: Novice Faculty Members’ Perceptions of the Impact of Doctoral Program Experiences. Jennifer Ann Eli, The University of Arizona; Mary Beisiegel, Harvard Graduate School of Education; Andrea McCloskey, The Pennsylvania State University;
Rachael M. Welder, Hunter College - CUNY; Jan A. Yow, University of South Carolina - Columbia
Conceptualizing Doctoral Advising From Professors’ and Doctoral Students’ Perspectives Using Concept Mapping. Philip Kontor Adu, West Virginia University; Reagan Curtis, West Virginia University Exploring the Factors Affecting New Faculty Success: A Mixed-Method
Study. Robert H. Stupnisky, University of North Dakota; Yuliya Kartoshkina, University of North Dakota; Masela Obade, University of North Dakota; Marcus B. Weaver-Hightower, University of North Dakota; Anne Kelsch, University of North Dakota
Preparing Future Mathematics Faculty Members for Teaching: Barriers to Change. Mary Beisiegel, Harvard Graduate School of Education Discussant: Susan K. Gardner, University of Maine
41.036. Professional and Personal Identities of Faculty and Graduate Students. Division J - Postsecondary Education; Paper Session VCC, Second Level, West Room 207; 8:15-10:15am Chair: Sylvie Anna Lamoureux, University of Ottawa Participants:
Chinese Scholars in American Academe: Negotiating Transnational Academic Identities. Qiongqiong Chen, University at Buffalo - SUNY Faculty as Agents: Trading-Off, Holding Back at One Striving University.
Leslie D. Gonzales, Clemson University; Edna Martinez, Clemson University
Outcast Phenomenon: Revealing Voices of African American Graduate Students. April Marie Clay, University of Redlands; Jose Worrell Lalas, University of Redlands
Self-Efficacy, Organizational Culture, and Change Process Correlates of Faculty. Chad D. Ellett, CDE Research Associates, Inc.; Kadir Demir, Georgia State University; Lisa M. Martin-Hansen, Georgia State University; Judy Awong-Taylor, University System of Georgia; Nancy Vandergrift, University of Georgia
A Case Study of Higher Education Equity Advocates: Negotiating