National Center for Education Research
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- Creating Scalable Interventions for Enhancing Student Learning and Performance
- Tools of the Mind: Promoting Self-Regulation and Academic Ability in Kindergarten
- Improving Students Skill at Solving Equations Through Better Encoding of Algebraic Concepts
- A Theory-Driven Search for the Optimal Conditions of Instructional Guidance in Algebra Tutor
- Improving a Natural-Language Tutoring System that Engages Students in Deep Reasoning Dialogues about Physics
- Interactions Between Visual and Auditory Interventions for Reading
- Promoting Transfer of the Control of Variables Strategy in Elementary and Middle School Children via Contextual Framing and Abstraction
- Exploring Reading Fluency and Its Underlying Behaviors
- Developing and Evaluating Measures of Formative Assessment Practices
2009R305A090100An Efficacy Study of Two Computer-Based Attention Training Systems in Schools Tufts Medical Center Steiner, Naomi Ellen C. Perrin and R. Christopher Sheldrick Project Website: http://www.drnaomisteiner.com/ Publications: Steiner, N.J., Sheldrick, R.C., Gotthelf, D., and Perrin, E.C. (2011). Computer-Based Attention Training in the Schools for Children With Attention Deficit/Hyperactivity Disorder: A Preliminary Trial. Clinical pediatrics, 50(7): 615-622. Steiner, N.J., Sidhu, T., Rene, K., Tomasetti, K., Frenette, E., and Brennan, R. T. (2013). Development and Testing of a Direct Observation Code Training Protocol for Elementary Aged Students With Attention Deficit/Hyperactivity Disorder. Educational Assessment, Evaluation and Accountability, 1-22. R305A090324Creating Scalable Interventions for Enhancing Student Learning and Performance New York University Aronson, Joshua Jennifer Mangels and Matthew S. McGlone Publications: R305A090353Focusing on the Efficacy of Teaching Advanced Forms of Patterning on First Graders' Improvements in Reading, Mathematics, and Reasoning Ability George Mason University Pasnak, Robert Julie Kidd Related IES Projects: Increasing Learning By Promoting Early Abstract Thought (R305H030031) and An Economical Improvement In Literacy and Numeracy (R305B070542) Publications: Kidd, J.K., Carlson, A.G., Gadzichowski, K.M., Boyer, C.E., Gallington, D.A., and Pasnak, R. (2013). Effects of Patterning Instruction on the Academic Achievement of 1st-Grade Children. Journal of Research in Childhood Education, 27(2): 224-238. Kidd, J.K., Curby, T.W., Boyer, C.E., Gadzichowski, K.M., Gallington, D.A., Machado, J.A., and Pasnak, R. (2012). Benefits of an Intervention Focused on Oddity and Seriation. Early Education & Development, 23(6): 900-918. 2010R305A100058Tools of the Mind: Promoting Self-Regulation and Academic Ability in Kindergarten New York University Blair, Clancy Cybele Raver (New York University), Jennifer Hill (New York University), Carolyn Layzer (Abt Associates), Elena Bodrova (McREL), Deborah Leong (Metropolitan State College of Denver) Publications: Blair, C., and Raver, C. (2012). Child Development In The Context Of Adversity: Experiential Canalization Of Brain and Behavior. American Psychologist, 67(4): 309-318. R305A100074Improving Students' Skill at Solving Equations Through Better Encoding of Algebraic Concepts Temple University of the Commonwealth System of Higher Education Booth, Julie Kenneth R. Koedinger (Carnegie Mellon University), Kristie J. Newton (Temple University) Publications: Booth, J.L., and Davenport, J.L. (2013). The Role of Problem Representation and Feature Knowledge in Algebraic Equation-Solving. The Journal of Mathematical Behavior, 32: 415-423. Booth, J.L., Lange, K.E., Koedinger, K.R., and Newton, K.J. (2013). Using Example Problems To Improve Student Learning In Algebra: Differentiating Between Correct and Incorrect Examples. Learning and Instruction, 25: 24-34. R305A100109A Theory-Driven Search for the Optimal Conditions of Instructional Guidance in Algebra Tutor Carnegie Mellon University Anderson, John Steve Ritter (Carnegie Learning) Related IES Projects: The Neural Markers of Effective Learning (R305H030016) Publications: Lee, H.S., and Anderson, J.R. (2013). Student Learning: What Has Instruction Got To Do With It? Annual Review of Psychology, 64. Lee, H.S., Anderson, A., Betts, S., and Anderson, J.R. (2011). When Does Provision Of Instruction Promote Learning? In L. Carlson, C. Hoelscher, and T. Shipley (Eds.), Proceedings of the 33rd Annual Conference of the Cognitive Science Society (pp. 3518-3523). Austin, TX: Cognitive Science Society. R305A100163Improving a Natural-Language Tutoring System that Engages Students in Deep Reasoning Dialogues about Physics University of Pittsburgh Katz, Sandra Pamela Jordan, Diane Litman Related IES Projects: Exploring Studies to Derive Policies for Adaptive Natural-language Tutoring in Physics (R305A130441) Publications: Jordan, P., Katz, S., Albacete, P., Ford, M., and Wilson, C. (2012, May). Reformulating student contributions in tutorial dialogue. In Proceedings of the Seventh International Natural Language Generation Conference (pp. 95-99). Association for Computational Linguistics. Katz, S., Albacete, P., Jordan, P., and Litman, D. (2011). Dialogue Analysis to Inform the Development of a Natural-language Tutoring System. In Proceedings of 15th Workshop on the Semantics and Pragmatics of Dialogue (pp. 167–175). R305A100389Interactions Between Visual and Auditory Interventions for Reading University of California, San Diego Cottrell, Garrison Publications: Lawton, T. (2011). Improving Magnocellular Function In The Dorsal Stream Remediates Reading Deficits. Optometry and Vision Development, 42(3): 142-154. R305A100404Promoting Transfer of the Control of Variables Strategy in Elementary and Middle School Children via Contextual Framing and Abstraction Carnegie Mellon University Klahr, David Stephanie Ann Siler Related IES Projects: From Cognitive Models of Reasoning to Lesson Plans for Inquiry (R305H030229) and Training in Experimental Design: Developing Scalable and Adaptive Computer-based Science Instruction (R305H060034) Publications: Klahr, D., Zimmerman, C., and Jirout, J. (2011). Educational Interventions To Advance Children’s Scientific Thinking. Science, 333(6045): 971-975. Siler, S.A., Klahr, D., and Matlen, B. (in press). Conceptual Change When Learning Experimental Design. In Vosniadou, S. (Ed.), International Handbook of Research on Conceptual Change (Vol. 2). New York: Routledge. Siler, S.A., Klahr, D., and Prince, N. (2013). Investigating the Mechanisms of Learning From a Constrained Preparation for Future Learning Activity. Instructional Science: An International Journal of the Learning Sciences, 41(1): 191-216. Siler, S.A., and Klahr, D. (2012). Detecting, Classifying and Remediating Children’s Explicit and Implicit Misconceptions about Experimental Design. In Proctor, R.W., and Capaldi, E.J. (Eds.), Psychology of Science: Implicit and Explicit Reasoning. New York: Oxford University Press. Siler, S.A., Klahr, D., and Matlen, B. (in press). Conceptual Change When Learning Experimental Design. In Vosniadou, S. (Ed.), International Handbook of Research on Conceptual Change (Vol. 2). New York: Routledge. Siler, S.A., Klahr, D., and Prince, N. (2013). Investigating the Mechanisms of Learning From a Constrained Preparation for Future Learning Activity. Instructional Science: An International Journal of the Learning Sciences, 41(1): 191-216. Siler, S.A., and Klahr, D. (2012). Detecting, Classifying and Remediating Children’s Explicit and Implicit Misconceptions about Experimental Design. In Proctor, R.W., and Capaldi, E.J. (Eds.), Psychology of Science: Implicit and Explicit Reasoning. New York: Oxford University Press. R305A100496Exploring Reading Fluency and Its Underlying Behaviors University of Georgia Research Foundation, Inc. Ardoin, Scott Katherine S. Binder (Mount Holyoke College) Publications: Ardoin, S.P., Morena, L., Binder, K.S., and Foster, T. (in press). Examining the impact of feedback and repeated readings on oral reading fluency: Let’s not forget prosody. School Psychology Quarterly. Foster, T., Ardoin, S.P., and Binder, K.S. (in press). Underlying Changes In Repeated Reading: An Eye Movement Study. School Psychology Review. Valle, A., Binder, K.S., Walsh, C.B., Nemier, C., and Bangs, K.E. (in press). Eye Movements, Prosody, and Word Frequency Among Average and High Skilled Second Grade Readers. School Psychology Review. R305A100571Developing and Evaluating Measures of Formative Assessment Practices University of Colorado, Denver Ruiz-Primo, Maria Deanna Iceman Sands (University of Colorado, Denver) Publications: Download 2.01 Mb. Share with your friends:
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