National Center for Education Research



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2009

R305A090100


An 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.


R305A090324


Creating Scalable Interventions for Enhancing Student Learning and Performance
New York University
Aronson, Joshua

Jennifer Mangels and Matthew S. McGlone


Publications:


R305A090353


Focusing 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.

2010

R305A100058


Tools 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.




R305A100074


Improving 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.


R305A100109


A 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.


R305A100163


Improving 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).


R305A100389


Interactions 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.




R305A100404


Promoting 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.


R305A100496


Exploring 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.


R305A100571


Developing and Evaluating Measures of Formative Assessment Practices
University of Colorado, Denver
Ruiz-Primo, Maria

Deanna Iceman Sands (University of Colorado, Denver)


Publications:



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