|Title:||Berkeley Research Experience and Methodology (BREM) Program|
|Principal Investigator:||Wilson, Mark||Awardee:||University of California, Berkeley|
|Program:||Postdoctoral Research Training Program in the Education Sciences [Program Details]|
|Award Period:||3 years||Award Amount:||$659,375|
Co-Principal Investigator: Sophia Rabe-Hesketh
This postdoctoral training program will train four postdoctoral fellows for 2 years each. A major methodological focus of the training program will be multilevel or hierarchical modeling and the design and analysis of both randomized and observational studies in the presence of clustering. A second methodological focus will be measurement models and the design and analysis of educational assessments. Instead of treating the different types of approaches and models in these methodological areas (e.g., hierarchical linear modeling, longitudinal data modeling, meta-analysis, item response modeling, and structural equation modeling) as a set of unrelated statistical "techniques," researchers will work with the postdoctoral fellows to see these from within a unified statistical modeling framework. This will allow them to extend the models to tackle specific problems in educational research.
The fellows will be engaged in a selection of projects based in the Berkeley Evaluation and Assessment Research (BEAR) Center. This includes projects to develop and evaluate educational programs, especially those with an emphasis on developing and evaluating assessment systems in education.
The Berkeley Research and Methodology Program (BREM) used to train the fellows is comprised of three components: (a) intensive study of methodological topics that the fellows have not yet studied; (b) supervised engagement in one or more research projects that addresses the educational focus of the program; and (c) the design and implementation of a major study within the educational focus of the program. Fellows will work with one or more of the faculty associated with BREM. In addition, each fellow will write a proposal to guide the development of their own research agenda. This proposal will involve both the fellow and one or more of the faculty associated with BREM. Each fellow will also write a proposal to guide the ensuing development of their research agenda.
Lehrer, R., Kim, M.J., Ayers, E., and Wilson, M. (2013). Toward Establishing a Learning Progression to Support the Development of Statistical Reasoning. In J. Confrey, and A. Maloney (Eds.), Learning Over Time: Learning Trajectories in Mathematics Education. Charlotte, NC: Information Age Publishers.
Journal article, monograph, or newsletter
Ayers, E., Rabe-Hesketh, S., and Nugent, R. (2013). Incorporating Student Covariates in Cognitive Diagnosis Models. Journal of Classification, 30(2): 195–224.
Bates, M., Castellano, K.E., Rabe-Hesketh, S., and Skrondal, A. (2014). Handling Correlations Between Covariates and Random Slopes in Multilevel Models. Journal of Educational and Behavioral Statistics, 39(6): 524–549.
Castellano, K.E., and Ho, A.D. (2013). Contrasting OLS and Quantile Regression Approaches to Student ";Growth"; Percentiles. Journal of Educational and Behavioral Statistics, 38(2): 190–215.
Castellano, K.E., and Ho, A.D. (2015). Practical Differences Among Aggregate-Level Conditional Status Metrics: From Median Student Growth Percentiles to Value-Added Models. Journal of Educational and Behavioral Statistics, 40(1): 35–68.
Castellano, K.E., Rabe-Hesketh, S., and Skrondal, A. (2014). Composition, Context, and Endogeneity in School and Teacher Comparisons. Journal of Educational and Behavioral Statistics, 39(5): 333–367.
Duckor, B. Castellano, K.E., Tellez, K., and Wilson, M. (2014). Examining the Internal Structure Evidence for the Performance Assessment for California Teachers: A Validation Study of the Elementary Literacy Teaching Event for Tier I Teacher Licensure. Journal of Teacher Education, 65(5): 402–420.
Holloway, S.D., and Park, S. (2014). Broken Compass or Broken System? Questioning the Role of Parent Involvement in Promoting Student Achievement. Human Development, 57(6): 360–363.
Holloway, S.D., Park, S., Jonas, M., Bempechat, J., and Li, J. (2014). ";My Mom Tells Me I Should Follow the Rules, That's Why They Have Those Rules";: Perceptions of Parental Advice Giving Among Mexican-Heritage Adolescents. The Journal of Latino and Education, 13(4): 262–277.
Nielsen, F., and Roos, J.M. (2015). Genetics of Educational Attainment and the Persistence of Privilege at the Turn of the 21st Century. Social Forces, 94(2): 535–561.
Nielsen, F., Roos, J.M., and Combs, R.M. (2015). Clues of Subjective Social Status Among Young Adults. Social Science Research, 52: 370–388.
Park, S., and Holloway, S.D. (in press). The Effects of Parental School-Based Involvement on Academic Achievement at the Child and Elementary School Level: A Longitudinal Study. The Journal of Educational Research.
Perrin, A.J., Roos, J.M., and Gauchat, G. (2014). From Coalition to Constraint: Modes of Thought in Contemporary American Conservatism. Sociological Forum, 29(2): 285–300.
Roos, J.M. (2014). The Vanishing Tetrad Test: Another Test of Model Misspecification. Measurement: Interdisciplinary Research and Perspectives, 12(3): 109–114.
Nongovernment report, issue brief, or practice guide
Castellano, K.E., and Ho, A.D. (2013). A Practitioner's Guide to Growth Models. Washington DC: Council of Chief State School Officers.
Nugent, R., Dean, N., and Ayers, E. (2010). Skill Set Profile Clustering: The Empty K-Means Algorithm With Automatic Specification of Starting Cluster Centers. In Proceedings of the 3rd International Conference on Educational Data Mining (pp. 151–160). Pittsburgh.