Program Information

The PI Meeting poster session provides an opportunity for researchers to present and discuss work funded by the National Center for Education Research (NCER), the National Center for Special Education Research (NCSER), and the Small Business Innovation Research (SBIR) program. Listed below are this year’s presentations, featuring both traditional posters and technology demonstrations. The table below is searchable by poster category and sortable by keywords.

Presenter	Institution	Title	Poster Type	Poster Category	Grant/Contract Number	Poster Number
Abrams, Lisa	Virginia Commonwealth University	Collaborative Research Efforts to Examine the Nature and Context of Data Use Practice to Develop Capacity-Building Interventions	Traditional	Effective Teachers/Teaching and Professional Development	R305H150088	48
Allor, Jill	Southern Methodist University	Further Evidence of the Effectiveness of a Comprehensive Text-Centered Literacy Curriculum for Students with Intellectual Disability	Traditional	Reading, Writing, and Language Development	R324A130102	16
Anderson, Daniel	University of Oregon	Visualizing Achievement Gaps Across the Full Distribution	Traditional	Math and Science	R305B110012	30
Anggoro, Florencia	College of the Holy Cross	Relational Scaffolding Enhances Children’s Space Science Learning	Traditional	Cognition and Student Learning	R305A150228	23
Baker, Doris	Southern Methodist University	Feasibility and Usability of an Intelligent Tutoring System to Teach Vocabulary to Hispanic English Learners (Project: ELVA)	Technology	Reading, Writing, and Language Development	R305A140471	TD-05
Barbieri, Christina	University of Delaware	The Effects of Incorrect Worked Examples on Students’ Misconceptions and Learning of Mathematical Content	Traditional	Effective Teachers/Teaching and Professional Development	R305B130012	49
Begolli, Kreshnik	Temple University	Learning about Probability: Contributions of Proportional Reasoning Skill and Example-Based Practice	Traditional	Math and Science	R305B150014	31
Biancarosa, Gina	University of Oregon	The Multiple-choice Online Causal Coherence Assessment (MOCCA): Identifying Good Reading Comprehenders and Types of Poor Comprehenders	Traditional	Reading, Writing, and Language Development	R305A140185	17
Blackman, Horatio	Center for Research in Education and Social Policy	Understanding Knowledge Utilization in Education: Conceptualizing and Measuring the Research-Practice Gap	Traditional	Systems, Policy, and Leadership	R305C150017	54
Blanton, Maria	TERC	The Impact of a Teacher-Led Early Algebra Intervention on Children's Algebra-Readiness for Middle School: Grade 3 Results	Traditional	Math and Science	R305A140092	32
Boncoddo, Rebecca	Central Connecticut State University	The Role of Arithmetic Fluency in Mathematics Learning and Transfer	Traditional	Cognition and Student Learning	R305A130082	24
Braithwaite, David	Carnegie Mellon University	Conceptual Understanding of Fraction Addition	Traditional	Math and Science	R305A150262	33
Brown, Joshua	Fordham University	Baseline Analyses from Cohort 1 of the School Randomized Controlled Trial of the 4Rs+MTP Program	Traditional	Social and Behavioral Outcomes	R305A140559	11
Brown, Scott	University of Connecticut	Increasing Students' scientific writing skills and socio-scientific knowledge through a technology based PBL simulation: The GlobalEd 2 Project	Traditional	Math and Science	R305A130195	34
Cannata, Marisa	Vanderbilt University	The National Center on Scaling Up Effective Schools: Major Findings on Effective High Schools, Continuous Improvement, and Implementation and Scale	Traditional	Systems, Policy, and Leadership	R305C100023	55
Clements, Douglas	University of Denver	Evaluating the Efficacy of Learning Trajectories in Early Mathematics, Experiment 1: Mixed-methods, Hypo-deductive Test of a Trajectory in Geometric Composition	Traditional	Early Childhood and Early Intervention	R305A150243	1
Cook, Susan	University of Iowa	Learning from Specific Gestures provided by an Animated Pedagogical Agent during Math Instruction	Traditional	Effective Teachers/Teaching and Professional Development	R305A130016	50
Costa, Lara	University of North Carolina at Chapel Hill	4 years of Evidence of the Efficacy of SRSD Writing Intervention: Middle School Randomized Control Trial	Traditional	Reading, Writing, and Language Development	R305A120145	18
Cromley, Jennifer	University of Illinois at Urbana-Champaign	Large Gains in Undergraduate Biology Student Achievement from a Combined Cognitive-Motivational Intervention	Traditional	Math and Science	R305A140602	35
Davenport, Jodi	WestEd	Improving Children's Understanding of Mathematical Equivalence: An Efficacy Study	Traditional	Cognition and Student Learning	R305A150088	25
de Villiers, Jill	Smith College	Language Comprehension Offers a Route for the Screening of Young Children's Language Development: An Automatically Administered and Scored Touchscreen Instrument	Traditional	Early Childhood and Early Intervention	R324A160241	2
Dore, Rebecca	University of Delaware	Children's Comprehension of E-Books: Parents Trump Digital Narration	Traditional	Reading, Writing, and Language Development	R305B130012	19
DuPaul, George	Lehigh University	Face-to-Face vs. Online Behavioral Parent Training for Young Children with ADHD: Treatment Engagement and Child Outcomes	Traditional	Early Childhood and Early Intervention	R324A120284	3
Edmunds, Julie	SERVE Center at University of North Carolina at Greensboro	Impact of Early College on Postsecondary Enrollment and Attainment	Traditional	Transition from High School and Postsecondary Education	R305A140361	44
Esposito, Alena	Emory University	Building a Knowledge Base across Languages: Self-generating New Factual Knowledge in a Dual-language Classroom	Traditional	Cognition and Student Learning	R305A160240	26
Farrell, Caitlin	National Center for Research in Policy and Practice	Building Foundations for Collaboration: An Interim Report of the IES Research-Practitioner Partnership Program	Traditional	Systems, Policy, and Leadership	R305C140008	56
Fonger, Nicole	University of Wisconsin-Madison	An Early Algebra Learning Progression for Characterizing and Supporting Students’ Generalization and Representation of Functions: A Longitudinal Approach to Integrating Curriculum, Instruction, Assessment, and Student Learning	Traditional	Math and Science	R305B130007	36
Foster, Matthew	University of Texas Health Science Center at Houston	Cognitive and Linguistic Predictors of Kindergarten Mathematics Outcomes for Hispanic Language Minority Students from Title 1 Schools	Traditional	Cognition and Student Learning	R305A080196	27
Gadge, Uma	University of Miami	The Early Year-1 Effects of Cognitively Guided Instruction (CGI) on Arithmetic Content Coverage in First and Second Grade Classrooms	Traditional	Effective Teachers/Teaching and Professional Development	R305A120781	51
Garbacz, Andy	University of Wisconsin-Madison	Testing the Efficacy of the Family Check-Up on Children's Emotional and Behavior Problems in Early Elementary School	Traditional	Social and Behavioral Outcomes	R305A140189	12
Gerde, Hope	Michigan State University	Feasibility Study of Innovative Online Teacher Professional Development for Writing	Technology	Early Childhood and Early Intervention	R305A150210	TD-01
Ginsburg, Golda	University of Connecticut Health Center	Enhancing the Capacity of School Nurses to Reduce Anxiety in Children: An Open Trial	Traditional	Social and Behavioral Outcomes	R305A140694	13
Gutiérrez, José	University of Wisconsin-Madison	A Micro-Analysis of Interactional Power Dynamics and Mathematics Learning in an Educational Psychology Experiment	Traditional	Math and Science	R305B130007	37
Hallinen, Nicole	Temple University	Does Solving for X Help You Solve in Context?: Investigating Component Skills that Contribute to Word-Problem Solving Performance in Algebra	Traditional	Math and Science	R305B150014	38
Harbourne, Regina	Duquesne University, Rangos School of Health Sciences	Intervention fidelity in the randomized controlled trial “Efficacy of the START-Play Program for Infants with Neuromotor Disorders”	Technology	Early Childhood and Early Intervention	R324A150103	TD-02
Hayden, Angela	University of Kentucky	A Narrative Comprehension Intervention for Third-Graders At-Risk for ADHD: Evaluating Evidence of Promise and Moderators	Traditional	Cognition and Student Learning	R305A120171	28
Hume, Kara	Frank Porter Graham Child Deveopment Institute	Quality of High School Programs for Students with ASD in the United States	Traditional	Transition from High School and Postsecondary Education	R324C120006	45
Jacovina, Matthew	Arizona State University	Timing the Implementation of Game-based Practice in a Reading Strategy Tutor	Traditional	Reading, Writing, and Language Development	R305A130124	20
Jitendra, Asha	University of Minnesota	Learning of Ratio and Proportion Problem-Solving Using Schema-Based Instruction: Efficacy and Sustainability – A Replication Study	Traditional	Math and Science	R305A110358	39
Katz, Sandra	Learning Research and Development Center, University of Pittsburgh	When is it Helpful to Restate Student Responses within a Tutorial Dialogue System?	Technology	Cognition and Student Learning	R305A130441	TD-07
Knoche, Lisa	Nebraska Center for Research on Children, Youth, Families and Schools	Parent Engagement and Early Learning for Children with Developmental Concerns: Effects of the Getting Ready Intervention	Traditional	Early Childhood and Early Intervention	R324A120153	4
Latham, Scott	Stanford University	The Effects of Accountability Incentives in Early Childhood Education	Traditional	Systems, Policy, and Leadership	R305B130017	57
Leve, Leslie	University of Oregon	Paths 2 the Future: Self regulation, Autonomy, and Career Development for High School Girls with Disabilities	Traditional	Transition from High School and Postsecondary Education	R324A150046	46
Magliano, Joseph	Northern Illinois University	Assessing the factor structure of the Model of the Proficient Academic Reader (OnPAR)	Technology	Reading, Writing, and Language Development	R305A150193	TD-06
Martin, James	University of Oklahoma	The TAGG Project: Developing and Validating the Results of a New Secondary Transition Assessment	Technology	Transition from High School and Postsecondary Education	R324A100246	TD-11
Massey, Christine	University of California, Los Angeles	Efficacy Study of Perceptual Learning Technology in Mathematics	Technology	Cognition and Student Learning	R305A120288	TD-08
McCoach, D. Betsy	University of Connecticut	The Identification Gap: When Just as Good Isn’t Enough	Traditional	Systems, Policy, and Leadership	R305C140018	58
McKown, Clark	Rush University Medical Center	SELweb: A Scalable System for Assessing Social-Emotional Learning Skills in the Early Elementary Grades	Technology	Social and Behavioral Outcomes	R305A110143	TD-04
McMaster, Kristen	University of Minnesota	Supporting Teachers’ Use of Data-Based Instruction to Improve Students’ Early Writing Outcomes	Traditional	Effective Teachers/Teaching and Professional Development	R324A130144	52
Mickey, Kevin	Stanford University	Fostering Reliance on the Unit Circle as a Grounded Conceptual Structure in Pre-Calculus Trigonometry	Traditional	Math and Science	R305A150453	40
Morgan, Paul	The Pennsylvania State University	Persistently Low Science Achievement in U.S. Schools: Multiyear Longitudinal Trajectories and Early Risk Factors	Traditional	Math and Science	R324A150126	41
Murphy, P. Karen	The Pennsylvania State University	The Effects of Homogeneous- and Heterogeneous-Ability Grouping on Student Discourse and Comprehension	Traditional	Reading, Writing, and Language Development	R305A130031	21
Nathan, Mitchell	University of Wisconsin-Madison	Dynamic Gestures and Directed Actions Contribute to Mathematical Proof Practices	Technology	Cognition and Student Learning	R305A160020	TD-09
Neuman, Susan	New York University	Educational Media Supports for Low-income Preschoolers Vocabulary Development	Traditional	Early Childhood and Early Intervention	R305A150143	5
Papay, John	Brown University	Encouraging Compliance without Mandates: The Challenge of Take-Up in a Voluntary State-Sponsored Teacher Collaboration Initiative	Traditional	Systems, Policy, and Leadership	R305E150005	59
Petre, Melinda	University of California, Irvine	Community College Student Decision Making in the Wake of the Great Recession	Traditional	Transition from High School and Postsecondary Education	R305B120013	47
Pfiffner, Linda	University of California, San Francisco	Maintenance of Treatment Gains from a Collaborative School-Home Intervention for Attention Deficit Hyperactivity Disorder	Traditional	Social and Behavioral Outcomes	R324A120358	14
Powell, Sarah	University of Texas at Austin	Developing Connections Between Word Problems and Mathematical Equations to Promote Word-Problem Performance Among Students With Mathematics Difficulty	Traditional	Math and Science	R324A150078	42
Reszka, Stephanie	University of North Carolina at Chapel Hill	Effects of the ASAP Intervention on Preschoolers with ASD	Traditional	Early Childhood and Early Intervention	R324A110256	6
Rittle-Johnson, Bethany	Vanderbilt University	Predicting the Future: Identifying Early Math Skills that Predict Middle-School Math Achievement Among Low-Income Children	Traditional	Math and Science	R305A140126	43
Roschelle, Jeremy	SRI Education	Online Mathematics Homework Increases Middle School Student Achievement: Findings from An Efficacy Study	Technology	Math and Science	R305A120125	TD-10
Schnitz, Alana	University of Kansas/ Juniper Gardens Children's Project	The Effects of Practice Based Coaching on Infant/ Toddler Caregiver’s Use of Pyramid Model Practices in an Early Head Start Classroom	Traditional	Early Childhood and Early Intervention	R324B120004	7
Shearer, Rebecca Bulotsky	University of Miami	Initial Findings from Miami-Dade Partnership for School Readiness and Early School Success	Traditional	Early Childhood and Early Intervention	R305H140140	8
Smith, Stephen	University of Florida	Pilot Study of I Control: A Self-Regulatory Intensive Intervention for Middle School Students with Emotional and Behavioral Disorders	Traditional	Social and Behavioral Outcomes	R324A110182	15
Stahmer, Aubyn	University of California, Davis	Examining Part C Early Intervention Services for Families with Children at Risk- or with Autism Spectrum Disorder	Traditional	Early Childhood and Early Intervention	R324A150211	9
Tolan, Patrick	Youth-Nex, University of Virginia	Focusing on New Teachers: Effects of a MultiComponent Classroom Management Approach	Traditional	Effective Teachers/Teaching and Professional Development	R305A130107	53
Upshur, Carole	Deptment of Family Medicine and Community Health, University of Massachusetts Medical School	Effectiveness Trial of the Second Step Early Learning (SSEL) Curriculum: Preliminary Outcomes	Traditional	Early Childhood and Early Intervention	R305A130336	10
Wanzek, Jeanne	Vanderbilt University	Effects of a Year Long Supplemental Reading Intervention for Students with Reading Difficulties in Fourth Grade	Traditional	Reading, Writing, and Language Development	R324A150269	22
Wardhana, Grace	Kiko Labs	Kiko's Thinking TIme: A Game-Based Intervention to Promote Executive Function and Reasoning in Early Learning	Technology	Early Childhood and Early Intervention	EDIES15C0022	TD-03
Wasik, Barbara	Temple University	Story Talk: Preliminary Evidence of Effectiveness for Preschool Teachers’ Practices and Children’s Vocabulary Outcomes	Traditional	Cognition and Student Learning	R305A140034	29

Program Information

Agenda

Plenary Speakers

Ruth Curran Neild

Larry Hedges

Thomas Brock

Joan McLaughlin

Mark Greenberg

Christine O'Connell

Steven Franconeri

Poster Presentations