University of Illinois at Urbana-Champaign Postdoctoral Research Training Program in Mathematics Education
The University of Illinois at Urbana-Champaign Postdoctoral Research Training Program in Mathematics Education provides training for fellows interested in mathematics learning, mathematical measurement, and in developing expertise in quasi-experimental and experimental design and analysis of large-scale evaluations. Through this program, fellows have the opportunity to work with faculty on funded research studies as their core training experience. Current research studies include large-scale evaluation of mathematics instruction; exploration of the practices, and programs, or malleable factors associated with better outcomes for diverse student populations; development of new mathematics interventions and professional development models; and development and validation of mathematical measurement tools. The program also offers additional training experiences including auditing courses, regular faculty mentoring sessions, research seminars, and individualized assistance in writing articles and grant proposals.
Baroody, A.J., Purpura, D.J., and Reid, E.E. (2012). Comments on Learning and Teaching Early and Elementary Mathematics. In J. Carlson, and J. Levin (Eds.), Psychological Perspectives on Contemporary Educational Issues, Volume 3 (pp. 163–175). Charlotte, NC: Information Age Publishing.
Baroody, A.J., Purpura, D.J., and Reid, E.E. (in press). Early Childhood Mathematics Education. In P. Schuermann (Ed.), Oxford Bibliographies Online. New York: Oxford University Press.
Baroody, A.J., Purpura, D.J., Reid, E.E., Paliwal, V., and Bajwa, N.P. (2013). Early Childhood Mathematics Education. In L. Meyer (Ed.), Oxford Bibliographies Online. New York: Oxford University Press.
Linley, J., and George-Jackson, C.E. (2014). Addressing Underrepresentation in Biomedical and Behavioral Research Through Undergraduate Interventions. In S. Watt, and J. Linley (Eds.), Creating Successful Multicultural Initiatives in Higher Education and Student Affairs: New Directions in Student Services (pp. 97–102). Hoboken, NJ: Wiley.
Journal article, monograph, or newsletter
Baroody, A.J., Eiland, M.D., Purpura, D.J., and Reid, E.E. (2012). Fostering At-Risk Kindergarten Children's Number Sense. Cognition and Instruction, 30(4): 435–470.
Baroody, A.J., Eiland, M.D., Purpura, D.J., and Reid, E.E. (2013). Can Computer-Assisted Discovery Learning Foster First Graders' Fluency With the Most Basic Addition Combinations?. American Educational Research Journal, 50(13): 533–573.
Baroody, A.J., Purpura, D.J., Eiland, M.M., and Reid, E.E. (2014). Fostering First-Graders' Fluency With Basic Subtraction and Larger Addition Combinations via Computer-Assisted Instruction. Cognition and Instruction, 32(2): 159–197.
Baroody, A.J., Reid, E.E., and Purpura, D.J. (2013). An Example of a Hypothetical Learning Progression: The Successor Principle and Emergence of Informal Mathematical Induction. WISDOMe Monograph 3.
Dearing, E., Casey, B.M., Ganley, C.M., Tillinger, M., Laski, E., and Montecillo, C. (2012). Young Girls' Arithmetic and Spatial Skills: The Distal and Proximal Roles of Family Socioeconomics and Home Learning Experiences. Early Childhood Research Quarterly, 27(3): 458–470.
Ganley, C.M., and Vasilyeva, M. (2011). Sex Differences in the Relation Between Math Performance, Spatial Skills, and Attitudes. Journal of Applied Developmental Psychology, 32(4): 235–242.
Ganley, C.M., and Vasilyeva, M. (2014). The Role of Anxiety and Working Memory in Gender Differences in Mathematics. Journal of Educational Psychology, 106(1): 105–120.
Ganley, C.M., Mingle, L.A., Ryan, A., Ryan, K., Vasilyeva, M., and Perry, M. (2013). An Examination of Stereotype Threat Effects on Girls' Mathematics Performance. Developmental Psychology, 49(10): 1886–1897.
George-Jackson, C.E. (2014). Undergraduate Women's Persistence in the Sciences. NASPA Journal About Women in Higher Education, 7(1): 96–119.
Laski, E.V., Reeves, T., Ganley, C.M., and Mitchell, R. (2013). Mathematics Teacher Educators' Perceptions and Use of Cognitive Research. Mind, Brain and Education, 7(1): 63–74.
Li, X., Sun, Y., Baroody, A.J., and Purpura, D.J. (2013). The Effects of Language on Chinese and American 2– and 3–Year Olds' Recognition of Small Numbers. European Journal of Psychology of Education, 28(4): 1525–1542.
Lichtenberger, E., and George-Jackson, C.E. (2013). Predicting High School Students' Interest in Majoring in a STEM Field: Insight into High School Students' Postsecondary Plans. The Journal of Career and Technical Education, 28(1): 19–38.
Lonigan, C.J., Purpura, D.J., Wilson, S.B., Walker, P.M., and Clancy-Menchetti, J. (2013). Evaluating the Components of an Emergent Literacy Intervention for Preschool Children at Risk for Reading Difficulties. Journal of Experimental Child Psychology, 114(1): 111–130.
Lubienski, S.T., Robinson, J.P., Crane, C.C., and Ganley, C.M. (2013). Girls' and Boys' Mathematics Achievement, Affect, and Experiences: Findings from ECLS-K. Journal for Research in Mathematics Education, 44(4): 634–645.
Purpura, D.J., and Lonigan, C.J. (2013). Informal Numeracy Skills: The Structure and Relations Among Numbering, Relations, and Arithmetic Operations in Preschool. American Educational Research Journal, 50(1): 178–209.
Purpura, D.J., Baroody, A.J., and Lonigan, C.J. (2013). The Transition From Informal to Formal Mathematical Knowledge: Mediation by Numeral Knowledge. Journal of Educational Psychology, 105(2): 453–464.
Purpura, D.J., Hume, L., Sims, D., and Lonigan, C.J. (2011). Early Literacy and Early Numeracy: The Value of Including Early Literacy Skills in the Prediction of Numeracy Development. Journal of Experimental Child Psychology, 110(4): 647–658.
Reid, E.E., Baroody, A.J., and Purpura, D.J. (2015). Assessing Young Children's Number Magnitude Representation: A Comparison between Novel and Conventional Tasks. Journal of Cognition and Development, 16(5): 759–779.
Reid, E.E., DiPerna, J.C., Volpe, R.J., and Missall, K. (2014). Reliability and Structural Validity of the Teacher Rating Scales of Early Academic Competence. Psychology in the Schools, 51(6): 535–553.
Robinson, J.P., Lubienski, S.T., Ganley, C.M., and Copur-Gencturk, Y. (2014). Teachers' Perceptions of Students' Mathematics Proficiency May Exacerbate Early Gender Gaps in Achievement. Developmental Psychology, 50(4): 1262–1281.
Robinson-Cimpian, J.P., Lubienski, S.T., Ganley, C.M., and Copur-Gencturk, Y (2014). Are Schools Shortchanging Boys or Girls? The Answer Rests on Methods and Assumptions: Reply to Card (2014) and Penner (2014). Developmental Psychology, 50(6): 1840–1844.
Vasilyeva, M., Ganley, C.M., Casey, B.M., Dulaney, A., Tillinger, M., and Anderson, K. (2013). How Children Determine the Size of 3D Structures: Investigating Factors Influencing Strategy Choice. Cognition and Instruction, 31(1): 29–61.