Poster Presentations

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.

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  • Cognition and Student Learning
  • Early Childhood and Early Intervention
  • Effective Teachers/Teaching and Professional Development
  • Math and Science
  • Reading, Writing, and Language Development
  • Social and Behavioral Outcomes
  • Systems, Policy, and Leadership
  • Transition from High School and Postsecondary Education
PresenterInstitutionTitlePoster TypePoster CategoryGrant/Contract NumberPoster Number
Abrams, LisaVirginia Commonwealth UniversityCollaborative Research Efforts to Examine the Nature and Context of Data Use Practice to Develop Capacity-Building InterventionsTraditionalEffective Teachers/Teaching and Professional DevelopmentR305H15008848
Allor, JillSouthern Methodist UniversityFurther Evidence of the Effectiveness of a Comprehensive Text-Centered Literacy Curriculum for Students with Intellectual DisabilityTraditionalReading, Writing, and Language DevelopmentR324A13010216
Anderson, DanielUniversity of OregonVisualizing Achievement Gaps Across the Full DistributionTraditionalMath and ScienceR305B11001230
Anggoro, FlorenciaCollege of the Holy CrossRelational Scaffolding Enhances Children’s Space Science LearningTraditionalCognition and Student LearningR305A15022823
Baker, DorisSouthern Methodist UniversityFeasibility and Usability of an Intelligent Tutoring System to Teach Vocabulary to Hispanic English Learners (Project: ELVA)TechnologyReading, Writing, and Language DevelopmentR305A140471TD-05
Barbieri, ChristinaUniversity of DelawareThe Effects of Incorrect Worked Examples on Students’ Misconceptions and Learning of Mathematical ContentTraditionalEffective Teachers/Teaching and Professional DevelopmentR305B13001249
Begolli, KreshnikTemple UniversityLearning about Probability: Contributions of Proportional Reasoning Skill and Example-Based PracticeTraditionalMath and ScienceR305B15001431
Biancarosa, GinaUniversity of OregonThe Multiple-choice Online Causal Coherence Assessment (MOCCA): Identifying Good Reading Comprehenders and Types of Poor ComprehendersTraditionalReading, Writing, and Language DevelopmentR305A14018517
Blackman, HoratioCenter for Research in Education and Social PolicyUnderstanding Knowledge Utilization in Education: Conceptualizing and Measuring the Research-Practice GapTraditionalSystems, Policy, and Leadership R305C15001754
Blanton, MariaTERCThe Impact of a Teacher-Led Early Algebra Intervention on Children's Algebra-Readiness for Middle School: Grade 3 ResultsTraditionalMath and ScienceR305A14009232
Boncoddo, RebeccaCentral Connecticut State UniversityThe Role of Arithmetic Fluency in Mathematics Learning and TransferTraditionalCognition and Student LearningR305A13008224
Braithwaite, DavidCarnegie Mellon UniversityConceptual Understanding of Fraction AdditionTraditionalMath and ScienceR305A15026233
Brown, JoshuaFordham UniversityBaseline Analyses from Cohort 1 of the School Randomized Controlled Trial of the 4Rs+MTP ProgramTraditionalSocial and Behavioral OutcomesR305A14055911
Brown, ScottUniversity of ConnecticutIncreasing Students' scientific writing skills and socio-scientific knowledge through a technology based PBL simulation: The GlobalEd 2 ProjectTraditionalMath and ScienceR305A13019534
Cannata, MarisaVanderbilt UniversityThe National Center on Scaling Up Effective Schools: Major Findings on Effective High Schools, Continuous Improvement, and Implementation and ScaleTraditionalSystems, Policy, and Leadership R305C10002355
Clements, DouglasUniversity of DenverEvaluating the Efficacy of Learning Trajectories in Early Mathematics, Experiment 1: Mixed-methods, Hypo-deductive Test of a Trajectory in Geometric CompositionTraditionalEarly Childhood and Early InterventionR305A1502431
Cook, SusanUniversity of IowaLearning from Specific Gestures provided by an Animated Pedagogical Agent during Math InstructionTraditionalEffective Teachers/Teaching and Professional DevelopmentR305A13001650
Costa, LaraUniversity of North Carolina at Chapel Hill4 years of Evidence of the Efficacy of SRSD Writing Intervention: Middle School Randomized Control TrialTraditionalReading, Writing, and Language DevelopmentR305A12014518
Cromley, JenniferUniversity of Illinois at Urbana-ChampaignLarge Gains in Undergraduate Biology Student Achievement from a Combined Cognitive-Motivational InterventionTraditionalMath and ScienceR305A14060235
Davenport, JodiWestEdImproving Children's Understanding of Mathematical Equivalence: An Efficacy StudyTraditionalCognition and Student LearningR305A15008825
de Villiers, JillSmith CollegeLanguage Comprehension Offers a Route for the Screening of Young Children's Language Development: An Automatically Administered and Scored Touchscreen InstrumentTraditionalEarly Childhood and Early InterventionR324A1602412
Dore, RebeccaUniversity of DelawareChildren's Comprehension of E-Books: Parents Trump Digital NarrationTraditionalReading, Writing, and Language DevelopmentR305B13001219
DuPaul, GeorgeLehigh UniversityFace-to-Face vs. Online Behavioral Parent Training for Young Children with ADHD: Treatment Engagement and Child OutcomesTraditionalEarly Childhood and Early InterventionR324A1202843
Edmunds, JulieSERVE Center at University of North Carolina at GreensboroImpact of Early College on Postsecondary Enrollment and AttainmentTraditionalTransition from High School and Postsecondary EducationR305A14036144
Esposito, AlenaEmory UniversityBuilding a Knowledge Base across Languages: Self-generating New Factual Knowledge in a Dual-language ClassroomTraditionalCognition and Student LearningR305A16024026
Farrell, CaitlinNational Center for Research in Policy and PracticeBuilding Foundations for Collaboration: An Interim Report of the IES Research-Practitioner Partnership ProgramTraditionalSystems, Policy, and Leadership R305C14000856
Fonger, NicoleUniversity of Wisconsin-MadisonAn Early Algebra Learning Progression for Characterizing and Supporting Students’ Generalization and Representation of Functions: A Longitudinal Approach to Integrating Curriculum, Instruction, Assessment, and Student LearningTraditionalMath and ScienceR305B13000736
Foster, MatthewUniversity of Texas Health Science Center at HoustonCognitive and Linguistic Predictors of Kindergarten Mathematics Outcomes for Hispanic Language Minority Students from Title 1 SchoolsTraditionalCognition and Student LearningR305A08019627
Gadge, UmaUniversity of MiamiThe Early Year-1 Effects of Cognitively Guided Instruction (CGI) on Arithmetic Content Coverage in First and Second Grade ClassroomsTraditionalEffective Teachers/Teaching and Professional DevelopmentR305A12078151
Garbacz, AndyUniversity of Wisconsin-MadisonTesting the Efficacy of the Family Check-Up on Children's Emotional and Behavior Problems in Early Elementary SchoolTraditionalSocial and Behavioral OutcomesR305A14018912
Gerde, HopeMichigan State UniversityFeasibility Study of Innovative Online Teacher Professional Development for WritingTechnologyEarly Childhood and Early InterventionR305A150210TD-01
Ginsburg, GoldaUniversity of Connecticut Health CenterEnhancing the Capacity of School Nurses to Reduce Anxiety in Children: An Open TrialTraditionalSocial and Behavioral OutcomesR305A14069413
Gutiérrez, JoséUniversity of Wisconsin-MadisonA Micro-Analysis of Interactional Power Dynamics and Mathematics Learning in an Educational Psychology ExperimentTraditionalMath and ScienceR305B13000737
Hallinen, NicoleTemple UniversityDoes Solving for X Help You Solve in Context?: Investigating Component Skills that Contribute to Word-Problem Solving Performance in AlgebraTraditionalMath and ScienceR305B15001438
Harbourne, ReginaDuquesne University, Rangos School of Health SciencesIntervention fidelity in the randomized controlled trial “Efficacy of the START-Play Program for Infants with Neuromotor Disorders”TechnologyEarly Childhood and Early InterventionR324A150103TD-02
Hayden, AngelaUniversity of KentuckyA Narrative Comprehension Intervention for Third-Graders At-Risk for ADHD: Evaluating Evidence of Promise and ModeratorsTraditionalCognition and Student LearningR305A12017128
Hume, KaraFrank Porter Graham Child Deveopment InstituteQuality of High School Programs for Students with ASD in the United StatesTraditionalTransition from High School and Postsecondary EducationR324C12000645
Jacovina, MatthewArizona State UniversityTiming the Implementation of Game-based Practice in a Reading Strategy TutorTraditionalReading, Writing, and Language DevelopmentR305A13012420
Jitendra, AshaUniversity of MinnesotaLearning of Ratio and Proportion Problem-Solving Using Schema-Based Instruction: Efficacy and Sustainability – A Replication StudyTraditionalMath and ScienceR305A11035839
Katz, SandraLearning Research and Development Center, University of PittsburghWhen is it Helpful to Restate Student Responses within a Tutorial Dialogue System?TechnologyCognition and Student LearningR305A130441TD-07
Knoche, LisaNebraska Center for Research on Children, Youth, Families and SchoolsParent Engagement and Early Learning for Children with Developmental Concerns: Effects of the Getting Ready InterventionTraditionalEarly Childhood and Early InterventionR324A1201534
Latham, ScottStanford UniversityThe Effects of Accountability Incentives in Early Childhood EducationTraditionalSystems, Policy, and Leadership R305B13001757
Leve, LeslieUniversity of OregonPaths 2 the Future: Self regulation, Autonomy, and Career Development for High School Girls with DisabilitiesTraditionalTransition from High School and Postsecondary EducationR324A15004646
Magliano, JosephNorthern Illinois UniversityAssessing the factor structure of the Model of the Proficient Academic Reader (OnPAR)TechnologyReading, Writing, and Language DevelopmentR305A150193TD-06
Martin, JamesUniversity of OklahomaThe TAGG Project: Developing and Validating the Results of a New Secondary Transition AssessmentTechnologyTransition from High School and Postsecondary EducationR324A100246TD-11
Massey, ChristineUniversity of California, Los AngelesEfficacy Study of Perceptual Learning Technology in MathematicsTechnologyCognition and Student LearningR305A120288TD-08
McCoach, D. BetsyUniversity of ConnecticutThe Identification Gap: When Just as Good Isn’t EnoughTraditionalSystems, Policy, and Leadership R305C14001858
McKown, ClarkRush University Medical CenterSELweb: A Scalable System for Assessing Social-Emotional Learning Skills in the Early Elementary GradesTechnologySocial and Behavioral OutcomesR305A110143TD-04
McMaster, KristenUniversity of MinnesotaSupporting Teachers’ Use of Data-Based Instruction to Improve Students’ Early Writing OutcomesTraditionalEffective Teachers/Teaching and Professional DevelopmentR324A13014452
Mickey, KevinStanford UniversityFostering Reliance on the Unit Circle as a Grounded Conceptual Structure in Pre-Calculus TrigonometryTraditionalMath and ScienceR305A15045340
Morgan, PaulThe Pennsylvania State UniversityPersistently Low Science Achievement in U.S. Schools: Multiyear Longitudinal Trajectories and Early Risk FactorsTraditionalMath and ScienceR324A15012641
Murphy, P. KarenThe Pennsylvania State UniversityThe Effects of Homogeneous- and Heterogeneous-Ability Grouping on Student Discourse and ComprehensionTraditionalReading, Writing, and Language DevelopmentR305A13003121
Nathan, MitchellUniversity of Wisconsin-MadisonDynamic Gestures and Directed Actions Contribute to Mathematical Proof PracticesTechnologyCognition and Student LearningR305A160020TD-09
Neuman, SusanNew York UniversityEducational Media Supports for Low-income Preschoolers Vocabulary DevelopmentTraditionalEarly Childhood and Early InterventionR305A1501435
Papay, JohnBrown UniversityEncouraging Compliance without Mandates: The Challenge of Take-Up in a Voluntary State-Sponsored Teacher Collaboration InitiativeTraditionalSystems, Policy, and Leadership R305E15000559
Petre, MelindaUniversity of California, IrvineCommunity College Student Decision Making in the Wake of the Great RecessionTraditionalTransition from High School and Postsecondary EducationR305B12001347
Pfiffner, LindaUniversity of California, San FranciscoMaintenance of Treatment Gains from a Collaborative School-Home Intervention for Attention Deficit Hyperactivity DisorderTraditionalSocial and Behavioral OutcomesR324A12035814
Powell, SarahUniversity of Texas at AustinDeveloping Connections Between Word Problems and Mathematical Equations to Promote Word-Problem Performance Among Students With Mathematics DifficultyTraditionalMath and ScienceR324A15007842
Reszka, StephanieUniversity of North Carolina at Chapel HillEffects of the ASAP Intervention on Preschoolers with ASDTraditionalEarly Childhood and Early InterventionR324A1102566
Rittle-Johnson, BethanyVanderbilt UniversityPredicting the Future: Identifying Early Math Skills that Predict Middle-School Math Achievement Among Low-Income ChildrenTraditionalMath and ScienceR305A14012643
Roschelle, JeremySRI EducationOnline Mathematics Homework Increases Middle School Student Achievement: Findings from An Efficacy StudyTechnologyMath and ScienceR305A120125TD-10
Schnitz, AlanaUniversity of Kansas/ Juniper Gardens Children's ProjectThe Effects of Practice Based Coaching on Infant/ Toddler Caregiver’s Use of Pyramid Model Practices in an Early Head Start ClassroomTraditionalEarly Childhood and Early InterventionR324B1200047
Shearer, Rebecca BulotskyUniversity of MiamiInitial Findings from Miami-Dade Partnership for School Readiness and Early School SuccessTraditionalEarly Childhood and Early InterventionR305H1401408
Smith, Stephen University of FloridaPilot Study of I Control: A Self-Regulatory Intensive Intervention for Middle School Students with Emotional and Behavioral DisordersTraditionalSocial and Behavioral OutcomesR324A11018215
Stahmer, AubynUniversity of California, DavisExamining Part C Early Intervention Services for Families with Children at Risk- or with Autism Spectrum DisorderTraditionalEarly Childhood and Early InterventionR324A1502119
Tolan, PatrickYouth-Nex, University of VirginiaFocusing on New Teachers: Effects of a MultiComponent Classroom Management ApproachTraditionalEffective Teachers/Teaching and Professional DevelopmentR305A13010753
Upshur, CaroleDeptment of Family Medicine and Community Health, University of Massachusetts Medical SchoolEffectiveness Trial of the Second Step Early Learning (SSEL) Curriculum: Preliminary OutcomesTraditionalEarly Childhood and Early InterventionR305A13033610
Wanzek, JeanneVanderbilt UniversityEffects of a Year Long Supplemental Reading Intervention for Students with Reading Difficulties in Fourth GradeTraditionalReading, Writing, and Language DevelopmentR324A15026922
Wardhana, GraceKiko LabsKiko's Thinking TIme: A Game-Based Intervention to Promote Executive Function and Reasoning in Early LearningTechnologyEarly Childhood and Early InterventionEDIES15C0022TD-03
Wasik, Barbara Temple UniversityStory Talk: Preliminary Evidence of Effectiveness for Preschool Teachers’ Practices and Children’s Vocabulary OutcomesTraditionalCognition and Student LearningR305A14003429