National Center for Education Research (NCER) and
National Center for Special Education Research (NCSER)
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 |