Project Activities
This program provided fellows opportunities to design, execute, and analyze results of field experiments. ExpERT involved formal coursework in statistics, measurement, and design, as well as courses in educational policies and practices, instruction, and learning.
Key outcomes
As of 2020, Dr. Cassata was a senior research and evaluation scientist at the University of Chicago, Dr. Hulleman was a research associate professor in the Department of Educational Leadership, Policy, and Foundations in the Curry School of Education at the University of Virginia, Dr. Hurley was an associate professor at the University of Vermont, Dr. Lesnick was a deputy chief of research, evaluation, and academic partnership at the School District of Philadelphia, and Dr. Luellen was a senior fellow at the Centerstone Research Institute.
People and institutions involved
IES program contact(s)
Completed fellows
Products and publications
Publications:
Book
Shadish, W. R., and Luellen, J. K. (2006). Quasi-experimental design. In J. L. Green, G. Camilli, & P. B. Elmore (Eds.), Complementary Methods for Research in Education (3rd ed.). Washington, DC: American Educational Research Association.
Shadish, W. R., Luellen, J. K., and Clark, M. H. (2006). Propensity Scores and Quasi-Experiments: A Testimony to the Practical Side of Lee Sechrest. In R. R. Bootzin & P. E. McKnight (Eds.), Strengthening Research Methodology: Psychological Measurement and Evaluation. Washington, DC: American Psychological Association.
Journal article, monograph, or newsletter
Bodman, B.M., Hulleman, C.S., and Harackiewicz, J.M. (2008). Task Values, Achievement Goals, and Interest: An Integrative Analysis. International Review of Social Psychology, 21: 71-96.
Hulleman, C.S., and Cordray, D.S. (2009). Moving From the Lab to the Field: The Role of Fidelity and Achieved Relative Intervention Strength. Journal of Research on Educational Effectiveness, 2(1): 88-110. doi:10.1080/19345740802539325
Hulleman, C.S., Durik, A.M., Schweigert, S., and Harackiewicz, J.M. (2008). Task Values, Achievement Goals, and Interest: An Integrative Analysis. Journal of Educational Pychology, 100(2): 398-416. doi:10.1037/0022-0663.100.2.398
Hulleman, C. S., and Harackiewicz, J. M. (2009). Promoting Interest and Performance in High School Science Classes. Science, 326(5958), 1410-1412.
Hulleman, C. S., Schrager, S. M., Bodmann, S. M., and Harackiewicz, J. M. (2010). A Meta-Analytic Review of Achievement Goal Measures: Different Labels for the Same Constructs or Different Constructs with Similar Labels? Psychological Bulletin, 136(3), 422.
Nelson, M.C., Cordray, D.S., Hulleman, C.S., Darrow, C.L., and Sommer, E.C. (2012). A Procedure for Assessing Intervention Fidelity in Experiments Testing Educational and Behavioral Interventions. Journal of Behavioral Health Services and Research, 39(4): 374-396. doi:10.1007/s11414-012-9295-x
Wickwire, Jr. E., Whelan, J.P., Meyers, A., McCausland, C., Luellen, J.K., and Studaway, A. (2008). Environmental Correlates of Gambling Behavior Among College Students: A Partial Application of Problem Behavior Theory to Gambling. Journal of College Student Development, 49(5): 459-475.
Wickwire, Jr., E., Whelan, J. P., West, R., Meyers, A., McCausland, C., and Luellen, J. (2007). Perceived Availability, Risks, and Benefits of Gambling Among College Students. Journal of Gambling Studies, 23 (4), 395-408.
Proceeding
Cassata-Widera, A.E. (2009). Concept Mapping and Early Literacy: A Promising Crossroads With Young Children: From Representation to Metacognition. In Proceedings of the Third International Conference on Concept Mapping, Vol 1 (pp. 189-197). Estonia: OU Vali Press.
Questions about this project?
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