Project Activities
The methods taught in this program offered diverse training in the cognitive sciences, learning sciences, mathematics and science education, and measurement of student learning.
Key outcomes
As of 2020, Dr. Berebitsky was the founder of and a principal consultant at BERE Analytics, Dr. DeCaro was an associate professor of psychology at the University of Louisville, Dr. Andrews-Larson was an associate professor of mathematics education at Florida State University, Dr. Miller was an adjunct research professor at Western University, and Dr. Taylor was an instructional technologist at Suffolk University.
People and institutions involved
IES program contact(s)
Completed fellows
Products and publications
Publications:
Book
Taylor, R.S., and Ferrari, M. (2010). Epistemology and Science Education: Understanding the Evolution vs. Intelligent Design Controversy. New York: Routledge.
Book chapter
Berebitsky, D., Goddard, R.D., Neumerski, C., and Salloum, S.J. (2012). The Influence of Academic Press on Students' Mathematics and Reading Achievement. In M.F. DiPaola, and P.B. Forsyth (Eds.), Contemporary Challenges Confronting School Leaders (pp. 51-72). Charlotte, NC: Information Age Publishing.
DeCaro, M.S., and Maricle, D.E. (2010). Working Memory. In S. Goldstein, and J.A. Naglieri (Eds.), Encyclopedia of Child Behavior and Development (pp. 1579-1581). Boston: Springer. doi:10.1007/978-0-387-79061-9_3100
Ferrari, M., and Taylor, R.S. (2010). Epistemological Integration Across the Spectrum of Methods for the Teaching Evolution. In R.S. Taylor, and M. Ferrari (Eds.), Epistemology and Science Education: Understanding the Evolution vs. Intelligent Design Controversy. New York: Routledge.
Kinnebrew, J., Biswas, G., Sulcer, B., and Taylor, R.S. (2013). Investigating Self-Regulated Learning in Teachable Agent Environments. In R. Azevedo, and V. Aleven (Eds.), International Handbook of Metacognition and Learning Technologies (pp. 451-470). New York: Springer. doi:10.1007/978-1-4419-5546-3_29
Müller, U., Miller, M.R., Hutchison, S., and Ten Eycke, K. (2017). Transition to School: Executive Function, School Readiness, and Early School Achievement. In M. Hoskyn, G. Iarocci, and A.R. Young (Eds.), Executive Functions in Children's Everyday Lives (pp 88-110). New York: Oxford University Press.
Taylor, R.S. (2010). Multiple Perspectives for Fostering an Understanding the Nature of Science. In R.S. Taylor, and M. Ferrari (Eds.), Epistemology and Science Education: Understanding the Evolution vs. Intelligent Design Controversy. New York: Routledge.
Wawro, M., Rasmussen, C., Zandieh, M., and Larson, C. (2013). Design Research Within Undergraduate Mathematics Education: An Example From Introductory Linear Algebra. In N. Nieveen, and T. Plomp (Eds.), Educational Design Research: Part B: Illustrative Cases (pp. 905-925). Enschede, The Netherlands: SLO.
Journal article, monograph, or newsletter
Andrews- Larson, C., Wilson, J., and Larbi-Cherif, A. (2017). Instructional Improvement and Teachers Collaborative Conversations: The Role of Focus and Facilitation. Teachers College Record, v119 n2
Berebitsky, D., Goddard, R., and Carlisle, J. (2014). An Examination of Teachers' Perceptions of Principal Support for Change and Teachers' Collaboration and Communication Around Literacy Instruction in Reading First Schools. Teachers College Record, 116(4). Advance online publication.
Carlisle, J., Kelcey, B., and Berebitsky, D. (2013). Teachers' Support of Students' Vocabulary Learning During Literacy Instruction in High Poverty Elementary Schools. American Education Research Journal, 50(6): 1360-1391. doi:10.3102/0002831213492844
Carlisle, J., Kelcey, B., Berebitsky, D., and Phelps, G. (2011). Embracing the Complexity of Instruction: A Study of the Effects of Teachers' Instruction on Students' Reading Comprehension. Scientific Studies of Reading, Online Submission, 15(5): 409-439. doi:10.1080/10888438.2010.497521 Full text
DeCaro, D.A., DeCaro, M.S., and Rittle-Johnson, B. (2015). Achievement Motivation and Knowledge Development During Exploratory Learning. Learning and Individual Differences, 37: 13-26. doi:10.1016/j.lindif.2014.10.015
DeCaro, M.S., and Rittle-Johnson, B. (2012). Exploring Mathematics Problems Prepares Children to Learn From Instruction. Journal of Experimental Child Psychology, 113(4): 552-568. doi:10.1016/j.jecp.2012.06.009
DeCaro, M.S., Rotar, K.E., Kendra, M.S., and Beilock, S.L. (2010). Diagnosing and Alleviating the Impact of Performance Pressure on Mathematical Problem Solving. Journal of Experimental Psychology, 63: 1619-1630.
DeCaro, M.S., Thomas, R.D., Albert, N.B., and Beilock, S.L. (2011). Choking Under Pressure: Multiple Routes to Skill Failure. Journal of Experimental Psychology, 140(3): 390-406. doi:10.1037/a0023466
Fyfe, E.R., DeCaro, M.S., and Rittle-Johnson, B. (2014). An Alternative Time for Telling: When Conceptual Instruction Prior to Exploration Improves Mathematical Knowledge. British Journal of Educational Psychology, 84(3): 502-519. doi:10.1111/bjep.12035
Fyfe, E.R., DeCaro, M.S., and Rittle-Johnson, B. (2015). When Feedback is Cognitively-Demanding: The Importance of Working Memory Capacity. Instructional Science, 43(1): 73-91. doi:10.1007/s11251-014-9323-8
Fyfe, E.R., Rittle-Johnson, B., and DeCaro, M.S. (2012). The Effects of Feedback During Exploratory Mathematics Problem Solving: Prior Knowledge Matters. Journal of Educational Psychology, 104(4): 1094-1108. doi:10.1037/a0028389
Goddard, Y., Neumerski, C., Goddard, R., Salloum, S., and Berebitsky, D. (2010). A Multilevel Exploratory Study of the Relationship Between Teachers' Perceptions of Principals' Instructional Support and Group Norms for Instruction in Elementary Schools. Elementary School Journal, 111(2): 336-357. doi:10.1086/656303
Larson, C. (2015). Roots of Linear Algebra: A Historical Exploration of lLnear Systems. PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies, 25(6): 507-528. doi:10.1080/10511970.2015.1027975
Larson, C., and Zandieh, M. (2013). Three Interpretations of the Matrix Equation Ax=b. For the Learning of Mathematics, 33(2): 11-17.
Mathews, P.G., Rittle-Johnson, B., McEldoon, K.L., and Taylor, R.S. (2012). Measure for Measure: What Combining Diverse Measures Reveals About Children's Understanding of the Equal Sign as an Indicator of Mathematical Equality. Journal for Research in Mathematics Education, 43(3): 316-350.
Miller, M.R., Giesbrecht, G.F., Müller, U., McInerney, R.J., and Kerns, K.A. (2012). A Latent Variable Approach to Determining the Sructure of Executive Function in Preschool Children. Journal of Cognition and Development, 13(3): 395-423. doi:10.1080/15248372.2011.585478
Miller, M.R., Müller, U., Giesbrecht, G.F., Carpendale, J.I.M., and Kerns, K.A. (2013). The Contribution of Executive Function and Social Understanding to Preschoolers' Letter and Math Skills. Cognitive Development, 28(4): 331-349. doi:10.1016/j.cogdev.2012.10.005
Miller, M. R., Rittle-Johnson, B., Loehr, A. M., and Fyfe, E. R. (2016). The Influence of Relational Knowledge and Executive Function on Preschoolers' Repeating Pattern Knowledge. Journal of Cognition and Development, 17(1), 85-104.
Rittle-Johnson, B., Fyfe, E. R., Loehr, A. M., and Miller, M. R. (2015). Beyond Numeracy in Preschool: Adding Patterns to the Equation. Early Childhood Research Quarterly, 31, 101-112.
Rittle-Johnson, B., Mathews, P.G., Taylor, R.S., and McEldoon, K.L. (2011). Assessing Knowledge of Mathematical Equivalence: A Construct Modeling Approach. Journal of Educational Psychology, 103(1): 85-104. doi:10.1037/a0021334
Sun, M., Garrison-Wilhelm, A., Larson, C.J. and Frank, K.A. (2014). Exploring Colleagues' Professional Influence on Mathematics Teachers' Learning. Teachers College Record, 116(6): 1-30.
Taylor, R.S., and Grundstrom, E.G. (2011). Diagrammatic Representational Constraints of Spatial Scale in Earth-Moon System Astronomy Instruction. Astronomy Education Review, 10(1): 1-8. doi:10.3847/AER2009075
Wawro, M., Rasmussen, C., Zandieh, M., Sweeney, G., and Larson, C. (2012). An Inquiry-Oriented Approach to Span and Linear Independence: The Case of the Magic Carpet Ride Sequence. PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies, 22(7): 1-23. doi:10.1080/10511970.2012.667516
Wilhelm, A. G., and Andrews-Larson, C. (2016). Why Don't Teachers Understand Our Questions? Reconceptualizing Teachers'"Misinterpretation" of Survey Items. AERA Open, 2(2). DOI: 10.1177/2332858416643077. Full text
Wilhelm, A. G., and Berebitsky, D. (2017). Validation of the Mathematics Teachers' Sense of Efficacy Scale. Investigations in Mathematics Learning, 1-15.
Proceeding
DeCaro, D.A., DeCaro, M.S., and Rittle-Johnson, B. (2013). Achievement Motivation and Strategy Selection During Exploratory Learning. In Proceedings of the 35th Annual Conference of the Cognitive Science Society (pp. 370-375). Berlin, Germany: Cognitive Science Society.
Van Stockum, C., and DeCaro, M.S. (2013). The Path Less Taken: When Working Memory Capacity Constrains Insight. In Proceedings of the 35th Annual Conference of the Cognitive Science Society (pp. 3633-3638). Berlin, Germany: Cognitive Science Society.
Questions about this project?
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