EDC Presentations at the American Educational Research Association Annual Meeting
Educators, administrators, and researchers will convene for national meeting on April 12-16, 2004
April 2004
Below is a list of presentations that EDC staff are participating in at AERA's Annual Meeting, which is being held in San Diego, California from April 12-16, 2004.
Monday April 12th
Technology Research Paper Session:Technology Use: Policy, Literacy and Learning
Ellen Mandinach, Margaret Honey, and Katherine McMillan Culp
Center for Children and Technology (CCT)
Monday April 12, 2004 12:00-1:30
A Retrospective on Twenty Years of Education Technology Policy Recommendations
As educational technology enters its third decade, there continues to be debate about how it should be most effectively integrated into educational settings. The U.S. Department of Education is producing a National Education Technology Plan, mandated by the NCLB legislation, that will guide policymakers in their efforts to ensure that schools will be able to use technology effectively to support high-quality teaching and learning for all students. Part of the background work for the plan is a review of the prominent policy documents over the past two decades that present recommendations about how technology should be used in education and the necessary infrastructure. This paper is drawn from that review.
Educational Policy and Politics Paper Session: Teacher Accountability and Educational Effects
Daniel Light and Dara Wexler, Center for Children and Technology (CCT)
Monday April 12, 2004 12:00-1:30
How Practitioners Interpret and Link Data to Instruction: Research Findings on New York City Schools’ Implementation of the Grow Network
The proposed paper will share findings from a research study of a large-scale standardized test data reporting system – the Grow Network - as it relates to practitioner knowledge and decision-making within a large, urban school district.
Technology Research Paper Session: Intelligent Technologies: Real-Time and Virtual
Ellen Mandinach, Center for Children and Technology (CCT)
Monday April 12, 4:00-5:35
Tuesday April 13th
Paper Session: Poster Fair 10
Lauren Goldenberg and Juliette Heinze, Center for Children and Technology (CCT)
Tuesday April 13, 2004 8:05-1:35
What Diverse Middle Grades Students Say About Learning Science with a Multimedia, Interdisciplinary Curriculum
The proposed poster session will share findings from an evaluation study of a multimedia, inquiry-based science curriculum, specifically how it relates to diverse student populations learning science in general and the curriculum in particular. These findings draw on a systematic qualitative analysis of multiple data sources collected from focus group interviews, individual student interviews, as well as an extensive student survey of thirty classes that included students labeled special education, gifted and talented, and at risk. Researchers saw remarkable similarities emerge in terms of students’ perspectives on learning science, their experiences with the curriculum, and their perceptions of scientists and doing science. During the session, researchers will discuss five major themes that emerged, enriched by concrete examples.
Wednesday April 14th
Science Teaching and Learning Structured Poster Session: Science Teaching and Learning Structured Poster Session
Daphne Minner, Erica Jablonski, Jeanne Century, and Abigail Levy
Center for Science Education (CSE)
Wednesday April 14, 8:05-9:35
Operationalizing a Lightning Rod Issue: Inquiry Science teaching in the minds of educators and the hands of researchers
The main aim of this poster is to describe the methodology devised to accurately portray the instruction in each study of our dataset. This poster will (1) provide an overview of the design of the project; (2) present the rationale and process by which the research team derived a systematic way of capturing the variability of inquiry instruction from the past and present heterogeneous definitions in the field; and (3) illustrate the operationalization of the rationale into a coding framework.
Paper Session: Inquiries into Text, Perspectives, and Pedagogy in Content Area Classrooms
Babette Moeller, Center for Children and Technology (CCT)
Wednesday April 14, 8:05-1:35
Conditions That Facilitate or Hinder Implementation of Problem Based Curriculum in High School Economics Preliminary Findings from a Multi-level, Multi-method Study
The study examines subsequent variation in the implementation of the Problem Based curriculum units and relates these to a) teacher backgrounds, both academic and pedagogical, b) student backgrounds, and c) classroom climate. Assessments of learning outcomes were based on pre- and post-tests for each unit and a final exam. Findings from teachers, students, schools and classrooms characterized by differences in demographics and other background characteristics suggest variables that interact with use of teaching practices and learning outcomes.
Learning Environments Paper Session: Fostering Learning in Informal Learning Environments: Implications for Design and Assessment
Ellen Mandinach, Center for Children and Technology (CCT)
Wednesday April 14, 8:05-1:35
Paper Session: Structure Poster Session 10
Katherine Hanson and Sarita Nair
Center for Education, Employment, and Community (CEEC)
Wednesday April 14, 2004 10:35-12:05
“There’s Not Enough Time”: Enabling Teachers to Navigate the Internet.
Gender and Science Digital Library: Participant Needs.
Middle Level Education Research Symposium: Policy Issues in Middle Level Education
Nancy Ames, Center for Family, School, and Community (FSC)
Wednesday April 14, 2004 10:35-12:05
Panel discussion on the 4th volume in The Handbook in Middle Level Education entitled Middle School Reform: Considerations for Policy Makers.
Thursday April 15th
Cognitive, Social, and Motivational Processes. Symposium: Sociocultural Influences on Motivation and Learning: Big Theories Revisited Part B
Ellen Mandinach, Center for Children and Technology (CCT)
Thursday April 15, 2004 10:35-2:05
The Role of Student Cognitive Engagement in Classroom Learning and Motivation
This session will feature six renowned authors of theories or authors who have critiqued theories of motivation, learning, and/or related constructs. Each author will: (a) provide a brief overview of the historical tenants of the theory or constructs; (b) examine extant and novel research aimed at better understanding the applicability (strengths and weaknesses) of the theory or constructs to accommodate a range of social and/or cultural variables; (c) map out important implications for education; and (d) set an agenda for future research given the results of the investigations.
Symposium: Articulating Effective Design Principles in Professional Development of Mathematics Teachers: A Focus on Interactions
Thursday April 15, 2004 10:35-2:05
Deborah Schifter, Division of Mathematics Learning and Teaching (MLT)
Case Writing as a Tool for Professional Development
The presenters in this symposium will use analyses of ongoing research to articulate effective design principles for professional development of inservice mathematics teachers. In doing so, they will clarify (1) how the particular components became constituted in interaction, and (2) what this afforded the researchers in their interactions with teachers. The analyses will shift beyond a characterization of the interactions to clearly articulate the goals for teacher learning and then document how those goals were supported via the particular design principle.
Technology Research Interactive Symposium: What Do We Know About 1-to-1 Computing in Schools?
Andrew Zucker, Center for Online Professional Education (COPE)
Thursday April 15, 2004 12:25-1:55
This interactive symposium will engage leading researchers from across the U.S. in a discussion of what has been learned about 1-to-1 computing. The first third of the session will consist of presentations, the second third will involve discussion among the panel members, and the final third will engage the audience in questions and comments.
Friday April 16th
Poster Session: Early Childhood Curriculum and Teacher Practice
Nancy Clark-Chiarelli, Ellie Buteau, and Louisa Anastasopoulos
Center for Children & Families (CC&F)
Friday April 16, 2004 8:05-9:35
Findings from the Technology-Enhanced Language Environment Enrichment Program (T-LEEP)
This poster reports findings from a three-year study of the Technology-Enhanced Language Environment Enrichment Program (T-LEEP), an empirically-based professional development for preschool teachers and their supervisors that combined distance learning technologies and face-to-face instruction. The poster will display findings on the powerful impact of T-LEEP on preschool teachers' instructional practices and on preschool children's receptive vocabulary, phonemic awareness, and emergent literacy skills.
Humanities, Social Science and Fine Arts Paper Session: Artistic Production and Performance
Terry Baker, Center for Children and Technology (CCT)
Friday April 16, 2004 10:35-2:05
Artistic Production as Evidence of Learning in Interdisciplinary Contexts
This study examined how students' learning in interdisciplinary curriculum involving the arts can be assessed through students' artistic production. Researchers were participant-observers as teacher-artist teams worked to develop assessment strategies for student artistic production. Several issues must be addressed to strengthen assessment of student learning through artistic production, including: (1) Most artists and teachers tend to focus on the product rather than the process. (2) The fear of assessment, especially of assessing art, even among the artists. (3) A need for some sort of structure or environment to allow teachers and artists to look at the student work together so they have time to engage in the process of authentic assessment through peer support.
Technology Research Interactive Symposium: Talking About (School and) Technology: Data Collection of Student/User Perspectives
Harouna Ba and Bill Tally, Center for Children and Technology (CCT)
Friday April 16, 2004 10:35-2:05
The presenters of this interactive symposium have authored recent nationally-recognized studies detailing K-12 student and adult use of computer and Internet technology from the perspectives of the student and adult users themselves. The symposium is intended to generate discussion about the importance of listening to technology users directly – especially students - to learn about the roles technology and digital literacy play in their home, school, and work lives. Such first-hand insight into the technology skills, experiences, expectations, and desires of students and adults is key for ensuring that their needs are effectively addressed by the short- and long-term decision-making of researchers, teachers, parents, policymakers, and hardware/software developers as they strive to employ technology well for K-12 school, lifelong learning, and achievement.
Interactive Symposium: What Counts as Evidence of Learning From Practice? Collaborative Critique of Lesson Study Research Methods
Jane Gorman, Division of Mathematics Learning and Teaching (MLT)
Brian Lord, The Center for Leadership and Learning Communities (CLLC)
Friday April 16, 2004 10:35-12:05
The session examines characteristics and quality of evidence in lesson study research at the elementary school level and at the middle school/ high school level. The EDC contribution focuses on the construct of “publicness” in lesson study activities.
