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THURSDAY SEPTEMBER 8, 2011
9:00 AM  12:00 PM: Workshops
Workshops require an additional fee.
Workshop A: Unpacking the Black Box of Causality: The Latest Developments of Mediation Analysis
Kosuke Imai, Princeton University
Roosevelt
Workshop B: ValueAdded Models for Analyzing Teacher Effectiveness
Daniel McCaffrey, RAND
Executive Forum
Workshop C: Propensity Score Methods for Estimating Causal Effects: The Why, When, and How
Elizabeth Stuart, Johns Hopkins University
Culpeper
Workshop D: Constructing Measures: A Basis for IRT Models
Karen Draney, University of California  Berkeley
Latrobe
12:00 PM  1:00 PM: Program Committee Lunch
1:00 PM  3:00 PM: Session 1
1A. Early Childhood Symposium Early Mathematics Education For All: Evaluation of an Intervention Using Multiple Methodologies and Outcomes Dumbarton
Organizer: Douglas Clements, University at Buffalo
A Regression Discontinuity Analysis of the Impact of Building Blocks in an Urban Public Prekindergarten Program and Associations between FidelitytoCurriculum and Child Outcomes Christina Weiland, Hadas Eidelman, & Hirokazu Yoshikawa, Harvard University
The Effect of Time Spent on MathematicsRelated Computer Activities on Children's Achievement Outcomes in PreKindergarten Karen Anthony, Amy Holmes, Dale Farran, & Mark Lipsey, Vanderbilt University, Douglas H. Clements & Julie Sarama, University at Buffalo, and Kerry Hofer, Vanderbilt University
Measurement of Fidelity of Implementation to a Core Technology Component and Effects on Outcomes in an Early Mathematics Intervention Douglas H. Clements, Julie Sarama, & Mary Elaine Spitler, University at Buffalo, Christopher B. Wolfe, Indiana University  Kokomo, and Alissa Lange, National Institute for Early Education Research
Discussant: Christopher Hulleman, James Madison University
1B. Early Childhood Curricular Approaches and Related Factors in Science Classrooms Longworth
Chair: Kimberly Brenneman, National Institute for Early Education Research
Preschool Teachers' Attitudes and Beliefs Toward Science: Development and Validation of a Questionnaire Michelle F. Maier, University of Virginia, Daryl B. Greenfield & Rebecca J. BulotskyShearer, University of Miami
Ramps and Pathways: Evaluation of an InquiryBased Approach to Engaging Young Children in Physical Science Betty Zan & Lawrence Escalada, University of Northern Iowa
Children's Question Asking and Curiosity: A Training Study Jamie Jirout & David Klahr, Carnegie Mellon University
Foundations of Science Literacy: One Preschool Science Professional Development Program's Impact on Classroom Instructional Quality as Measured by the CLASS Stacy B. Ehrlich, Consortium on Chicago School Research, Nancy ClarkChiarelli, Jess Gropen, Cindy Hoisington, Yen Thieu, & Janna M. Fuccillo, Education Development Center
1C. Elementary Grades Invited Symposium Research on Professional Development in Mathematics and Science Roosevelt
Organizer: Russell Gersten, Instructional Research Group
Should We Be Thinking in New Ways about LocallyLed Professional Learning? A Randomized Controlled Trial of Lesson Study with Mathematical Resource Kits Catherine Lewis, Rebecca Perry, & Shelley Friedkin, Mills College
Exploring Teacher Knowledge Demands in the Use of Models for Integer Operations: Implications for Professional Development Rebecca Mitchell, Boston College, Charalambos Charalambous & Heather Hill, Harvard University
Challenges of Scaling Up and Sustaining Urban Reform: Evidence from a MixedMethods Trial of Professional Development for Science Education Adam Gamoran, Geoffrey Borman, & Jill Bowdon, University of Wisconsin  Madison
Exploring the Effects of Lesson Analysis on Instructional Quality and Student Learning Jim Stigler, University of California  Los Angeles, Kathleen Roth, BSCS, and Nicole Kersting, University of Arizona
Discussant: Hilda Borko, Stanford University
1D. Secondary Grades Symposium Examining Relationships between Instructional Quality in Mathematics, Contextual Factors, and Student Achievement Culpeper
Organizer: Laura Neergaard, Vanderbilt University
Impact of Organizational Supports for Math Instruction on the Instructional Quality of Beginning Teachers Thomas Smith & Laura L. Neergaard, Vanderbilt University, and Eric Hochberg, University of Pennsylvania
School District Curriculum Implementation: Explaining Differences in the Cognitive Demand of Mathematical Tasks Anne L. Garrison, Vanderbilt University
Examining Relationships between Instructional Quality and Student Achievement in MiddleGrades Mathematics Glenn T. Colby, Vanderbilt University, Melissa D. Boston, Duquesne University, and Thomas Smith, Vanderbilt University
Discussant: Drew Gitomer, Rutgers University
1E. Secondary Grades Symposium Principled Assessment Designs for SimulationBased Science Assessments Latrobe
Organizer: Edys Quellmalz, WestEd
Multilevel Assessments of Science Standards Edys Quellmalz, Michael Timms, & Matt Silberglitt, WestEd
Using MachineLearned Detectors to Assess and Predict Students' Inquiry Performance Janice D. Gobert, Ryan Baker, & Michael Sao Pedro, Worcester Polytechnic Institute
Designing Dynamic and Interactive Assessments for English Learners That Directly Measure Targeted Science Constructs Rebecca Kopriva, University of Wisconsin  Madison, David Gabel & Catherine Cameron, Center for Applied Linguistics
Exploring the Utility of a Virtual Performance Assessment Jody ClarkeMidura, Harvard University, Marty McCall, Smarter Balanced Assessment Consortium, and Chris Dede, Harvard University
Discussant: James Pellegrino, University of Illinois  Chicago
1F. AtRisk or Underserved Learners Invited Symposium The Contributions of Cognitive Science for Understanding and Improving Instruction for Students with Mathematics Learning Difficulties Sulgrave
Organizer: Nancy Jordan, University of Delaware
Kindergarten Predictors of Math and Reading Outcomes and Difficulties Paul Cirino, University of Houston
Longitudinal Studies of Cognitive and Mathematical Processing in Preschoolers with and without Neurodevelopmental Disorders Who Are at High Risk for Learning Difficulties in Mathematics Marcia Barnes, University of Texas Health Science Center  Houston
Differentiating Underpinnings of Poor Performance in Mathematics: When Numbers Matter Michèle M. M. Mazzocco, Johns Hopkins University
Discussant: Daniel Berch, University of Virginia Providing Access to Important Mathematics Is Not the Solution: The Perils of Overlooking the Cognitive Science Perspective
Discussant: Kathy Mann Koepke, National Institute of Child Health & Human Development Approaches to the Cognitive Science of "AtRisk" Learners: Finding the Sources of Learning Through Biobehavioral Research
1G. Research Methods Symposium ScalingUp: From the Laboratory to the Field Site to Multiple Sites Executive Forum
Organizer: Mark Davison, University of Minnesota
Bridging the Lab and the Field with In Vivo Experimentation Kenneth R. Koedinger, Carnegie Mellon University
From the Lab to the Classroom: Expanding and Scaling Up the Curriculum Domain Mark L. Davison, Charles N. Fehr, & Benjamin E. Seipel, University of Minnesota
Scaling Up an EvidenceBased Practice: Importance of Fidelity and Flexibility Kristen L. McMaster, University of Minnesota, and Douglas Fuchs, Vanderbilt University
Multisite Studies and ScalingUp in Educational Research Michael Harwell, University of Minnesota
Discussant: Asha Jitendra, University of Minnesota
Break
3:30 PM  5:30 PM: Session 2
2A. Early Childhood Symposium Development, Implementation, and Evaluation of Preschool Mathematics and Science Intervention Models Roosevelt
Organizer: Caroline Ebanks, Institute of Education Sciences
Early Childhood HandsOn Science: The Development, Implementation and Evaluation of A Preschool Science Curriculum Judy Brown, Miami Science Museum, and Chris Hulleman, James Madison University
Foundations of Science Literacy: Understanding Implementation through an Analysis of Fidelity and Mediation Nancy ClarkChiarelli, Jess Gropen, Janna Marie Fuccillo, Cindy Hoisington, & Yen Thieu, Education Development Center
MyTeachingPartnerMathematics/Science: Effects on Teaching Practice and Student Learning Mable Kinzie, Jessica Vick Whitaker, & Amanda Williford, University of Virginia, Carolyn R. Kilday, University at Buffalo, Patrick McGuire, University of Colorado  Colorado Springs, and Youngju Lee, Eonju Elementary School
Efficacy and Effective Studies of the Building Blocks Curriculum and the TRIAD ScaleUp Model Douglas Clements & Julie Sarama, University at Buffalo
Closing the Socioeconomic Gap: An Efficacy Study of a Mathematics Curriculum to Support the Youngest Preschool Children Prentice Starkey & Alice Klein, WestEd
2B. Elementary Grades Experimental Evaluations of Curricula and Interventions Latrobe
Chair: Scott Baker, University of Oregon
Curriculum Matters: Evidence from a Randomized Control Trial of Four Elementary School Math Curricula Barbara Harris & Roberto Agodini, Mathematica Policy Research
A Randomized Control Trial of Two Online Mathematics Curricula Haiwen Wang & Katie Woodworth, SRI International
Implications of a Cognitive Science Based Model for Integrating Science and Literacy in Grades 35: Replication of Multiyear Direct and Transfer Effects in Science and Reading from Grades 35 to 68 Michael Vitale, East Carolina University, and Nancy Romance, Florida Atlantic University
Examining the Impact of Child X Instruction Interactions in First Grade Elizabeth Coyne Crowe & Carol McDonald Connor, Florida State University, and Michèle M. M. Mazzocco, Johns Hopkins University
2C. Elementary Grades New Directions in Math Assessment Sulgrave
Chair: Ben Clarke, University of Oregon
The Impact of Indiana's System of Diagnostic Assessments on Mathematics Achievement Spyros Konstantopoulos, Michigan State University, Shazia Miller & Arie van der Ploeg, American Institutes for Research, ChengHsien Li & Anne Traynor, Michigan State University
Diagnostic Learning Progressions Framework: Developing an Embedded Formative and Summative Assessment System to Improve Learning Outcomes for Elementary and Middle School Students with Mathematics Learning Disabilities Kavita Seeratan, SRI International
Preschool Rating Instrument for Science and Mathematics (PRISM) Kimberly Brenneman, Kwanghee Jung, Judi StevensonGarcia, & Ellen Frede, National Institute for Early Education Research
Assessing Data Modeling and Statistical Reasoning Richard Lehrer, Vanderbilt University, Mark Wilson & Elizabeth Ayers, University of California  Berkeley, and Minjoung Kim, Vanderbilt University
2D. Secondary Grades Invited Symposium Applying Cognitive Principles to Improve Science and Math Curricula Executive Forum
Organizer: Steven Schneider, WestEd
Using Research on Analogical Reasoning, Diagrammatic Reasoning, and Prior Knowledge to Improve Middle School Science Outcomes Nora Newcombe, Temple University
Applying Principles of Worked Examples, Visual Mapping, Formative Assessment, and Spacing to Improve Middle School Math Outcomes James Pellegrino, University of Illinois  Chicago
Measuring Efficacy of PrincipleBased Redesign of Science Curricula Laura Desimone, University of Pennsylvania
Measuring Efficacy of PrincipleBased Redesign of the CMP Math Curriculum Jodi Davenport, WestEd
Discussant: Phil Kellman, University of California  Los Angeles
2E. Secondary Grades Improving Instruction and Learning in Secondary Mathematics Culpeper
Chair: Mike Garet, American Institutes for Research
Assessing Early Impacts of SchoolofOne: Evidence from the Three SchoolWide Pilots James Kemple, Micha D. Segeritz, & Rachel Cole, Research Alliance for New York City Schools
How Can We Design Effective Instructions to Promote Transfer? Hee Seung Lee, Shawn Betts, & John R. Anderson, Carnegie Mellon University
Improving Foundational Number Representations through Simple Arithmetical Training Arava Y. Kallai, Christian D. Schunn, Andrea L. Ponting, & Julie A. Fiez, University of Pittsburgh
Democratizing Access to Core Mathematics across Grades 912 Stephen Hegedus, Sara Dalton, & Arden Brookstein, University of Massachusetts  Dartmouth, John Tapper & Eric Heller, University of Massachusetts  Donahue Institute
2F. AtRisk or Underserved Learners Effective Instructional Practices for AtRisk Learners across the Grades Longworth
Chair: Asha Jitendra, University of Minnesota
Which Teacher Instructional Practices Most Effectively Help 1st Grade Students with and without Mathematics Difficulties? Paul Morgan, Pennsylvania State University, George Farkas, University of California  Irvine, and Steven Maczuga, Pennsylvania State University
The Math Learning Companion: Initial Research into Two Curriculum Components Lindy Crawford, Texas Christian University, and Barbara Freeman, Digital Directions International
Investigating the Effectiveness of SWPBIS on School's Accountability at Both Elementary and Middle Schools Ji Hoon Ryoo, University of Nebraska  Lincoln, and Saahoon Hong, University of Minnesota
Implementing StudentLevel Random Assignment during Summer School: Lessons Learned from an Efficacy Study of Online Algebra I for Credit Recovery Jessica Heppen, American Institutes for Research, Elaine Allensworth, Consortium on Chicago School Research, Kirk Walters, American Institutes for Research, Amber Stitziel Pareja, Consortium on Chicago School Research, Anja Kurki, American Institutes for Research, Takako Nomi, Consortium on Chicago School Research, and Nicholas Sorensen, American Institutes for Research
2G. Research Methods Observational Studies: Matching, Weighting, and Density Regression Dumbarton
Chair: Beth Ann Griffin, RAND
Propensity Score Weighting with ErrorProne Covariates Daniel McCaffrey, J.R. Lockwood, & Claude Messan Setodji, RAND
Using QuasiExperimental Methods to Select Comparison Schools for an Evaluation of the Northeast Tennessee College and Career Ready Consortium Christine Mokher & Linda Cavalluzzo, CNA Education
Bayesian Unimodal Density Regression for Causal Inference George Karabatsos, University of Illinois  Chicago, and Stephen G. Walker, University of Kent, Canterbury
Using Propensity Score Methods to Approximate Factorial Experimental Designs Nianbo Dong, Vanderbilt University
6:00 PM  7:00 PM:
Welcome & Opening Address  Ballroom
Welcome & Introduction
Larry Hedges, SREE President
Opening Address
Has the Pendulum Stopped Swinging (At Last)?
David Klahr
Walter van Dyke Bingham Professor of Cognitive Development and Education Sciences, Department of Psychology, Carnegie Mellon University, and Education Director of the Pittsburgh Science of Learning Center
7:00 PM  8:00 PM: Reception  Colonnade
Sponsor: American Institutes for Research
8:00 PM  9:00 PM: Graduate Student Reception  Roosevelt
FRIDAY SEPTEMBER 9, 2011
8:00 AM  8:30 AM: Breakfast  Ballroom
8:30 AM  9:30 AM: Plenary  Ballroom
Using Cognitive Psychology in the Science Classroom
Carl Wieman
Associate Director for Science
White House Office of Science and Technology Policy
Introduction: Alice Klein, Fall 2011 Program Chair
10:00 AM  11:30 AM: Session 3
3A. Early Childhood Symposium Issues in Assessment and Scoring of Early Numeracy Skills Roosevelt
Organizer: Arthur Baroody, University of Illinois  Urbana/Champaign
Scoring Fluency with Basic Addition Combinations in Context Arthur J. Baroody, David J. Purpura, Erin E. Reid, & Michael D. Eiland, University of Illinois  Urbana/Champaign
Assessing a Linear Representation of the Counting Numbers Erin E. Reid, Arthur J. Baroody, & David J. Purpura, University of Illinois  Urbana/Champaign
Practical Issues in Early Mathematics Assessment David J. Purpura, Arthur J. Baroody, & Erin E. Reid, University of Illinois  Urbana/Champaign
Discussant: Herbert P. Ginsburg, Columbia University
3B. Elementary Grades Classroom Research in Mathematics Culpeper
Chair: Prentice Starkey, WestEd
Teaching Students What They Already Know? The Misalignment between Mathematics Instructional Content and Student Knowledge in Kindergarten Mimi Engel, Vanderbilt University, Amy Claessens, University of Chicago, and Maida Finch, Vanderbilt University
Ensuring Every Child Is in the Race To the Top: Mathematics Curricular Practices for Diverse Kindergarten Students Martha Cecilia Bottia, Stephanie Moller, Roslyn Arlin Mickelson, & Elizabeth Stearns, University of North Carolina  Charlotte
The Benefits of Teachers' Collective Pedagogical School Culture for Diverse Students' Mathematics Achievement Stephanie Moller, Elizabeth Stearns, Roslyn Arlin Mickelson, Martha Cecilia Bottia, & Neena Banerjee, University of North Carolina  Charlotte
3C. Elementary Grades Policy Relevant Research Latrobe
Chair: Sara RimmKaufman, University of Virginia
Relations between Mathematical Knowledge for Teaching, Mathematics Instructional Quality, and Student Achievement in the Context of the Responsive Classroom (RC) Approach Erin Ottmar, Sara RimmKaufman, Ross Larsen, & Eileen Merritt, University of Virginia
When Does Teacher Incentive Pay Raise Student Achievement? Evidence from Minnesota's QComp Program Aaron Sojourner, Kristine West, & Elton Mykerezi, University of Minnesota
Preparing to Learn from Math Instruction: MasteryOriented Students Benefit Most from Exploratory Activities Marci S. DeCaro, Vanderbilt University, Daniel A. DeCaro, Indiana University, and Bethany RittleJohnson, Vanderbilt University
3D. Secondary Grades The Role of Professional Development in Math and Science Improvement Dumbarton
Chair: Thomas Smith, Vanderbilt University
Examining the Impact of an Online Professional Development Course on Students' Genetics and Evolution Content Knowledge Scott Strother, Lauren Goldenberg, Alice Anderson, Camille Ferguson, & Marian Pasquale, Education Development Center
The Impact of CurriculumBased Professional Development on Science Instruction: Results from a ClusterRandomized Trial Joseph Taylor, Susan Kowalski, Stephen Getty, Christopher Wilson, & Janet Carlson, BSCS
The Differential Effectiveness of the M@t.abel Teacher Professional Development Program in Mathematics in Italy: Evidence from a Random Assignment Evaluation Gianluca Argentin, University of Milan  Bicocca, Alberto Martini, University of Piemonte, Aline Pennisi, Ministry of Finance, and Daniele Vidoni, INVALSI
3E. Secondary Grades Science Programs Supporting Teaching, Learning, and College Enrollment for Secondary Students Decatur
Chair: Edys Quellmalz, WestEd
Evaluating the Diagnostic Validity of the FacetBased Formative Assessment System Angela DeBarger, SRI International, Louis DiBello, University of Illinois  Chicago, Jim Minstrell, FACET Innovations, William Stout & James Pellegrino, University of Illinois  Chicago, Geneva Haertel & Mingyu Feng, SRI International
Systems and Cycles: Learning about Aquatic Ecosystems Cindy E. HmeloSilver, Rebecca Jordan, & Catherine Eberbach, Rutgers University, Spencer Rugaber & Ashok Goel, Georgia Institute of Technology
Engaging High School Students in Advanced Math and Science Courses for Success in College: Is Advanced Placement the Answer? Amy Proger, Thomas KelleyKemple, & Melissa Roderick, University of Chicago
3F. AtRisk or Underserved Learners Mathematics Learning for AtRisk Students in Kindergarten and First Grade Executive Forum
Chair: Russell Gersten, Instructional Research Group
Developing Number Sense in Kindergartners at Risk for Learning Difficulties in Mathematics Nancy Jordan, Nancy Dyson, & Joseph Glutting, University of Delaware
Testing the Efficacy of a Kindergarten Tier 2 Intervention Program Scott Baker & Ben Clarke, University of Oregon, Keith Smolkowski, Oregon Research Institute, Hank Fien, Chris Doabler, & Mari Strand Cary, University of Oregon, and David Chard, Southern Methodist University
Understanding and Promoting FirstGrade Mathematics Development: A Randomized Control Trial Lynn Fuchs, Vanderbilt University, David Geary, University of Missouri  Columbia, Donald Compton, Douglas Fuchs, Carol Hamlett, & Pamela Seethaler, Vanderbilt University, and Chris Schatschneider, Florida State University
3G. Research Methods Networks, Transfer, and Evaluating Fidelity Longworth
Chair: Claude Messan Setodji, RAND
Rigorous Measures of Implementation: A Methodological Framework for Evaluating Innovative STEM Programs Amy CassataWidera, Jeanne Century, & Dae Y. Kim, University of Chicago
A Method for the Microanalysis of PreAlgebra Transfer Philip Pavlik, Jr., Michael Yudelson, & Kenneth R. Koedinger, Carnegie Mellon University
Modeling Intervention Eﬀects on Social Networks in Education Research Tracy Morrison Sweet & Brian Junker, Carnegie Mellon University
3H. Research Methods Designing Randomized Trials Sulgrave
Chair: Jessaca Spybrook, Western Michigan University
The Challenge of Authenticity in ScaleUp Effectiveness Trials John F. Pane, Beth Ann Griffin, Daniel McCaffrey, & Rita Karam, RAND
Designing a Sample Selection Plan to Improve Generalizations from Two ScaleUp Experiments Elizabeth Tipton, Northwestern University, Kate Sullivan, SEDL, Larry Hedges, Northwestern University, Michael VadenKiernan, SEDL, Geoffrey Borman, University of Wisconsin  Madison, and Sarah Caverly, SEDL
Using Mahalanobis Distance Scores for Matched Pairing of Schools in a Randomized Controlled Trial Study of Leadership and Assistance for Science Education Reform (LASER) Todd Zoblotsky, Carolyn RansfordKaldon, & Donald Morrison, University of Memphis
12:00 PM  1:00 PM: Keynote Address  Ballroom
Improving Education in the Developing World
Michael Kremer
Gates Professor of Developing Societies
Department of Economics
Harvard University
Introduction: Barbara Schneider, SREE Vice President
1:00 PM  2:00 PM: Lunch  Ballroom
Dessert will be served in the Colonnade.
2:00 PM  3:00 PM: Session 4
4A. Early Childhood Colonnade
The Effects of Pretests on Children's Numerical Magnitude Representations Lisa K. Fazio, Lauren Gumbel, & Robert S. Siegler, Carnegie Mellon University
The Relation between Parental Involvement and Math Anxiety: Implications for Mathematics Achievement Steven O. Roberts & Rose K. Vukovic, New York University
4B. Elementary Grades Colonnade
Examining the Student and Teacher Correlates of Math Achievement and Moderators of Treatment Impact for a Kindergarten Mathematics Curriculum Implemented in Whole Classroom Settings Hank Fien, University of Oregon, Keith Smolkowski, Oregon Research Institute, Ben Clarke, Scott Baker, & Chris Doabler, University of Oregon, Derek Kosty, Oregon Research Institute, and Mari Strand Cary, University of Oregon
To What Extent Does the Responsive Classroom Approach Modify Fifth Grade Students' Efficacy and Anxiety in Mathematics and Science? Marissa Swaim Griggs, Sara E. RimmKaufman, Eileen G. Merritt, & Christine L. Patton, University of Virginia
Applying New Methods to the Measurement of Fidelity of Implementation: Examining the Critical Ingredients of the Responsive Classroom Approach in Relation to Mathematics Achievement Tashia D. S. Abry, Sara E. RimmKaufman, Ross A. Larsen, & Alix J. Brewer, University of Virginia
Math Monster Mystery: A Formative Assessment in Game Format for Grade 4 Mathematics Nora S. Reynolds, Scott Brewster, & Robert Brown, Triad Interactive Media
Does Spatial Training Improve Children's Mathematics Ability? Yiling Cheng & Kelly Mix, Michigan State University
What Drives Alignment between Teachers' Survey SelfReports and Classroom Observations of StandardsBased Mathematics Instruction? Julia Kaufman & Brian Junker, Carnegie Mellon University
Battleship Numberline: A Digital Game for Improving Estimation Accuracy on Fraction Number Lines J. Derek Lomas, Carnegie Mellon University, Dixie Ching, New York University, Eliane Stampfer, Melanie Sandoval, & Ken Koedinger, Carnegie Mellon University
4C. Secondary Grades Colonnade
Variation in Content Coverage by Classroom Composition: An Analysis of Advanced Math Course Content Elizabeth Covay, University of Pennsylvania
BioBridge Professional Development: Bringing Innovative Science into the Classroom Jeremy Babendure & Loren Thompson, University of California  San Diego, Karen Peterman, Karen Peterman Consulting, Leanne Jacobson Teiper, Goodman Research Group, Heather Gastil, Heather Liwanag, & Shelley Glenn Lee, University of California  San Diego
New Instruments That Can Be Used by Researchers to Assess Three Different Aspects of Science Proficiency Victor Sampson, Jonathon Grooms, & Patrick Enderle, Florida State University
Does Money Matter? The Impact of Educational Expenditures on International Science Test Scores Anthony Derriso, University of Alabama
How Do Students' Problem Solving Strategies and Preference for Learning Environments Relate to Mathematical Performance? A Comparative Study between South Korea and the United States Christine Yang, Northwestern University
Can Comparison of Contrastive Examples Facilitate Graph Understanding? Linsey A. Smith & Dedre Gentner, Northwestern University
Developments for a Diagnostic System to Assess Sources of Mathematical Difficulties Susan Embretson, Georgia Institute of Technology
The First Wave of School Sanctions: A Regression Discontinuity Study of Being on a Probationary List Guan Kung Saw, IChien Chen, Barbara L. Schneider, & Kenneth A. Frank, Michigan State University
Choosing a STEM Path: CourseSelection in High School and Postsecondary Outcomes Jonghwan Lee & Justina Judy, Michigan State University
4D. AtRisk or Underserved Learners Colonnade
Predicting First Graders' Development of Calculation versus WordProblem Performance: The Role of Dynamic Assessment Pamela M. Seethaler, Lynn S. Fuchs, Douglas Fuchs, & Donald L. Compton, Vanderbilt University
Effects of Cognitive Strategy Interventions on Word Problem Solving and Working Memory in Children with Math Disabilities H. Lee Swanson, Cathy Lussier, & Michael Orosco, University of California  Riverside
Comparison of Chronic and Acute Models of Risk on Mathematics Achievement and Growth Christopher Desjardins, J.J. Cutuli, & Janette E. Herbers, University of Minnesota, ChiKeung Chan, Elizabeth Hinz, & David Heistad, Minneapolis Public Schools, Jeffrey D. Long, University of Iowa, and Ann S. Masten, University of Minnesota
Using a Scientific Process for Curriculum Development and Formative Evaluation: Project FUSION Christian Doabler, Mari Strand Cary, Benjamin Clarke, Hank Fien, Scott Baker, & Kathy Jungjohann, Center on Teaching and Learning
The Contribution of Mathematics Instructional Quality and Class Size to Student Achievement for Third Grade Students from LowIncome Families Eileen Merritt, Sara RimmKaufman, & Robert Berry, University of Virginia, Temple Walkowiak, North Carolina State University, and Ross Larsen, University of Virginia
The Policy Choices of Effective Principals Sarah Cannon & David Figlio, Northwestern University, and Tim Sass, Florida State University
The Effects of Teachers' GenderStereotypical Expectations on the Development of the Math Gender Gap Joseph P. Robinson, Sarah T. Lubienski, & Yasemin Copur, University of Illinois at UrbanaChampaign
4E. Research Methods Colonnade
Modeling Students' Response to Intervention Using an Individualized Piecewise Growth Model Keith Zvoch & Joseph Stevens, University of Oregon
Calculating StateLevel Grade Retention Rates John Robert Warren & Jim Saliba, University of Minnesota
Crowdsourcing the Rating of OpenResponse Mathematics Questions Nathan VanHoudnos, Carnegie Mellon University, Lindsey Smith, Propel EAST Charter School, Jamie Callan, Laura Dabbish, & Brian Junker, Carnegie Mellon University
Using a New Reading Comprehension Assessment to Measure Discourse Representations and Identify Types of Comprehenders Sarah Carlson, Ben Seipel, & Kristen McMaster, University of Minnesota
3:00 PM  5:00 PM: Session 5
5A. Early Childhood Invited Symposium Assessment in Early Childhood Mathematics and Science Executive Forum
Organizer: Daryl Greenfield, University of Miami
Mathematics Assessment Along PreK to Primary Learning Trajectories: From Rasch to Rule Space Models Julie Sarama & Douglas Clements, University at Buffalo, Christina Weiland & Hiro Yoshikawa, Harvard University, Curtis Tatsuoka, Case Western Reserve University School of Medicine, and Kikumi Tatsuoka, Columbia University
Child Math Assessment: The Development of a Broad Measure of Children's Informal Mathematical Knowledge Alice Klein & Prentice Starkey, WestEd
Happy Birthday: An Assessment Tool That Helps Teachers Understand and Promote Young Children's Math Learning Herb Ginsburg, Sandra Pappas, & YoungSun Lee, Columbia University, and Cynthia Chiong, Joan Ganz Cooney Center
Lens on Science: A Touch Screen, Computer Adaptive System for Assessing Science in Young Children Daryl Greenfield, University of Miami, Ximena Dominguez, SRI, Janna Fuccillo, Education Development Center, Michelle Maier, University of Virginia, and Ariela Greenberg, American Institutes for Research
Discussant: Paul Morgan, Pennsylvania State University
5B. Elementary Grades Symposium Evaluations of Elementary Science Curricula and Instructional Practices Roosevelt
Organizer: Christina Chhin, Institute of Education Sciences
Year 1 of an Efficacy Trial of the Promoting Science among English Language Learners (PSELL) Intervention in Grade 5 Classrooms: Intervention, Results, and Limitations Randall Penfield & Okhee Lee, University of Miami
Using an ArgumentBased Inquiry Approach to Learn Science: Year 1 Results of the Science Writing Heuristic (SWH) Mary Grace Villanueva, Brian Hand, William Therrien, & Jonte Taylor, University of Iowa, and Mack Shelley, Iowa State University
An Efficacy Study of the FOSS/ASK Diagnostic Embedded Classroom Assessment  Lessons Learned in Implementation Cathy Ringstaff, Michael Timms, & Steven Schneider, WestEd
Discussant: Joseph Taylor, BSCS
5C. Elementary Grades Instructional Design Longworth
Chair: Nicholas Gage, University of Connecticut
Aligning the Structural Components across Learning Tasks of Case Comparisons Louis Alfieri, Timothy J. Nokes, & Christian D. Schunn, University of Pittsburgh
The Effects of Feedback during Exploratory Math Practice Emily Fyfe, Bethany RittleJohnson, & Marci DeCaro, Vanderbilt University
How to Schedule Multiple Graphical Representations? A Classroom Experiment with an Intelligent Tutoring System for Fractions Martina Rau & Vincent Aleven, Carnegie Mellon University, and Nikol Rummel, RuhrUniversität Bochum, Germany
5D. Middle and Secondary Grades Symposium Supporting Elementary and MiddleSchool Students' Development of Science Reasoning Skills Latrobe
Organizer: Stephanie Siler, Carnegie Mellon University
Using ModelTracing to Conduct Performance Assessment of Students' Inquiry Skills Within a Microworld Janice D. Gobert, Worcester Polytechnic Institute, and Kenneth R. Koedinger, Carnegie Mellon University
Deconstructing the Instruction of the Control of Variables Strategy: Key Components of Science Instruction Benjamin D. Freer, Elizabeth P. Lorch, Robert F. Lorch, Jr., & William Calderhead, University of Kentucky
The Effect of Scaffolded Causal Identification in the Transfer of Experimental Design Skills Stephanie A. Siler, David Klahr, Kevin Willows, & Cressida Magaro, Carnegie Mellon University
Improving Students' Problem Solving in a Virtual Chemistry Simulation through Metacognitive Messages Carole R. Beal, University of Arizona, and Ronald H. Stevens, University of California  Los Angeles
Discussant: Sandra Katz, University of Pittsburgh
5E. Middle and Secondary Grades Symposium Middle School Mathematics Professional Development Study: Findings after the Second Year of Implementation Sulgrave
Organizer: Mike Garet, American Institutes for Research
Middle School Mathematics Professional Development Impact Study: Design and Measures James Taylor & Fran Stancavage, American Institutes for Research, and Fred Doolittle, MDRC
Middle School Mathematics Professional Development Impact Study: Intervention Overview and Implementation Results Kirk Walters & Steven Hurlburt, American Institutes for Research
Middle School Mathematics Professional Development Impact Study: Summary of Findings Andrew Wayne, Mengli Song, & Seth Brown, American Institutes for Research, Susan Sepanik & Pei Zhu, MDRC
Discussant: Peter Youngs, Michigan State University
5F. AtRisk or Underserved Learners Symposium Findings from Three Federally Funded Mathematics Intervention Studies Focusing on Students at Risk for Math Failure and Students with Learning Disabilities Dumbarton
Organizer: Marjorie Montague, University of Miami
Effects of an Early Numeracy Intervention on the Performance of SecondGrade Students with Mathematics Difficulties Diane Pedrotty Bryant, Brian R. Bryant, Greg Roberts, Kathleen Hughes Pfannenstiel, & Jennifer Porterfield, University of Texas  Austin
The Impact of SmallGroup Tutoring Interventions on the Mathematical Problem Solving and Achievement of Third Grade Students with Mathematics Difficulties Asha Jitendra, University of Minnesota
The Effects of Solve It! Instruction on Math Problem Solving of Middle School Students of Varying Ability: An Efficacy and Replication Study (20072010) Marjorie Montague, University of Miami
Discussant: Scott Baker, University of Oregon
5G. Research Methods Invited Symposium Permutation Test for Education Research Culpeper
Organizer: Daniel McCaffrey, RAND
A Comparison of Permutation and MixedModel Regression Methods for GroupRandomized Trials David Murray, Ohio State University, and Dongyue Fu, Quintiles Corporation
Multiple Testing in a Hierarchy S. Stanley Young, National Institute of Statistical Sciences
A New Method for Anchor Item Selection in Differential Item Functioning Analysis Using Permutation Tests Claude Messan Setodji, RAND, Steven P. Reise, University of California  Los Angeles, Leo S. Morales, Group Health Research Institute, Marie N. Fongwa, Azusa Pacific University, and Ron D. Hays, University of California  Los Angeles
Discussant: Spyros Konstantopoulos, Michigan State University
SATURDAY SEPTEMBER 10, 2011
9:00 AM  12:00 PM: Short Courses, Part I
Short courses require an additional fee.
Short Course 1: Research Design  Sulgrave
Larry Hedges, Northwestern University
Christopher Rhoads, University of Connecticut
Short Course 2: Hierarchical Linear Modeling  Dumbarton
Michael Seltzer, University of California  Los Angeles
Jordan Rickles, University of California  Los Angeles
12:00 PM  1:00 PM: Short Course Lunch
1: Lindens, 2: Potomac
1:00 PM  5:00 PM: Short Courses, Part II 1: Sulgrave, 2: Dumbarton
The short courses which began on Saturday morning continue through Sunday afternoon.
SUNDAY SEPTEMBER 11, 2011
9:00 AM  12:00 PM: Short Courses, Part III 1: Dumbarton, 2: Sulgrave
The short courses which began on Saturday morning continue through Sunday afternoon.
12:00 PM  1:00 PM: Short Course Lunch 1: Potomac, 2: Lindens
1:00 PM  5:00 PM: Short Courses, Part IV 1: Dumbarton, 2: Sulgrave
The short courses which began on Saturday morning continue through Sunday afternoon.

