College of Education > News and Publications > 2019: 04-06 news > College of Education well-represented at annual AERA conference

College of Education well-represented at annual AERA conference

A large number of University Park faculty, graduate students and staff are authors or co-authors of papers being presented in symposia, paper sessions, poster sessions or roundtable discussions at the American Education Research Association (AERA) meeting April 5-9 in Toronto, Canada.

**Editor's note: Contributors are not listed in authorship order. This list does not include session discussants, chairs or moderators. Those with the affiliation not included are Penn State faculty, students or staff. Those with "no affiliation given" did not have an affiliation listed in the AERA program.

Logo for the American Educational Research AssociationThe following University Park faculty, graduate students and staff are authors or co-authors of papers being presented in symposia, paper sessions, poster sessions or roundtable discussions at the American Education Research Association (AERA) meeting April 5-9 in Toronto, Canada:

  • Tugce Burcu Arda Tuncdemir, April 8, "Philosophical Ethics with 3- to 5-year old children," in roundtable, "Moral Education: From Early Childhood to College Years."
  • Brian Belland, with Nam Ju Kim, University of Miami; Andrew Walker, Utah State University; and Mason Lefler, Bridgerland Technical College, April 5, "An Informed Synthesis of Experimental and Quasi-Experimental Computer-Based Scaffolding Research," in paper session, "Innovation-Driven Practice."
  • Marcela Borge, with Shulong Yan, April 6, "Group's Response to Design for Productive Failure," in poster session, "Failure in the Learning Process: How Learners Experience and Overcome Obstacles Through Resources and Supports."
  • Marcela Borge, with Tugce Aldemir, April 6, "Socio-Metacognitive Processes in Computer Supported Collaborative Learning," in paper session, "Student Learning and Thinking Processes in the Design of Learning Environments."
  • Frances Nebus Bose, April 6, "Becoming Engaged in Second Grade Literacies? The Parallel Reworkings of Tablets and Young English Learners," in roundtable, "Art, Affect, and Becoming: Acts of Composing."
  • Laura Bray, with Thomas Norris; Carlos Alvis-Ruiz; and Joshua Childs, University of Texas — Austin, April 6, "Understanding Advocacy Coalitions in IDEA Reauthorization," in roundtable, "Understanding Education Politics and Policy Networks, with Social Network Analysis."
  • Laura Bray, with Anne Sinclair, Vanderbilt University; Yan Wei, Southern Connecticut State University; Erin Clancy, University of Maryland — College Park; Jade Wexler, University of Maryland; Chris Jay Lemons, Vanderbilt University — Peabody College; and Devin Kearns, University of Connecticut — Storrs, April 7, "Teachers' Sensemaking of their Literacy Instruction in Co-Taught English Language Arts Classrooms," in roundtable, "Teacher Professionalism, Sensemaking, and Classroom Instruction."
  • Julia Bryan, with Jungnam Kim, Ball State University, April 8, "Personal, Community Parent Empowerment and Postsecondary Enrollment: Racial/Ethnic and Socioeconomic Status Differences," in poster session, "Family School Community Partnerships SIG."
  • Soo-yong Byun, with Sarah Schmitt-Wilson, Montana State University, April 5, "Rural/Nonrural Differences in School-to-Work Transition Outcomes," in roundtable, "Transitions: Understanding Rural Student Experiences."
  • Junghee Choi, with Booyuel Kim, School of Public Policy & Management; and Ju-Ho Lee, no affiliation given, April 8, "How does Learner-Centered Education affect Teacher Self-efficacy? The case of Project-Based Learning in Korea," in paper session, "Teacher Retention, Resiliency, Self-Efficacy, and Effectiveness."
  • Kathleen Collins, with Kaela Fuentes-Packnick, April 6, "Post-Truth, Truthiness, and Obfuscation: DisCrit Solidarity and the Multiple Truths of Dis/ability Identification," in symposium, "Whose Truth(s)? Advancing DisCrit Solidarity in Research and Practice to Disrupt Educational Inequities."
  • Dwayne Ray Cormier, April 7, "The Cultural Proficiency Continuum Dialogic Protocol: An Exploration of Preservice Teachers' Sociocultural Consciousness," in paper session, "Toward Inclusive Practices in Professional Development Schools."
  • Amy Crosson, with Yuliya Ardasheva, Washington State University — Tri-Cities; Kira Joy Carbonneau, Washington State University — Pullman; and Brian French, Washington State University, April 6, "Unpacking Contributions of Morphosyntactic Awareness and Vocabulary to Science Reading Comprehension among Linguistically Diverse Students," in roundtable, "Vocabulary SIG."
  • Amy Crosson, with Ling HE, no affiliation given; Jianrong Zhao, no affiliation given; Kaili Qun, Wuhan University of Technology; Margaret G. McKeown, University of Pittsburgh; and Qun Guan, University of Science and Technology Beijing, April 7, "Embodied Morphological Training on Chinese ELS kids' Vocabulary Acquisition," in symposium, "Phonological and Morphological Training Evidence Among Children and Adults: Bilingual Approach to and Empirical Evidence From Behavioral, Developmental, and Neurophysiological Studies."
  • Amy Crosson, with Pui-Wa Lei; Xinyue Li; Margaret McKeown, University of Pittsburgh; Kelly P. Robbins, no affiliation given; and Kathleen J. Brown, University of Utah, April 7, "Identifying Leverage Points Beyond Cognates for Spanish-English Bilingual Adolescents: Effects of an Academic Vocabulary and Morphology Intervention," in symposium, "Learning Vocabulary in a Second Language: Exploring Challenges and Opportunities Across Levels of Development and Proficiency."
  • Ana Carolina Diaz Beltran, with Wideline Seraphin, April 7, "Narratives of Resistance: Contesting Happy Valley's Ankylosed Community Ideologies of Place Through Intergenerational Schooling Narratives," in paper session, "Intimate Stories of Lived Experience."
  • Ana Carolina Diaz Beltran, with Tommy Ender, Loyola University Maryland; Rebecca Christ, Florida International University; Gerardo Joel Aponte-Martinez, University of Texas — Rio Grande Valley; and Christopher Busey, University of Florida, April 8, "Transformative Conversations: Vulnerability and Negotiating Borders/Fronteras, with/in Latinx Scholars(hip) in Social Studies," in paper session, "Addressing Hegemony Through Counternarratives."
  • Alicia Dowd, with Ali Watts, April 6, "Performing Diversity: Strategies for Engaging Critical Analysis of Diversity Programming," in symposium, "Critical Explorations of the Discourses Shaping 'Diversity Work' at Historically and Predominantly White Public Institutions."
  • Richard Duschl, with Yann Shiou Ong, National Institute of Education — Nanyang Technological University, April 6, "Developing 'Science as Problematic' Views through Shared Epistemic Authority," in poster session, "Science Teaching and Learning SIG."
  • Richard Duschl, with Gregory Kelly; and Christine Cunningham, Museum of Science, Boston, April 8, "Engaging in Epistemic Practices through Engineering Design," in poster session, "Supporting Modeling Epistemologies in the Science Classroom."
  • Karen Eppley, with Amy Price Azano, Virginia Polytechnic Institute and State University; and Devon Brenner, Mississippi State University, April 6, "Contextualizing Rural Education Research, with Practice-Based and Democratized Evidence," in paper session, "Navigating the Challenges of Rural Educational Leadership."
  • Karen Eppley, with Carrie Freie, April 7, "'You People Down the River': Citizen Understanding of Pennsylvania Rural Charter Schools," in paper session, "Rural Schools and Communities: Conflict and Collaboration."
  • Karen Eppley, April 7, "Journal of Research in Rural Education," in roundtable, "Journal Talks 5."
  • Amy Voss Farris, with Amanda Catherine Dickes, Harvard University; and Pratim Sengupta, University of Calgary, April 6, "'Gaps' and 'Flags': Grounding Computational Abstractions in Scientific Experience in the Elementary Classroom," in paper session, "Science Teaching and Learning SIG Paper session: Change."
  • Jennifer Frank, with Lamiya Khan; and Kimberly Marie Kohler, April 5, "CARE for Teachers: The Mediating Role of Distress Tolerance on Burnout," in roundtable Am I OK? Teachers' Anxiety, Emotions, and Mindfulness."
  • Erica Frankenberg, with Karen Babbs Hollett, April 5, "A Study of the Implementation of Anti-Bias Curricula in Preschool Classrooms," in roundtable, "Pre-K Policy Implementation."
  • Erica Frankenberg, with Julie J. Park, University of Maryland — College Park; Daniel Losen, University of California — Los Angeles; Janelle T. Scott, University of California — Berkeley; and Elise Boddie, Rutgers University — Newark, April 7, invited speaker on "PC 3: Civil Rights and Education in the Post-Truth Era."
  • Ed Fuller, with Oana Ruxandra Apostolescu; and Andrew Pendola, Auburn University, April 6, "Charter School Principal Turnover," in paper session, "Charter School Policies and Their Impact on Stakeholders."
  • Ed Fuller, with Seyma Dagistan, April 7, "Exploring the Truths of the Traditionally 'Unconsulted Majority:' A Quantitative Study of Student Voice," in roundtable, "The Many Voices of Youth Organizing."
  • Ed Fuller, with Andrew Pendola, Auburn University, April 8, "Teacher Preparation and Teacher Retention: Examining the Relationship for Beginning STEM Teachers," in symposium "Stemming STEM Teacher Attrition: Implications From Evidence-Based Retention Efforts Across the Continuum for Preparation Programs."
  • Ed Fuller, with Andrew Pendola, Auburn University, April 8, "Choice or Chance? Preferences and Opportunities in Principal Turnover," in roundtable, "Can We Keep the Best? Research on Principal and Teacher Turnover."
  • Ed Fuller, with Andrew Pendola, Auburn University, April 9, "Strength from within? Internal Recruitment and Principal Retention," in paper session, "The Role of Leadership in Supporting Teachers and Improving Climate."
  • Ed Fuller, with Andrew Pendola, Auburn University; and Liz Hollingworth, University of Iowa, April 9, "Examining the Effect of Superintendent Turnover on Principal Turnover," in roundtable, "Modeling the Effects of Organizational Factors on Student and Educator Outcomes."
  • Ed Fuller, with Zoe Rose Mandel; and Andrew Pendola, Auburn University, April 9, "Production, Placement, and Retention of Secondary STEM Teachers of Color: A Case Study of Texas," in paper session, "Examining Issues of Teacher Education and Diversity in STEM."
  • David Gamson, with Jeremy Anderson; and Sarah Anne Eckert, April 8, "The Origins of Accountability in Education Policy: Early Understandings and Federal Influences," in roundtable, "Shifting Paradigms of Educational Structures and Pedagogies."
  • Andrea Gregg, with Davin Jules Carr-Chellman, University of Idaho; and Ali Carr-Chellman, University of Idaho, April 6, "Craving Meaning: Adult Learning and Online Course Discussions," in roundtable, "Adults in Higher Education."
  • Jason Griffith, with Joseph D. Sweet, AZ, April 6, "Subtle Othering: A Discourse Analysis of S-Town Podcast," in roundtable, "Bias, (Social) media, and Critical Turns."
  • Jason Griffith, April 7, "Holding Space for Each Other's Stories: A Phenomenological Study of an Adolescent Story Slam," in paper session, "Multimodal Art Practices for Well-Being and Storytelling."
  • Allison Henward, with Sungryung Lyu, April 6, "Preschool girls' gender and the pretend kitchen play," in roundtable, "The Role of Play in Young Children's Learning."
  • Allison Henward, April 7, "It's a Space They Can Work Through It: African-American Head Start Teachers' Approach to Jail Play," in symposium, "Considering Guns, Jail, Arrest, Cops, and Robbers Play in Early Childhood and Care Centers."
  • Allison Henward, with Yeojoo Yoon, April 9, "The Role of Space in Preschool Children's Construction of Gender," in paper session, "Critical Early Childhood Policy and Practice Issues."
  • Ty Hollett, with Jeremiah Holden Kalir, University of Colorado — Denver, April 7, "Theorizing Technologies for Learning as Mutable Mobiles," in poster session, "Learning Sciences SIG."
  • Ty Hollett, with Siyuan Luo, April 8, "Moments of Friction in Virtual Reality: How 'Feeling Histories' Impact Experience," in roundtable, "Designing for Deep Learning."
  • Elizabeth Hughes, with Tracy Raulston; Paul Riccomini; Jooyoung Lee; Divya Deshpande; and Gulnoza Yakubova, University of Maryland, April 5, "Painting a Narrative: Analysis of Published Systematic Reviews on STEM Interventions for Students, with ASD," in roundtable, "STEM for All: Providing Quality STEM Education to Students with Disabilities."
  • Ya-Chi Hung, with Hsun-Yu Chan, Texas A&M University — Commerce; Hyejin Choi, University of Georgia; Meseret Hailu, Ohio State; Melinda M. Whitford, University at Buffalo — SUNY; and Sheila Duplechain DeRouen, no affiliation given, April 8, "Structured and Unstructured STEM Experience in High School and Postsecondary STEM Aspiration," in paper session, "Perspectives on Cultivating STEM Aspirations."
  • Kathy Jackson, with Xinli Wu; and Gul Kremer, Iowa State; April 8, "Using a Psychometric Instrument to Help Match Students' Preferences for Design Projects," in roundtable, "Roundtable 3."
  • Royel Johnson, with Terrell Lamont Strayhorn, LeMoyne-Owen College, April 5, "Quantifying Aspects of Socialization and Influence on Black Male Doctoral Students' Self-Efficacy," in paper session, "Race, Ethnicity, and Gender Issues in Graduate Education."
  • Royel Johnson, with Bridget Antonya Parler; and Terrell Lamont Strayhorn, LeMoyne-Owen College, April 7, "Exploring Factors That Influence Sense of Belonging for Foster Youth," in paper session, "Centering Students' Identities in Varied Institutional Contexts."
  • Royel Johnson, with Terrell Lamont Strayhorn, LeMoyne-Owen College, April 7, "A Critical Race Examination of Socialization Experiences of Black Male Doctoral Students," in paper session, "The Black Student Experience in Higher Ed."
  • Anna Kaiper, April 6, "Critical Ethnographic Narrative Analysis: The Case for the E in CENA," in roundtable, "Critical Qualitative Methods and Narrative Ways of Inquiring."
  • Matthew Kelly, April 7, "Long-Term Trends in School District Gerrymandering and a New Approach to Assessing Boundary Irregularity," in roundtable, "Geographic and Geospatial Considerations and Contexts of Inequality."
  • ChanMin Kim, with Lucas Vasconcelos, University of Georgia — Athens, April 5, "Integrating Block-based Coding into Scientific Modeling Lessons," in paper session, "Innovation-Driven Practice."
  • Hyunhee Kim, with Jungnam Kim, Ball State University; Sangmin Park, California State University — Sacramento; and Hong Ryun Woo, University of Louisville, April 5, "The Relationships of School Connectedness and School Counselor Contact to Asian American Students' College Enrollment," in paper session, "Approaches to Enhancing College Access and Career Development."
  • Mark Kissling, with Jonathan Bell, April 7, "Mapping the Distance Between Social Studies and Environmental Education: A Statewide Social Studies Teacher Survey," in paper session, "Climate Change and Critical Science Agency: Is 'Knowing' Enough?"
  • Pui-Wa Lei, with Levi Shiverdecker, April 7, "Performance of Robust Estimators for Confirmatory Factor Analysis of Ordinal Variables, with Missing Data," in poster session, "Division D Section 2 Statistical Theory and Quantitative Methodologies."
  • Gerald LeTendre, with Dana Mitra; Jeremy Anderson; and Eric McGinnis, April 7, "American Journal of Education," in roundtable, "Journal Talks 5."
  • Maria Lewis, with Sarah Kern, April 6, "The Role of Research in Office for Civil Rights Guidance and Policy Documents," in roundtable, "Ed Law SIG Roundtable: Office for Civil Rights and Policy Research."
  • Anke Li, April 6, "University Integration of Chinese Undergraduates in Canada and the United States: Role of Secondary School Experience," in paper session, "Religion and Postsecondary Education."
  • Alexandra List, with Kathryn McCarthy, Georgia State University; Breanne K. Litts, Utah State University; and Michael McCreery, University of Nevada — Las Vegas, April 6, "New Directions in Culture, Motivation and Learning," in invited speaker on "Learning and Instruction."
  • Alexandra List, with Ying Wang, April 6, "Examining Self-Evaluations When Students Compose Written Responses Based on Multiple Texts," in symposium "21st Century Calibration: Judging Performance in Digital and Classroom Contexts."
  • Alexandra List, April 7, "One Step, Two Step, Three Step, Four: Evaluating a Cognitive Model of Integration," in symposium, "Integration: A Critical Competency for the Digital Age."
  • Alexandra List, with Hye Yeon Lee, April 9, "Self-Regulation in Multiple Text Use," in poster session, "Exploring Motivational Constructs in Authentic Academic Settings."
  • Matthew McCrudden, with Nathaniel Hunsu, University of Georgia; and Olusola Olalekan Adesope, Washington State University, April 8, "The Text or Learner's Engagement: A Closer Look at the Effects of Different Text Types and Cognitive Engagement on Learners' Comprehension Strategies," in paper session, "Research in Science Teaching and Learning."
  • Matthew McCrudden, with Catherine M. Bohn-Gettler, College of Saint Benedict, April 9, "Contributions of Process Versus Product Instructions in the Transfer of Scientific Concepts," in poster session, "Experimental Studies of Literacy."
  • Yi Meng, with Qiong Zhu; and Junghee Choi, April 7, "Geographic Accessibility to Postsecondary STEM Education," in roundtable "Geographic and Geospatial Considerations and Contexts of Inequality."
  • Bonnie Meyer, with Pablo Nicolai Pirnay-Dummer, Martin-Luther-University Halle-Wittenberg; and Kausalai K. Wijekumar, Texas A&M University — College Station, April 6, "Developments in Syntax-Based Prescoring and Autoscoring on Short Written Answers," in paper session, "Digital Literacies and Technology."
  • Marsha Modeste, with Chi Nguyen; and Brian Huff, April 6, "Building Nested Learning Communities: A Second-Order Factor Analysis of Teacher and Staff Leadership Practice," in paper session, "Leadership for Improvement: Exploring Multiple Approaches to Change."
  • Paul Morgan, with Marianne Hillemeier; Yoonkyung Oh, University of Texas; and George Farkas, University of California — Irvine, April 6, "Trajectories of Children's Behavioral and Emotional Problems Over Elementary School Years: Heterogeneity and Risk Factors," in paper session, "Executive Functioning in Childhood."
  • Paul Morgan, with Marianne Hillemeier; and George Farkas, University of California — Irvine, April 7, "Does a Frog-Pond Effect Explain Minority Underplacement in Special Education?" in paper session, "Classrooms, Tracks, and Programs: Curricular Locations and Their Consequence."
  • Paul Morgan, with Yangyang Wang; and Zoe Rose Mandel, April 9, "Are Students with Disabilities who are Racial or Ethnic Minorities Disproportionately Suspended? A Best-Evidence Synthesis," in paper session, "Mass Shootings, Education Policy, and School-Level Practices: The Challenges of Keeping Students Safe and Treating Students Fairly."
  • P. Karen Murphy, with Rachel Miriam Vriend Croninger; Liwei Wei; Carla Marie Firetto, Arizona State University; Mengyi Li, American Institutes for Research; and Sara Elizabeth Baszczewski, Pennsylvania State System of Higher Education, April 5, "Facilitating Small-Group Discussions: Effects of Teacher Discourse Moves Across Various Group Compositions," in poster session, "Social and Cognitive Influences on Academic Performance."
  • P. Karen Murphy, April 7, "Review of Educational Research," in roundtable "Journal Talks 5."
  • Saliha Ozkan Bekiroglu, with Crystal M. Ramsay; and Jenay Robert, April 7, "Flexibility and Movement in Active Learning Classrooms: Investigating Student Cognitive Engagement From the Faculty Perspective," in paper session, "Study of STEM Learning Environments."
  • Saliha Ozkan Bekiroglu, with Jenay Robert, April 8, "Using Multimodal Data to Construct a Narrative of Student Engagement in an 'Active Learning Classroom'," in paper session, "Pedagogy for Engaged Learning."
  • Carlomagno Panlilio, with Nicole Megan Edwards, Rowan University, April 5, "Needs Assessment of Child Welfare Professionals to Support Early Socio-Emotional Development After Child Abuse," in paper session, "Trauma and Victimization in Childhood."
  • John Jongho Park, with Nathan Hyungsok Choe, University of Texas — Austin; and Diane Schallert, University of Texas — Austin, April 6, "Different Levels of Compassion to Self/Others: Predicting Undergraduates' Emotional and Motivational Experiences During Groupwork," in roundtable "Understanding Student Perspectives Regarding Stressful Experiences."
  • John Jongho Park, with Meg Handley; Dena Lang; and Andrew Michael Erdman, April 9, "Developing Undergraduates' Self-efficacy for Engineering Leadership: Relations Among Leadership Attributes, Teamwork Skills, and Creativity," in paper session, "Teamwork and Leadership."
  • Ashley Patterson, with Karly Ford, April 6, "'Cosmetic Diversity': University Websites and the Transformation of Race Categories," in symposium "Critical Explorations of the Discourses Shaping 'Diversity Work' at Historically and Predominantly White Public Institutions."
  • Ashley Patterson, April 8, "'You Think Everything Is Fine and Then...': A Critical Discourse Analysis of Student Evaluations of Their Black Woman Professor," in symposium "Invisible Labors of Black Women Educators: Negotiating Institutional and Situational Racism in the Education Workforce."
  • Karen Paulson, with Yi Meng, April 8, "The Landscape of Alternative Credentials: Educational Certificates, Certifications, and Licenses," in roundtable "The Effectiveness of Career and Technical Education Programs."
  • Madhu Suri Prakash, with Dana Stuchul, April 8, "The Fall of Patriotism and Matriotism's Rise," in roundtable "Deschooling Educational Technology and Expectations."
  • Gabriela Richard, April 5, "Watch and Learn: A Preliminary Analysis of Livestreaming as a Site for Learning, Teaching and Cultural Engagement," in poster session, "Excellence in Education Research: Early Career Scholars and Their Work."
  • Gabriela Richard, April 6, "Extensible E-Textiles: Engaging Learners in Complex Systems Design Through Physically and Digitally Responsive Crafting," in poster session, "Interactive Stitch Sampler of Equitable Learning and Teaching, with E-Textiles in K–12 Education."
  • Gabriela Richard, with Robert William Ashley; and Nakisha Whittington, April 9, "Code Switching, with Code: Exploring Bilingual Latinx High School Students' Making, Coding and E-Crafting," in poster session, "Informal Learning Environments Research."
  • Rene Rodriguez-Astacio, with Bretton A. Varga, University of South Florida — Tampa; Vonzell Agosto, University of South Florida; Sara Beth Demoiny, Auburn University; and Jake Potter Gates, Pennsylvania State System of Higher Education, April 7, "Challenging Whiteness in the Official Knowledge of Social Studies Education," in symposium "Marking the Invisible: Articulating Whiteness in Social Studies."
  • Robert William Roeser, with Blake Colaianne; and Brian Galla, University of Pittsburgh, April 8, "Perceptions of Mindful Teachers and Longitudinal Change in High School Students' Mindfulness and Self-Compassion," in roundtable "Effects of Teacher-Student Relationships and Teachers' Emotional, Cultural, and Mindful Competence on Students and Learning Outcomes."
  • Crystal Sanders, April 8, "Deferred Dreams and Exiled Citizens: Black Graduate Education in the Age of Jim Crow," in symposium "New Directions in Black Educational History."
  • Stephanie Schroeder, with Todd McCardle, Eastern Kentucky University; and Stacey J Korson, Eastern Kentucky University, April 5, "'Education Is Political Now': Preservice Teacher Socialization in Politically Charged Times," in paper session, "But Before You Teach, Unlearn: Deconstructing Preservice Teacher Beliefs."
  • Stephanie Schroeder, with Mary Kathleen Rodgers, University of Florida; Natalie Hagler, University of Florida; and Tara Mathien, University of Florida, April 7, "The Practitioner's Voice in Early Childhood Reform: The Power of Teacher Narrative to Illuminate Change," in roundtable "Early Childhood Workforce Voices."
  • Stephanie Schroeder, with Elizabeth Bondy, University of Florida; Brittney Castanheira, University of Florida; and Elizabeth Currin, University of Florida, April 8, "Tinker, Tailor, Supervisor, Spy: Lessons Learned From Distant Supervision," in paper session, "Innovative Processes in Supervising Preservice Teachers' Field Experiences."
  • Deborah Schussler, April 8, "Teacher Dispositions as a Means to Moral Practice," in poster session, "Moral and Ethical Teaching and Teachings: Revisiting and Recasting Our Own Research for New Audiences."
  • Wideline Seraphin, April 8, "Writing Her Truths: Demarginalizing Black Girlhood in Emancipatory Literacy Classrooms," in roundtable "The Potentials of Critical Representation: Emancipatory Practices, Texts, and Contexts."
  • Rayne Sperling, with Simon Hooper; Michelle Lynn Hepfer; Leo Jian Liao; and Susan Rose, University of Minnesota, April 7, "Comparing e-CBM for DHH Students to Academic Progress and Standardized Achievement," in paper session, "Interventions and Evidence: Perceptions and Practices in Special Education."
  • Rayne Sperling, with D. Jake Follmer, Salisbury University, April 8, "Predictors of Adults' Monitoring and Comprehension: The Roles of Vocabulary, Prior Knowledge, and Item Difficulty," in poster session, "Research in Self-Regulated Learning."
  • Rayne Sperling, with Huiqing (Helen) Hu, April 8, "Preservice Teachers' Perspectives on the Barriers of Using Digital Learning Games in Education," in paper session, "Pressing Forward: Innovations and Deep Study."
  • Rayne Sperling, with Joseph C. Tise, April 9, "The Effects of a Learning Strategies Intervention Administered by Undergraduate Learning Assistants," in poster session, "Exploring Motivational Constructs in Authentic Academic Settings."
  • Hengtao Tang, with bo pei, no affiliation given; and Wanli Xing, Texas Tech University, April 5, "Beyond the Dichotomy: Quantifying the Effect of Achievement Emotions on Students' Retention in MOOC Forums," in paper session, "Can We Debug It? Perceptions and Inquiry."
  • Hengtao Tang, with bo pei, no affiliation given; and Wanli Xing, Texas Tech University, April 8, "Exploring the Temporal Dimension of Forum Participation in MOOCs: Educational Data Mining Perspective," in paper session, "MOOCs: Pedagogies, Participation, and Perspectives."
  • Peggy Van Meter, with Jacqueline Campbell, April 5, "Development and Validation of a Science Diagram Comprehension Test," in poster session, "Research in Science Teaching and Learning."
  • Peggy Van Meter, with Chelsea Cameron, April 8, "Multiple Document Learning through Question Instruction," in poster session, "Research in Self-Regulated Learning."
  • Tanner Vea, April 7, "Precarity and Privilege in Animal Rights Activists' Trajectories of Interest-Driven Participation," in symposium "Politics in the Foreground and Background of Learning: Analyses of Power and Learning Across Settings."
  • Joanna Weidler-Lewis, with Jimmy Frickey, no affiliation given, April 8, "Developing a Measure of 'Success' for an Experiential Learning School," in paper session, "Analyzing Perceptions, Negotiating Identity, Eliciting Voice, Measuring Success When Participating in Experiential and Service-Learning."
  • Rachel Wolkenhauer, with Amy Morton; and Mary Higgins, University of Colorado — Colorado Springs, April 8, "(Re)Conceptualizing Positionality in a Professional Development School: Developing Teacher Educator Roles Through Duo-Ethnography," in paper session, "Recommendations for Professional Development Schools Related to Preservice Teachers, Teacher Roles, and the Partnership."
  • Elizabeth Wright, April 6, "Accessible Expertise: Supporting Participation for Nonnative Speakers in a Problem-Based Learning Science Classroom," in paper session, "Strategies for Facilitating Skills Development in Problem-Based Learning."
  • Heather Toomey Zimmerman, with Soo Hyeon Kim; Lucy R. McClain; Zachary A. McKinley; XinYun Peng; and Michele Crowl, Discovery Space of Central PA, April 7, "Families Learning About Astronomy, Meteorology, and Engineering: Connecting Sociotechnical Interactions, Narrative, and Science Practices," in poster session, "Weaving Stories into STEM Learning."
  • Heather Toomey Zimmerman, with Susan M. Land; XinYun Peng; and Soo Hyeon Kim, April 8, "Learning Through Making to Support Environmental Sciences Understandings: Model-Building in a Watershed Summer Program," in paper session, "The Design of Making Environments."
  • Heather Toomey Zimmerman, with Yong Ju Jung, April 8, "Collaboration Among Family Members Showing Varying Emotional Engagement During a Making Project," in poster session, "Measuring the Impact of Emotions in Informal Learning Environments."
  • Heather Toomey Zimmerman, with Carmen Vanderhoof; Elizabeth Wright; and Nina G. Jablonski, April 9, "Genetics Learning in Summer Camp: The Relationship Among Biology Concepts, Curiosity, and Science Attitudes," in poster session, "Informal Learning Environments Research."