Presentations

Reading Digital Text: Supporting ELLs in Content Area Classes
Lynne Anderson-Inman, University of Oregon
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The Efficacy of a Kindergarten Curriculum Implemented in Whole Classroom Settings
Scott Baker, Pacific Institutes for Research/University of Oregon
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The Road to Broad
Dr. Wanda Bamberg, Superintendent of the Aldine Independent School District, 2009 Winner of the Broad Prize
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The Promise of Developmental Summer Bridge Programs
Elisabeth Barnett, Teachers College, Columbia University and Heather Wathington, University of Virginia
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The Impact of Literacy Coaching on Teachers' Value-Added to Student Learning in Literacy Collaborative
Gina M. Biancarosa, University of Oregon
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Self-regulated Learning: Heuristics and Illusions
Robert Bjork, University of California, Los Angeles
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The District-Level Achievement Impacts of Benchmark Assessments: Year 1 Outcomes of CDDRE
Geoffrey Borman, University of Wisconsin at Madison
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Developing Adolescents' Procedural Fluency and Strategic Competence in Math
Brian Bottge, University of Kentucky
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E-I-E-I-O: Young Scientists Are Singing a New Song
Judy Brown, Miami Museum of Science
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Strength of the Science in Behavior Disorders: Reflections and Future Directions
Catherine Bradshaw, Johns Hopkins University
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Teacher Effectiveness in Urban Schools
Richard Buddin, RAND Corporation
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The What Makes Schools Work Project
Marisa Cannata, Vanderbilt University
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Literacy Coaching as a Component of Professional Development in Early Literacy
Joanne F. Carlisle, University of Michigan
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Development and Validation of Progress Monitoring Tools for Social Behavior: Lessons from Project VIABLE
Sandra M. Chafouleas, University of Connecticut
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Power Considerations for Educational Studies with Restricted Samples that Use State Tests as Pretest and Outcome Measures
Russell Cole, Mathematica Policy Research
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An Evaluation of the Data From the Teacher Compensation Survey: School Year 2006-07
Stephen Cornman, NCES
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Teaching Middle School Students to Reason With Visual Representations in Science
Jennifer G. Cromley, Temple University
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Comments on “The Evaluation of Charter School Impacts”
Thomas Dee, Swarthmore College
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Precision Gains from Publically Available School Proficiency Measures Compared to Study-Collected Test Scores in Education Cluster-Randomized Trials
John Deke, Mathematica Policy Research
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WWC Standards for Regression Discontinuity Study Designs
John Deke, Mathematica Policy Research
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A Statistical Linkage Between NAEP and ECLS-K Grade Eight Reading Assessments
Enis Dogan, NAEP-National Education Statistics Services Institute
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Postsecondary Research at NCER
Karen Douglas, NCER
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Addressing Behavior Disorders in Schools: The Integration of Education and Mental Health
Al Duchnowski, University of South Florida
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New Research Initiatives for IES
John Q. Easton, Director, IES
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Innovative Technology for Classroom Observation
Shawn Edmondson, thereNOW, Inc.
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Measuring Implementation and Outcomes for School Mental Health Interventions
Steven W. Evans, Ohio University
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Using Daily Report Cards as a Progress-Monitoring Tool for Students With Attention Deficit Hyperactivity Disorder in Special Education
Gregory Fabiano, University at Buffalo, The State University of New York
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Bringing Educational Innovation to Scale: Top-Down, Bottom-Up, or A Third Way?
Doug Fuchs, Vanderbilt University
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Impacts of Comprehensive Teacher Induction
Steven Glazerman, Mathematica Policy Research
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The Evaluation of Charter School Impacts
Philip Gleason, Mathematica Policy Research
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The Conceptualization and Validation of the Vanderbilt Assessment of Leadership in Education (VAL-ED)
Ellen Goldring, Vanderbilt University
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Recent Developments in Inclusion Practices in the National Assessment of Education Progress (NAEP)
Arnold A. Goldstein, NCES
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Please Touch! A Computer Adaptive Approach for Assessing Early Science
Daryl B. Greenfield, University of Miami
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Closing Remarks
Eric A. Hanushek, Chair, NBES
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A d-Estimator for Single-Case Designs
Larry Hedges, Northwestern University
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Generating Plausible Causal Hypotheses
Larry Hedges, Northwestern University
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The Targeted Reading Intervention: Utilizing Web-Based Observational Technology to Foster Professional Development
Amy Hedrick, University of North Carolina at Chapel Hill
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Observing Classrooms Using Technology
Heather Hill, Harvard Graduate School of Education
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The Importance of Cognitive Functions in a Response-to-Treatment Paradigm for Writing
Stephen R. Hooper, University of North Carolina School of Medicine
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Design and Analysis of Single-case Research
Robert Horner, University of Oregon
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Evidence on the Implementation and Effectiveness of the Content-Focused Coaching Program
Brian Junker, Carnegie Mellon University
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Center for Adolescent Research in the Schools (CARS) Research with Secondary Age Students with Emotional and Behavioral Problems
Lee Kern, Lehigh University
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Design & Testing of Curricula for Pre-Kindergarten Mathematics & Science
Mable B. Kinzie, University of Virginia
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Design of the 2011 NAEP-TIMSS Linking Study
Andrew Kolstad and Daniel McGrath, NCES
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Single-Case Research: Standards for Design and Analysis
Thomas Kratochwill, University of Wisconsin–Madison
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Enhancing the Scientific Credibility of Single-Case Intervention Research: Randomization to the Rescue
Thomas Kratochwill, University of Wisconsin–Madison
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Reducing Behavior Problems in the Classroom: What we know and what we need to know
Krista Kutash, University of Florida
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A Multistage Adaptive and Accessible Reading Assessment for Accountability
Cara Cahalan Laitusis, Educational Testing Service
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Language Diversity and Literacy Development: Increasing Opportunities-to-Learn in Urban Middle Schools
Nonie Lesaux, Harvard Graduate School of Education
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Beyond p-Values: Characterizing Education Intervention Effects in Meaningful Ways
Mark Lipsey, Vanderbilt University
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Authentic Power Calculations for RD Studies
J.R. Lockwood, RAND Corporation
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Effective Schools: Managing the Retention, Recruitment and Development of High-quality Teachers
Susanna Loeb, Stanford University
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Challenges of the New Era of Longitudinal Studies: Perspectives From the High School Longitudinal Study of 2009
Laura LoGerfo, NCES
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Does Remediation Help All Students?: How the Effects of Postsecondary Developmental Courses Vary by Background and Ability
Bridget Terry Long and Angela Boatman, Harvard Graduate School of Education
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Moving from Development to Efficacy & Intervention Fidelity Topics
Joan McLaughlin, NCSER
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Postdoctoral Research Training
Edward Metz, NCER
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Representation and Interaction Design for Effective High School Chemistry Simulations: Suggestions from the Field
Catherine Milne, New York University
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Early Risk Factors for Mathematics Difficulties: Population-Based Estimates
Paul L. Morgan, Pennsylvania State University
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Computerized Attention Training for Young Children: Results of a Randomized Controlled Trial and Considerations for Future Research
Desiree W. Murray, Duke University
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Evaluating the Impact of the Advancement Via Individual Determination Program on Ninth-Grade Students' Learning and Study Skills
Jennifer Nagaoka, University of Chicago
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Efficacy of Supplemental Early Vocabulary Instruction Linked Directly With the Core Beginning Reading Instruction for Kindergarten English Learners
J. Ron Nelson, University of Nebraska at Lincoln
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Cognition and Student Learning
Carol O'Donnell, NCER
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Laying the Foundation for Scaling Up During Development
Carol O'Donnell and Emily Doolittle, NCER
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Special Education Teachers' Perspectives on Interventions for Adolescents With Emotional and Behavioral Disorders
Carl Paternite, Miami University
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Making Research Matter in Urban Schools
Charles M. Payne, Frank P. Hixon Professor, University of Chicago and author of So Much Reform, So Little Change and Co-editor of Teach Freedom: Education for Liberation in the African-American Tradition
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Community Partnerships to Support Education Research from Development Through Implementation
Jeanne Poduska, American Institute for Research
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How The Broad Prize Works
Nancy Que, The Broad Foundation
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Supporting Durable and Efficient Student Learning
Katherine Rawson, Kent State University
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Are We Making Progress Yet?
Linda A. Reddy, Rutgers University
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IES Statistical and Research Methodology in Education Grant Program (84.305D)
Allen Ruby, NCER
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Accessible Test Design
Michael Russell, Boston College
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The Policy Choices of Effective Principals
Timothy R. Sass, Florida State University
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Special Education Teacher Quality and Student Achievement
Timothy R. Sass, Florida State University
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Characterizing the Complexities of Bilingualism: Issues of homogeneity and heterogeneity in language and literacy among Spanish-speaking Latino/a school-age children
Rebecca Silverman, University of Maryland at College Park and Patrick Proctor, Boston College
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Effects of a Data-Driven District-Level Reform Model
Robert Slavin, Johns Hopkins University
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Connecting Policymakers, Researchers, and Statewide Longitudinal Data: How to Make the Most of These Robust Data Systems
Nancy Smith, NCES
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Does the Mathematics Recovery Program Improve Students' Mathematics Learning?
Thomas Smith, Vanderbilt University
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Using State Tests to Measure Student Achievement in Large-Scale Randomized Experiments
Marie-Andree Somers, MDRC
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Mediator Analysis Within Field Trials
Laura Stapleton, University of Maryland, Baltimore County
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Paying Attention and Learning
Naomi J. Steiner, M.D., Tufts University Medical Center
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Development and Comparison of Two Models of Preschool Attention Training
Courtney Stevens, Willamette University and University of Oregon
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Working Memory, Attention, and Mathematical Problem Solving: A Three Year Longitudinal Study of Children at Risk and Not at Risk for Serious Math Difficulties at Grade One
H. Lee Swanson, University of California at Riverside
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Teacher-Designed Incentive Pay in Texas
Lori Taylor, Texas A&M University
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Some Lessons Learned in Conducting Scientific Research on Behavior Disorders within Applied School Contexts
Hill Walker, University of Oregon
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Learning Communities for Students in Developmental Reading: An Impact Study at Hillsborough Community College
Michael Weiss, MDRC
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Nationally Representative Sample Surveys: What Can They Tell Us About Remediation? What Should They Do Next?
Thomas Weko, NCES
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Effects of Odyssey® Math Software on the Mathematics Achievement of Selected Fourth Grade Students in the Mid-Atlantic Region: A Multi-Site Cluster Randomized Trial
Kay Wijekumar, Pennsylvania State University
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Reading for Understanding: Instilling Reader Goals and Expectations
Jennifer Wiley, University of Illinois at Chicago
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Evaluation of the DC Opportunity Scholarship Program: Final Report
Patrick Wolf, University of Arkansas
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Early Multilevel Supports for Implementing Early Mathematics Interventions: Successful and Unsuccessful Strategies
Christopher Wolfe, University at Buffalo, The State University of New York
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Analyzing Regression-Discontinuity Designs with Multiple Assignment Variables: A Comparative Study of Four Estimation Methods
Vivian C. Wong, Northwestern University
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Recruiting Effective Math Teachers, How Do Math Immersion Teachers Compare? Evidence From New York City
James Wyckoff, University of Virginia
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Bringing School Reform to Scale: Moving From Islands of Greatness to Successful Systems
Heather Zavadsky, The University of Texas
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Overcoming Self-Regulatory Deficits of At-Risk Math Students at an Urban Technical College: A Self-Regulated Learning (SRL) Intervention
Barry Zimmerman, The City University of New York
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