The Morgridge College of Education (MCE) is proud to recognize the faculty and students participating at the 2016 AERA Annual Meeting: “Public Scholarship to Educate Diverse Democracies.” If you would like to find out more about the sessions being presented by MCE faculty, students and alumni then review the list below.

The Roles of Transfer and Forgetting in the Persistence and Fadeout of Early Childhood Mathematics Interventions 
Douglas H. Clements, PhD; Julie Sarama, PhD
Sat, April 9: 10:35am-12:05pm, Convention Center, Level Two, Exhibit Hall D

Drs. Clements and Sarama will present their research on how the fadeout effect can be explained by a treatment-control difference during the forgetting of mathematics knowledge. They will present their findings on the fadeout of academic intervention impacts using the OLS probability regression analysis. Results indicate that while it is not the primary contributor of the fadeout, it is a significant contributor. It was found that the magnitude of this treatment-control difference in forgetting accounts for about 28% of the size of the fadeout effect of an early mathematics intervention.

Evaluating a Revised Developmental Progression for Volume Measurement—Kindergarten Through Grade 2
Douglas W. Van Dine, PhD
Sat, April 9: 10:35am-12:05pm, Convention Center, Level Two, Exhibit Hall D

Dr. Van Dine will present his research, which used Rasch modeling, on developmental progressions for filling, packing, building, and comparing volume measurement for Kindergarten through Grade 2. Van Dine will also present results, which indicate support that the developmental progressions are valid.

Academics in the Earliest Years of Formal Schooling: Building Evidence for Policy and Practice
Douglas H. Clements, PhD; Julie Sarama, PhD
Sat, April 9: 2:15-3:45pm, Convention Center, Level One, Room 146 A

This session explores a range of policy questions related to preschool and kindergarten. Faculty will present papers which explore questions related to academic and non-academic time in the earliest years of school as well as the effects of policy changes and interventions on a range of important student outcomes.

Technology & Transformation: Two Professors’ Experience Teaching Online for the First Time
Norma Hafenstein, PhD; Nicole Joseph, PhD
Saturday, April 9: 4:05-5:35pm, Convention Center Level Two, Exhibit Hall B

Drs. Hafenstein and Joseph will report the findings of a faculty self-study research they conducted to document and analyze their first-time experiences teaching in a virtual environment, including prior expectations, professional development, and the transferability of face-to-face pedagogical techniques and strategies.

Elliot Eisner SIG Business Meeting
P. Bruce Uhrmacher, PhD (Meeting Chair)
Saturday, April 9: 6:15-7:45pm, Convention Center Room 159A

In this meeting—chaired by Dr. Uhrmacher—Dr. Joel Westheimer will discuss the relationships between the work of Elliot Eisner and the 2016 Annual Meeting theme, “Public Scholarship to Educate Diverse Democracies.” Attendees will have input into the direction of the SIG as we discuss a variety of business matters.

Eisner in Mind: Fresh Perspectives on Inquiry and Education
P. Bruce Uhrmacher, PhD (Session Chair)
Sunday, April 10: 10:35am-12:05pm, Convention Center Room 153

Assessing and Increasing Novice Teachers’ Efficacy in Working with Families
Kirsten Hermanutz; Gloria Miller, PhD
Monday, April 11: 7:45-9:15am, Convention Center Room 141

Hermanutz and Dr. Miller will share their recently completed study to examine novice teachers’ self-reported efficacy, a factor affecting the attrition rate of novice teachers. Results are tied to specific field experiences enhancing novice educators’ efficacy about working with families and lessen the likelihood of leaving the field.

Discovery-Based STEM Learning 2.0: Are We There Yet?
Douglas H. Clements, PhD (Presentation Chair)
Monday, April 11: 7:45-9:45am, Marriott Marquis Level Two Salon 12

Approaching the centennial of Dewey’s ‘Democracy and Learning,’ presenters will appraise whether the field has realized John Dewey’s vision of meaningfully situated learning by establishing their contribution in a design study of STEM cognition and instruction.

A Rasch Analysis of the Current Opioid Misuse Measure for Chronic Pain Patients
Lilian Chimuma; Kathy E. Green, PhD; Courtney Morris
Monday, April 11: 11:45am-1:15pm, Marriott Marquis Level Two Salon Four

Chimuma, Dr. Green, and Morris will present results of using the Current Opioid Misuse Measure—used by clinicians—to monitor patients on long-term opioid therapy, using the Rasch model for dimensionality and scale use. They will discuss the results in detail, including suggestions for measure revision and future research.

Many-Faceted Rasch Measurement: Assessing Rater Errors in Performance Assessment
Priyalatha Govindasamy; Kathy Green, PhD; Jessica Lerner, EdS; Maria del Carmen Salazar, PhD
Monday, April 11: 2:45-4:15pm, Marriott Marquis Level Two Salon Four

The presentation of this paper will address the teacher supervisors (raters) potential errors through Many Faceted Rasch Measurement (MFRM), a complex process in which raters tend to introduce errors that are not attributed to the actual ratees’ performance.

The Design & Implementation of an Evaluation Model for Equitable & Effective Teaching
Priyalatha Govindasamy; Kathy Green, PhD; Jessica Lerner, EdS; Maria del Carmen Salazar, PhD
Tuesday, April 12: 12:25-1:55pm, Convention Center Level Three Ballroom B

Govindasamy, Dr. Green, Lerner, and Dr. Salazar will describe the development, implementation, analysis, and results of a research study to design a preservice teacher evaluation tool known as the Framework for Equitable and Effective Teaching (FEET), and will assess rater bias, analyze measures of reliability and validity, and identify implications for revising the evaluation model and training for supervisors.


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