CASTL Work-in-Progress Meetings Spring 2013

The CASTL Work-in-Progress meetings are a regular forum in which graduate students, postdocs and faculty across disciplines present their research ideas, plans, methods, and results for the purpose of getting feedback, and are open to the public.


Spring 2013 Schedule

Friday January 25th, 2013, 2:00-3:00 PM EST

350 Old Ivy Way, Ste. 100

Presentation 1:

Carol LC Paxton

Presenter(s): Carol Paxton

Topic: Context, Perspective, and Fidelity of Implementation: What Does Coaching Support Look Like for Teachers Implementing the Responsive Classroom Approach?

Abstract: Carol will be discussing a project she is working on with Dr. Rimm-Kaufman in CASTL's Social Development lab.

Presentation 2:

Bridget E. HatfieldPresenter(s): Bridget Hatfield

Topic: Planning and organizing the frame for a professional job talk.

Abstract: Dr. Hatfeild will be discussing her research about the relations between preschool children's cortisol patterns and emotion regulation with teacher child interactions, while getting feedback on how to best plan and organize a frame for upcoming professional job talks.

Friday February 1st, 2013, 2:00-3:00 PM EST

Bavaro Hall, Rm. 116, the Holloway Hall (ON-GROUNDS)

The Curry Research Conference

Lindsay ForstonPresenter(s): Lindsay Forston

Topic: Getting to the root of the problem: Understanding how preschool language, self-regulation and pragmatics relate to problem behaviors in kindergarten

Abstract: Problem behaviors are present at alarmingly high rates in young children, and these numbers continue to rise. Early problem behaviors can have serious deleterious effects on children's development and if left unresolved, can lead to academic failure, peer rejection, delinquency and incarceration.  Therefore, understanding the developmental origins of problem behaviors is increasingly important.  For my dissertation I will be examining the extent to which underlying preschool skills (i.e., language, self-regulation and pragmatics) relate to school-age problem behaviors. This presentation will focus on the theoretical underpinnings and empirical work driving this study and will discuss the measures and data that will be used to further investigate these relationships.

Friday February 8th, 2013, 2:00-3:00 PM EST

350 Old Ivy Way, Ste. 100

Presentation #1:

Veronica KatzPresenter(s): Veronica Katz

Topic: School Improvement in Ohio and Missouri: An Evaluation of the School Turnaround Specialist Program.

Abstract: Veronica Katz is a second-year student in the Education Policy program. She will be presenting "School Improvement in Ohio and Missouri: An Evaluation of the School Turnaround Specialist Program," a paper she coauthored with Dr. Daniel Player. This study follows 34 schools throughout the course of their participation in the University of Virginia School Turnaround Specialist Program (STSP), employing a triple differences model to compare schools within and across districts. On average, participating schools experienced statistically significant improvements in student achievement after completing the two-year STSP. Veronica will be presenting this paper at the AEFP (The Association of Education Finance and Policy) conference in mid-March and needs to practice clearly communicating the results of the study in 15 minutes. She would greatly appreciate feedback regarding the clarity of her presentation given the short time frame.

Presentation #2:

Paul C. HarrisPresenter(s): Dr. Paul Harris

Topic: Promoting the Academic Engagement of Black Male Student-Athletes.

Abstract: The presenter will be discussing preliminary findings from a current study and plans for future research in this area. Any feedback on ways to conceptualize current preliminary findings along with future research ideas is welcome.

Friday February 15th, 2013, 2:00-3:00 PM EST

350 Old Ivy Way, Ste. 100

Presenter(s): Bong Gee Jang

Topic: Differences in Reading Amount, Attitude, and Achievement between US and Korean Adolescents.

Abstract: This study investigated structural differences in reading attitudes, reading amount, read reading achievement between U.S. and Korean students based on the Programme for International Student Assessment (PISA) data collected by the Organization for Economic Co-operation and Development (OECD) in 2009. The results from Structural Equation Modeling analysis indicated that reading attitude predicted reading achievement for both student groups. However, reading amount of print did not predict reading achievement for Korean adolescents. Also U.S. and Korean students show two different structural paths: (a) reading attitude-reading achievement and (b) reading amount of print-reading achievement, after constraining all other paths. Specific implications are discussed in the context of attitude theory and the unique educational circumstances of both countries.

Friday February 22nd, 2013, 2:00-3:00 PM EST

350 Old Ivy Way, Ste. 100

Sarah R. PowellPresenter(s): Sarah Powell

Topic: Interventions for Students with Mathematics Difficulties

Abstract: In this session, I will present data from two randomized-control trials investigating the efficacy of mathematics tutoring for second-grade students. In the first study, we had students work with different equation types, and in the second study, we had students work with different representations of numbers.

Friday March 1st, 2013, 2:00-3:00 PM EST

350 Old Ivy Way, Ste. 100

Erik RuzekPresenter(s): Erik Ruzek

Topic: Instructional Characteristics that Promote Autonomy in Middle and High School Classrooms.

Abstract: Results will be presented from analyses that use a teacher's score on the CLASS-Secondary dimension of Regard for Adolescent Perspectives to predict academic year changes in students' views of autonomy in their classroom. We hope to get feedback on the framing and analyses of the paper, suggestions for further analysis, and discuss potential venues for publishing this work.

Friday March 8th, 2013, 2:00-3:00 PM EST

350 Old Ivy Way, Ste. 100

H. Gozde ErturkPresenter(s): Gozde Erturk

Topic: General Overview of Early Childhood Education in Turkey and Discussion for Future Attempts to Improve Quality of Teacher Child Interactions

Abstract: General information will be given about the current status of early childhood education in Turkey, with a focus on teacher training programmes, early childhood education programmes, school types, Strengthening Preschool Education Project, and teacher-child interaction observation notes from 120 classrooms in Ankara. Discussions will be centered around teacher training courses, such as MyTeachingPartner, and focus on ways to adapt these programs in Turkey. What should be the starting point for Turkish teachers? How could MTP be adapted? What is most important during this adaptation process? What is needed (technically, financially, ın terms of man power, and etc)? Because early childhood is a developing issue in Turkey, my colleagues at Hacettepe University are also planning to present suggestions to the MoNE to improve teacher quality in preschools and extend teacher support throughout the country.

Friday, March 15th, 2013, NO MEETING due to Spring Break

Friday March 22nd, 2013, 2:00-3:00 PM EST

350 Old Ivy Way, Ste. 100

Presentation #1:

Michael J. KennedyPresenter(s): Dr. Michael Kennedy

Topic: Can We Increase Teacher Candidate Learning and Engagement When Learning with Evidence-Based Multimedia?

Abstract: There is a big move in higher education to increase the use of multimedia; however, a looming and unanswered question is to what extent are multimedia-based instructional pedagogies grounded in theory and empirical evidence?  In this session, a multimedia-based instructional tool called Content Acquisition Podcasts (CAPs) is offered as an example of a tool grounded in theory (cognitive theory of multimedia learning), and is supported by several experimental trials.  In a study currently underway across three universities, one group of teacher candidates was randomly assigned to learn about curriculum-based measurement (CBM) using CAPs, while another group read a practitioner-friendly article on the same topic.  Researchers measured performance using a pretest-posttest-maintenance test of knowledge and skill application.  In addition, students in both groups completed an engagement probe at prescribed times while either watching the CAP or reading the text.  Our research team is seeking input on methods for using the engagement data to help explain/predict student performance on the dependent variables.

Presentation #2:

Manuela Jiménez Herrera

Presenter(s): Manuela Jimenez

Topic: Teachers' emotional intelligence and their interactions with students

Abstract: I will be presenting a poster for SRCD on a study done assessing preservice teachers' emotional intelligence and its relation with their self-efficacy and their teacher/student interactions.

Friday March 29th, 2013, 2:00-3:00 PM EST

Bavaro Hall, Rm. 306, the CLIC (ON-GROUNDS)

Sonia Q. CabellPresenter(s): Sonia Cabell

Topic: Developing a Preschool Early Writing Curriculum

Abstract: The presenter will be discussing an idea for developing a supplemental curriculum for preschool. This curriculum will be designed to build children’s language and literacy skills through supporting early writing efforts in a variety of classroom contexts.

Friday April 5th, 2013, 2:00-3:00 PM EST

350 Old Ivy Way, Ste. 100

Jennifer LoCasale-CrouchPresenter(s): Jennifer LoCasale-Crouch

Topic: Transition to Kindergarten: What We Know and Some Thoughts about Where to Go Next

Abstract: In this presentation, I will talk about current work studying the children's experiences as they transition to kindergarten, and initial ideas about next steps in this research.

Friday April 12th, 2013, 2:00-3:00 PM EST

350 Old Ivy Way, Ste. 100

Presentation #1:

Claire CameronPresenter(s): Claire Cameron

Topic: The Child in Context: Self-Regulation, Executive Function, and Academic Achievement

Abstract: I am leading an invited talk at the Learning & the Brain conference which is geared towards educators and parents along with researchers of Executive Skills (the conference theme). I would like to present the basic organization of the talk and review the studies I'll be highlighting. Here is the talk abstract: "Self-regulation is commonly understood as an ability that a child is either blessed with or cursed without. In this talk I will show that self-regulation is instead a skill that depends largely on the context. The talk will reveal often unrecognized factors such as fine motor skills, relationships with adults, and classroom organization, which contribute to children’s successful self-regulation and academic performance."

Presentation #2:

Alison E. BaroodyPresenter(s): Alison Baroody

Topic: The Role of Fidelity in Fifth-Grade Student-Teacher Relationship Quality Within the Context of a Responsive Classroom Intervention.

Abstract: I will be presenting the talk at SRCD as part of the paper symposium: Closeness and Conflict in the Student-Teacher Relationship Across Primary Grades: Complex Processes and Outcomes.

Friday April 19th, 2013, NO MEETING due to SRCD conference

Friday April 26th, 2013, 1:00-2:00 PM EST <---NEW TIME

Bavaro Hall, Rm. 306, the CLIC (ON-GROUNDS)

Bridget K. HamrePresenter(s): Bridget Hamre

Topic: Online Course for Early Childhood Teachers: Early Findings on Engagement

Abstract: In this presentation Dr. Hamre will report on teachers' engagement in an online course for early childhood teachers. She will provide an overview of the course and document variation in participation as well as examine whether characteristics of teachers predicted engagement.

Friday May 3rd, 2013, 2:00-3:00 PM EST