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CASTL Work-in-Progress Meetings Spring 2014

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.

Next Meeting

Friday April 25th, 2014, 2:00-3:00 PM EST
Presenter: Jennifer LoCasale-Crouch
Topic: Looking In: Developing an Observation Protocol for Early Elementary Classrooms in Latin America Research
(See below for more information)


Spring 2014 Schedule

Friday January 17th, 2014, 2:00-3:00 PM EST
350 Old Ivy Way, Ste. 100

Eileen G. MerrittPresenter: Eileen Merritt

Topic: Understanding Differences in Students’ Environmental Science Performance and Attitudes in Canada, Mexico and the United States

Abstract: In this WIP, I will present my plan for an AERA research grant analyzing data from PISA 2006. The study seeks to understand factors that contribute to students’ sense of responsibility for sustainable development as well as their environmental science performance. I hope to get feedback on my research questions and analytic plan.

Friday January 24th, 2014, 2:00-3:00 PM EST
350 Old Ivy Way, Ste. 100

Micela Leis

Presenter: Micela Leis

Topic: Principal Actions that Build Teacher Trust: Comparative Case Studies

Abstract: In this study, a comparable-case selection method was used to select three schools had similar relevant characteristics: school and teacher demographics, school size, school type, and low teacher-reported levels of teacher-principal trust in August 2012. We then used an analytic induction approach within a comparative case study design to explore the dynamic nature of teacher-principal trust, and principal actions that are related to these changes. In this Works In Progress, I will describe our conceptual model and our findings on principal actions that influence relational trust. 

Friday January 31st, 2014, 2:00-3:00 PM EST
350 Old Ivy Way, Ste. 100

Presenter: Dr. Vivien M Chabalengula
Topic: Developing an Instructional Model for Integrating Engineering Design in K-12 Science Classrooms
Abstract: Recently, the NRC released the New Framework for K-12 Science Education which accentuates the integration of engineering design into K-12 science education (NRC, 2012). In response to this call, several programs have already developed engineering-based curricular materials for K-12 settings. However, teachers are currently facing several challenges to effectively implement these existing engineering-based materials for two major reasons: (a) the materials do not specifically address the science standards so that students are also prepared for standardized assessment tests as they engage in engineering design; and (b) teachers have little to no explicit exposure to engineering so much that they are unable to address how middle school science is connected to engineering design. Based on these teacher challenges, I am currently conducting a study on developing an instructional model for integrating engineering in k-12 science classrooms. So far, literature shows that there is no instructional model which can be used by teachers to design and teach science and engineering integrated lessons (Bamberger et al, 2013; Daugherty, 2012). In this WIP, I am seeking input on how I can come up with a valid “universal” instructional model which can explicitly help teachers plan for science lessons that integrate engineering design. In these initial stages, I am reviewing the existing K-12 science and engineering programs’ activities, delivery modes and assessments to: establish the extent to which they address the state standards; and determine the type/level of engineering integration in K-12 science

Friday February 7th, 2014, 2:00-3:00 PM EST
350 Old Ivy Way, Ste. 100

Presenter: Erik Ruzek

Topic: Dimensionality of the CLASS-Upper Elementary Observational Measure

Abstract: The CLASS observational measure is designed to tap 3 dimensions of teacher-student interaction, and prior research finds strong evidence for the existence of separate (but correlated) organizational, instructional, and social-emotional domains. More recent work suggests that, in pre-K classrooms, the CLASS may have a bifactor structure that taps into a general factor (i.e., cognitive facilitation) and two uncorrelated domain-specific factors (i.e., management and routines, and cognitive facilitation). In this WIP, we will present results from ongoing analysis on the factor structure (3-factor vs. bifactor) of the CLASS-Upper Elementary, which was designed for use in 4th through 6th grade classrooms. 


Friday February 21st, 2014, 2:00-3:00 PM EST
350 Old Ivy Way, Ste. 100

Presenter: Manuela Jiménez Herrera 

Topic: A Closer Look at Coaching: What Do Coaches and Teachers Do in the MyTeachingPartner Model?

Abstract: I'm going to practice my dissertation proposal defense dissertation. My dissertation follows the three-manuscript format and its overall goal is to examine coaches' and teachers' behavior in the implementation of MyTeachingPartner, a coaching intervention, and to assess whether these behaviors are related to positive outcomes at the end of the intervention.

Friday February 28th, 2014, 2:00-3:00 PM EST
Bavaro Hall, Rm. 306, the CLIC (ON-GROUNDS)

Jamie DeCoster

Presenter: Jamie DeCoster

Topic: Opportunistic Biases: A Review of Their Origins, Prevalence, Effects, and Solutions

Abstract: Researchers commonly explore their data in multiple ways before deciding which analyses they will include in the final versions of their papers. While this improves the chances of researchers finding publishable results, it introduces an “opportunistic bias,” such that the reported relations are stronger or otherwise more supportive of the researcher’s theories than they would be without the exploratory process. The magnitudes of opportunistic biases can often be stronger than those of the effects being investigated, leading to invalid conclusions and a lack of clarity in research results. Authors typically do not report their exploratory procedures, so opportunistic biases are very difficult to detect just by reading the final version of a research report. In this article, we explain how a number of accepted research practices can lead to opportunistic biases, discuss the prevalence of these practices in psychology, consider the different effects that opportunistic biases have on psychological science, and review the strategies that methodologists have proposed to prevent or correct for the effects of these biases. The recent prominence of articles discussing questionable research practices both in scientific journals and in the public media underscores the importance of understanding how opportunistic biases are created and how we might undo their effects.

Friday March 7th, 2014, 2:00-3:00 PM EST
350 Old Ivy Way, Ste. 100

Presenter: Amy Roberts

Topic: Exploring Teachers’ Responsiveness in the MyTeachingPartner Intervention

Abstract: Participant responsiveness has been consistently implicated as an important component for promoting intended intervention outcomes. The MyTeachingPartner (MTP) coaching intervention was previously shown to improve prekindergarten teachers’ classroom interactions; further, responsiveness to MTP was shown to mediate the relationship between teachers’ perceived intervention quality and their changes in teaching practice. To further understand how participation varied in MTP, we explored how teachers’ personal and environmental characteristics related to intervention responsiveness habits. I will present the results of our study and talk through how to best present these results at upcoming conferences. 

Friday March 14th, 2014, SPRING BREAK - NO MEETING 

Friday March 21st, 2014, 2:00-3:00 PM EST
350 Old Ivy Way, Ste. 100

Presenter: Catherine Sanger

Topic: Children’s Narratives regarding the Teacher-Child Relationship

Abstract: In this presentation, I will discuss children’s report of their teacher-child relationship collected during the Banking Time study, an intervention designed to improve the behavioral and emotional outcomes of preschool children who display disruptive behaviors. Children’s report of the teacher-child relationship was collected at the end of the year through drawings and narratives. I will present various examples of children’s narratives and discuss the questions I hope to answer. In addition, I will gather feedback on various options for coding and analyzing this data.

Friday March 28th, 2014, CANCELED - Ridley Lecture 

Friday April 4th, 2014, CANCELED - AERA Annual Conference

Friday April 11th, 2014, 2:00-3:00 PM EST
350 Old Ivy Way, Ste. 100

Veronica Katz

Presenter: Veronica Katz

Topic: DCPS NAEP TUDA performance before and after Rhee-form

Abstract: Washington D.C.'s former Mayor Adrian Fenty appointed Michelle Rhee as chancellor of D.C. Public Schools (DCPS) in 2007. Rhee's short tenure at DCPS was filled with controversy but left an indelible mark on DCPS, primarily through the introduction of IMPACT, a comprehensive teacher evaluation and compensation system. Since its introduction in 2009, the IMPACT evaluation system has led to the dismissal of over 400 teachers deemed ineffective while simultaneously offering significant financial rewards to more than 1000 "Highly Effective" teachers. Early evidence suggests IMPACT had pronounced effects on teacher retention and performance (Dee & Wyckoff, 2013), but little is known regarding the effect of IMPACT on student performance. To this end, I use district-level data from the National Assessment of Educational Progress Trial Urban District Assessment (NAEP TUDA) to compare test-based performance in DCPS before and after "Rhee-form" to that of 20 other large urban districts participating in the NAEP TUDA between 2003 and 2013. 

Friday April 18th, 2014, 2:00-3:00 PM EST
350 Old Ivy Way, Ste. 100

Presenter: Sadie Hasbrouck

Topic: The impact of language match on the student-teacher interactions and relationship

Abstract: Preliminary data will be explored evaluating the language match between preschool students and their teachers using data from NCRECE cohorts 2 and 3. Outcomes include inCLASS and STRS data. In addition, the proportion of students speaking Spanish in the classroom will be evaluated as a potential moderator.

Friday April 25th, 2014, 2:00-3:00 PM EST
350 Old Ivy Way, Ste. 100 (NOTE NEW LOCACTION)

Jennifer LoCasale-CrouchPresenter: Jennifer LoCasale-Crouch
Topic: Looking In: Developing an Observation Protocol for Early Elementary Classrooms in Latin America Research
Abstract: Research demonstrating the importance of early classroom experiences in children’s future success has led to wide scale investment in early education globally, particularly in developing countries. Recent but limited work in Latin America classrooms suggest that gains in children’s social and academic development are associated with the quality of classroom interactions but the general quality is quite low. In an effort to gain better insight into what is happening in children’s early school experiences in Latin America, more information is needed about the experience within the classroom. This presentation will explore initial thoughts and request feedback on the design of an observation protocol for early elementary classrooms in 3 Latin America countries.

Presenting at a future CASTL WIP meeting:

If you are interested, please contact Erik Ruzek at


Please contact


Previous CASTL WIP Meetings:
Fall 2013
Spring 2013


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