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Former Lecturers

See all Curry Lectures available online

 

Fall 2015

Jane Waldfogel
Doug Harris (video available)
Peter Youngs (video available)

Spring 2015

Candice L. Odgers (video available)
Amanda R. Williford (video available)
Maureen R. Weiss (video available)
Kevin F. Miller (video available)
Adam Gamoran (video available)
Sandra Graham (video available)

Fall 2014

Catherine Bradshaw (video available)
Susanna Loeb (video available)
Jeff Henig (video available)

Spring 2014

Edward P. Mulvey (video available)
Brian A. Nosek (video available)
Laura L. Justice (video available)
James P. Spillane (video available)

Fall 2013

Elizabeth Stuart
Stephen Raudenbush
Bridget Terry Long (video available)
David Figlio

Spring 2013

Pamela Morris
Gregory Walton
Charles Hillman
Celene Domitrovich
Charles Smith
Vivian Tseng

Fall 2012

Howard Bloom
David Lancy
Jens Ludwig
William Perez
Cybele Raver

Spring 2012

Don Deshler & Lynn Fuchs
Niobe Way
Doug Downey
Catherine Riegle-Crumb
Robert McMahon

Fall 2011

Howard Stevenson
Hiro Yoshikawa
Rebecca Maynard
Greg Duncan

Spring 2011

Chris Hulleman
Jessaca Spybrook
Richard Lerner

Fall 2010

Sean Reardon
Sue Dynarski
Jonah Rockoff
Mark Greenberg

Curry Education Research Lectureship Series

All lectures are FREE and open to the public. No registration is required.
Bagels and coffee will be available.
Parking is available at the Central Grounds Parking Garage.

For recommended readings or other questions about the series, please contact CurryVEST@virginia.edu

Unless noted, lectures are sponsored by the Virginia Education Sciences Training (VEST) Program, supported by the U.S. Department of Education Institute of Education Sciences (IES), and the Curry School of Education Dean’s Office.

 

Spring 2016

Elise CappellaNatural Opportunities for Academic Learning and Mental Health in Urban Schools: Evidence from Intervention Trials

Elise Cappella, Associate Professor of Applied Psychology, New York University
Friday February 26th 2016, 11:00-12:30 PM  
Holloway Hall (Rm 116), Bavaro Hall
Keynote for the Curry Research Conference (CRC).
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Elise Cappella is an Associate Professor of Applied Psychology at NYU’s Steinhardt School of Culture, Education, and Human Development, and Interim Deputy Director of NYU’s Institute of Human Development and Social Change. She is co-PI of NYU’s Institute of Education Sciences (IES) Predoctoral Interdisciplinary Research Training Fellowship (PIRT) dedicated to training the next generation of education scientists. Dr. Cappella’s work focuses on understanding and promoting mental health and academic achievement among children in urban low-income schools. She studies teaching practices, peer relationships, and school contexts that influence child and youth development, with a focus on students with disruptive behavior problems. Dr. Cappella’s research has been recognized in grants from the National Institute of Mental Health, Spencer Foundation, Institute of Education Sciences, and Foundation for Child Development. The ultimate goal of Dr. Cappella’s work is to strengthen education science and enable more schools to fulfill their mission to enhance development for all students.

Abstract: In schools, too often mental health goals are not well aligned with academic learning goals. This paper describes two innovative models designed to strengthen contexts of academic learning and mental health for students with and without behavioral difficulties. Links to Learning and BRIDGE were developed via community-university-school partnerships and delivered by existing school mental health professionals in urban elementary schools. Intent-to-treat analysis within two randomized trials revealed short-term effects on observed teaching practices and student academic and psychosocial outcomes. Secondary analysis focused on classroom peer contexts demonstrated the need to better understand and target peer social networks and academic norms. Efforts to extend these models to include peer contexts as intervention targets and embed these approaches into broader education and mental health systems will be discussed.

 


Profile ImageWhat Should Teachers Know About the Basic Science of Psychology?

Dan Willingham, Professor, Department of Psychology, University of Virginia
Friday March 4th 2016, 11:00-12:30 PM  
Holloway Hall (Rm 116), Bavaro Hall
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Daniel Willingham earned his B.A. from Duke University in 1983 and his Ph.D. in Cognitive Psychology from Harvard University in 1990. He is currently Professor of Psychology at the University of Virginia, where he has taught since 1992. Until about 2000, his research focused solely on the brain basis of learning and memory. Today, all of his research concerns the application of cognitive psychology to K-16 education. He writes the “Ask the Cognitive Scientist” column for American Educator magazine, and is the author of Why Don't Students Like School?, When Can You Trust the Experts?, and Raising Kids Who Read.

 


Heather C. Hill Randomized Trial Meets the Real World: Exploring and Explaining Null Results in Recent Federally-Funded RCTs

Heather Hill, Professor, Harvard University
Friday March 25th 2016, 11:00-12:30 PM  
Holloway Hall (Rm 116), Bavaro Hall
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Heather C. Hill is the Jerome T. Murphy Professor of Education at the Harvard Graduate School of Education. Her primary work focuses on teacher and teaching quality and the effects of policies aimed at improving both. She is also known for developing instruments for measuring teachers’ mathematical knowledge for teaching (MKT) and the mathematical quality of instruction (MQI) within classrooms. She was co-director of the National Center for Teacher Effectiveness and also principal investigator of a five-year study examining the effects of Marilyn Burns Math Solutions professional development on teaching and learning. Her other interests include research use within the public sector and the role that language plays in the implementation of public policy. She has served on the editorial boards of Journal of Research in Mathematics Education and the American Educational Research Journal.  She is the coauthor, with David K. Cohen, of Learning policy: When state education reform works (Yale Press, 2001).

Abstract: Since 2002, IES has invested heavily in rigorous trials of programs designed to improve educational outcomes for children. Over a decade later, the Coalition for Evidence-Based Policy (CEBP) announced that of 77 methodologically strong IES-commissioned (contract) studies, only 7 – or 9% – had a significant positive impact. This presentation explores these surprising findings in two ways. First, it examines the prevalence of null effects in IES’ competitive grant programs, seeking to replicate or revise the findings from the CEBP study. Second, we describe and analyze treatment fidelity among these studies, examining the extent to which problems with implementation, often cited as a barrier to program success, explain null results. Following the example of Rimm-Kaufman, Wanless and colleagues (2013; 2014), we argue for building study capacity to investigate reasons for implementation failure.

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