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Open access publications by faculty, postdocs, and graduate students in the School of Education.
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Item Growth across Grades and Common Item Grade Alignment in Vertical Scaling Using the Rasch Model(Educational Measurement: Issues and Practice, 2024-11-25) Student, Sanford R.; Briggs, Derek C.; Davis, LaurieVertical scales are frequently developed using common item nonequivalent group linking. In this design, one can use upper-grade, lower-grade, or mixed-grade common items to estimate the linking constants that underlie the absolute measurement of growth. Using the Rasch model and a dataset from Curriculum Associates’ i-Ready Diagnostic in math in grades 3–7, we demonstrate how grade-to-grade mean differences in mathematics proficiency appear much larger when upper-grade linking items are used instead of lower-grade items, with linkings based on a mixture of items falling in between. We then consider salient properties of the three calibrated scales including invariance of the different sets of common items to student grade and item difficulty reversals. These exploratory analyses suggest that upper-grade common items in vertical scaling are more subject to threats to score comparability across grades, even though these items also tend to imply the most growth.Item Purpose in life moderates the relationship between perceived discrimination and cognitive functioning in midlife and older adults(Aging & Mental Health, 2024-12-05) Farmer, Heather R.; Eze, Jesse; Ambroise, Alexis Z.; Thomas Tobin, Courtney S.; Wroten, Elizabeth; Goldman, Hava; Stokes, Jeffrey E.Objectives Discrimination is associated with worse cognitive outcomes, but research is urgently needed to identify modifiable psychosocial resources that may buffer the impact of discrimination on cognition. Purpose in life is one such resource associated with positive health outcomes. However, it is unclear whether purpose in life may buffer the relationship between discrimination and cognition among older adults. Method We drew a sample of 22,369 adults aged 51 and older in the 2006 to 2020 waves of the nationally-representative Health and Retirement Study (HRS). Multilevel mixed models assessed whether (1) measures of everyday discrimination and purpose in life and (2) a purpose in life x discrimination interaction term were associated with cognition. Results Discrimination was associated with poorer cognitive functioning, both on its own and when controlling for purpose in life. Likewise, purpose in life was significantly associated with better cognitive functioning, with and without controlling for discrimination. Results also indicated that purpose in life significantly moderated the association between discrimination and cognitive functioning (b = 0.05, p = 0.01). Conclusion Findings underscore the importance of psychosocial resources that may serve as stress-buffering mechanisms and protect older adults’ cognitive health. Future research is needed to clarify the biobehavioral mechanisms that may underlie this association.Item Deriving Models of Change with Interpretable Parameters: Linear Estimation with Nonlinear Inference(Psychometrika, 2025-01-03) McCormick, Ethan M.In modeling change over time, developmental theories often emphasize meaningful quantities like peaks, inflections, timing, and tempo. However, longitudinal analyses typically rely on simple polynomial models that estimate powered terms of time in a linear, additive form which are disconnected from these meaningful quantities. While these linear parameterizations are computationally efficient and produce stable results, the quantities estimated in these models are difficult to directly connect to theoretical hypotheses. To address this disconnect between estimation and theory development, I propose several approaches for linear estimation with nonlinear inference (LENI), a framework that transforms results from stable, easily-estimated linear models into nonlinear estimates which align with theoretical quantities of interest through a set of principled transformation functions. I first outline derivations for the interpretable nonlinear parameters, and transform the results of the corresponding linear model—including fixed and random effects as well as conditional covariates effects —into the results we would have obtained by fitting a nonlinear version of the model. I conclude by summarizing a linearized structural equation model approach which can flexibly accommodate any known nonlinear target function within a linearly-estimable framework. I conclude with recommendations for applied researchers and directions for fruitful future work in this area.Item Why do students choose the option of the Open Syllabus in a conventional university?(Dialogic Pedagogy, 2025-01-14) Matusov, EugeneThe purpose of the presented mixed qualitative-quantitative research is to examine college students’ diverse reasons for choosing the Open Syllabus, which allows students in a conventional university to define their goals for education, curriculum, instruction, assessment, ways of learning, and so on—what traditionally constitutes “Self-Directed Education.” Most of those students articulated their interest in self-education, which consists of self-directed and responsive education.Item Civil Disobedience in Democratic Education(Integrative Psychological and Behavioral Science, 2025-01-15) Matusov, EugeneThe study’s goal was to examine the tension between democratic school governance, requiring its participants to obey school rules, even though they might disagree with those rules, and personal responsibility, requiring the participants to act morally, in accordance with their conscience and their sense of what is right and makes sense for them, regardless of the democratic nature of the imposed school rules. This examination was based on three sources: 1) three Open Symposia with American and Russian democratic educationalists, 2) my review of the existing literature on civil disobedience and democratic education, and 3) my empirical study based on the interviews of participants of an American private democratic school, known as The Circle School, regarding their instances of civil disobedience. The three Open Symposia allowed me to develop a working definition of civil disobedience as a particular principled disobedience. One important finding arising from these Open Symposia was that neither democratic educator could come up with an example of civil disobedience in democratic schools. My literature analysis revealed four types of civil disobedience: instrumental, existential, safeguarding, and expedient. The participants of my interviews in a democratic school – current teenage students, staff, and alumni – reported many instances of diverse types of civil disobedience, but primarily existential. Despite a lack of discussions of civil disobedience in the school, I discovered that the democratic school apparently promotes civil disobedience as its unintended curriculum by promoting and supporting students’ authorial agency, aiming at the students deciding what is good for them, and opposing educational paternalism.Item It’s Not Quite Linear for All: Examining Changes in Mathematics Expectancies and Values across Two Years in Elementary School(The Elementary School Journal, 2024-11-18) Karamarkovich, Sarah; Lee, Hye Rin; Rutherford, TeomaraMotivation is known to fluctuate, often declining, over time. Research on how motivation changes across school years is ubiquitous, yet little research examines changes in motivation within one school year. In this study, we model how third- through fifth-grade students’ mathematics motivation (i.e., expectancies and values) changes over two years using six time points (beginning, middle, and end of school years). We compared a model forcing a linear trend to an unstructured model allowing for trends in motivation to take any shape. On average, mathematics expectancy and value both decreased linearly over the two years; however, the unstructured model for expectancy displayed better fit and showed more variation, with motivation often peaking at the beginning of the school year and dipping lowest in the middle. This mid-year dip offers insights into contextual forces that may influence student motivation and provides information that can be used in structuring motivation-supporting interventions.Item Investigating Student Noticing of Quantitative Reasoning in Introductory Biology Labs(CBE-Life Sciences Education, 2025-01-15) Hsu, Jeremy L.; Gartland, Sara; Prate, Joelle; Hohensee, CharlesQuantitative reasoning (QR) is a key skill for undergraduate biology education. Despite this, many students struggle with QR. Here, we use the theoretical framework of student noticing to investigate why some students struggle with QR in introductory biology labs. Under this framework, what students notice when given new information and data influences how they process this information and connect it with other events to form new conceptions. Students must mentally isolate given features, create mental records of those features, and identify features or objects that they connect to existing knowledge. Identifying these features or objects is thus critical since they form the foundation upon which learning takes place. We conducted observations of groups in introductory biology labs involving QR, which informed follow-up interviews to examine what students notice, the level/relevance of their noticing, and factors that shape student noticing. We find that some students are noticing more perceptual features, often focusing on less relevant trends and features, with others noticing deeper, more relevant patterns that facilitate conceptual sensemaking. In addition, we find multiple factors, including students’ expectations and their attitude toward QR and biology, that shape student noticing. We conclude with implications for instructors and the biology education research community.Item Editorial: Networks and knowledge brokering: advancing foundations, inviting complexity(Frontiers in Education, 2025-01-27) MacGregor, Stephen; Rodway, Joelle; Farley-Ripple, ElizabethFraming the Research Topic As educational ecosystems become increasingly complex and diverse, understanding how knowledge brokerage and relational networks interact can offer pathways for strengthening connections among research, policy, and practice. Knowledge brokers have garnered attention for their capacity to navigate evidence and adapt it for various audiences, while relational networks—spanning professional communities, partnerships, and organizational structures—provide channels through which knowledge flows and evolves. Yet, much of the current literature examines these phenomena independently, and we lack integrated perspectives that clarify how they co-influence policy decision-making, on-the-ground educational change, and system-wide learning. This Research Topic aims to bridge this gap by examining how knowledge brokers operate within relational networks to cultivate evidence-informed policy and practice in education. Its dual objectives are to advance theoretical and empirical understandings of these intertwined processes and to translate these insights into concrete, actionable guidance for policymakers, educational leaders and practitioners, and researchers.Item A Holistic Examination of How Professional Learning and Curriculum Relate to Ambitious and Culturally Relevant Instruction and Student Engagement(AERA Open, 2025-01-06) Desimone, Laura M.; Bell, Nick; Lentz, Arielle; Hill, Kirsten L.To shape professional learning (PL) and curriculum interventions for successfully transforming instruction, we need to better understand how multiple aspects of the system work. Applying structural equation modeling with a sample of 437 teachers in 153 middle and high schools in 11 districts serving 50% or more Black or Latinx students, we found that teachers are significantly more likely to use ambitious and culturally responsive (CR) instruction in the classroom and that student engagement increases when PL and curriculum adoption are (1) targeted toward ambitious and CR instruction, (2) provide clear, specific directions to teachers, (3) are aligned with each other, (4) are supported by teachers, and (5) are accompanied by incentives. PL worked through fostering stronger beliefs in and confidence using CR instruction. The curriculum and PL had both independent and interactive effects on bolstering the use of ambitious and CR instruction.Item Supporting Metacognition in Writing Strategy Instruction: Effective Learning Strategies for the First-Year Student and Beyond(Journal of the National Organization for Student Success, 2024) Blake, Michelle F.; Cottle, Kate; Gallagher, Caitlin; MacArthur, Charles A.To meet the challenges of college, students need to develop not only knowledge and academic strategies but also strategies for self-regulated learning. For the past decade, the Supporting Strategic Writers (SSW) project has developed and evaluated instructional approaches that include strategies for critical reading and writing integrated with metacognitive strategies for learning. Two years of design research (MacArthur & Philippakos, 2012) and three experimental studies in developmental courses (MacArthur et al., 2015; 2022; 2023) have found large effects on the quality of writing and positive effects on motivational factors like self-efficacy and affect. The authors explain how they have adapted the learning, reading, and writing strategies for use across the curriculum, including first-year experience courses, summer bridge programs, ESL, and upper-level courses.Item Youth Soccer Heading Exposure and Its Effects on Clinical Outcome Measures(Sports, 2024-12-10) Wahlquist, Victoria E.; Buckley, Thomas A.; Caccese, Jaclyn B.; Glutting, Joseph J.; Royer, Todd D.; Kaminski, Thomas W.Purposeful heading, in which players may use their heads to advance the ball in play, is a unique part of soccer. Clinical outcome measures used to aid in the diagnosis of a concussion have long been a cornerstone of the contemporary measurements associated with the short- and long-term effects of monitoring repetitive head impacts (RHI) and soccer heading exposure. The effects of RHI in the youth population are still unknown, therefore, the purpose of this study was to examine if heading exposure is predictive of changes in self-reported symptoms, neurocognitive functioning, gait, and balance in female youth soccer players over the course of one soccer season. Small improvements in neurocognitive functioning and gait and slight deficits in balance were observed from pre- to post-season. All changes were not clinically relevant and likely due to a practice effect. The low heading exposure in our cohort of youth soccer players was likely not enough to elicit any changes in clinical measures. In general, our clinical outcomes did not change after a season of soccer play and change scores were not predicted by heading exposure.Item A Latent Dirichlet Allocation approach to understanding students’ perceptions of Automated Writing Evaluation(Computers and Education Open, 2024-05-24) Wilson, Joshua; Zhang, Saimou; Palermo, Corey; Cordero, Tania Cruz; Zhang, Fan; Myers, Matthew C.; Potter, Andrew; Eacker, Halley; Coles, JessicaAutomated writing evaluation (AWE) has shown promise in enhancing students’ writing outcomes. However, further research is needed to understand how AWE is perceived by middle school students in the United States, as they have received less attention in this field. This study investigated U.S. middle school students’ perceptions of the MI Write AWE system. Students reported their perceptions of MI Write's usefulness using Likert-scale items and an open-ended survey question. We used Latent Dirichlet Allocation (LDA) to identify latent topics in students’ comments, followed by qualitative analysis to interpret the themes related to those topics. We then examined whether these themes differed among students who agreed or disagreed that MI Write was a useful learning tool. The LDA analysis revealed four latent topics: (1) students desire more in-depth feedback, (2) students desire an enhanced user experience, (3) students value MI Write as a learning tool but desire greater personalization, and (4) students desire increased fairness in automated scoring. The distribution of these topics varied based on students’ ratings of MI Write's usefulness, with Topic 1 more prevalent among students who generally did not find MI Write useful and Topic 3 more prominent among those who found MI Write useful. Our findings contribute to the enhancement and implementation of AWE systems, guide future AWE technology development, and highlight the efficacy of LDA in uncovering latent topics and patterns within textual data to explore students’ perspectives of AWE.Item Middle school teachers’ implementation and perceptions of automated writing evaluation(Computers and Education Open, 2024-10-24) Wilson, Joshua; Delgado, Amanda; Palermo, Corey; Cordero, Tania M. Cruz; Myers, Matthew C.; Eacker, Halley; Potter, Andrew; Coles, Jessica; Zhang, SaimouDespite research supporting the efficacy of Automated Writing Evaluation (AWE) in improving writing outcomes, inconsistent implementation by teachers raises concerns about the efficacy of these systems in practice. However, little is known about what factors influence teachers’ implementation and perceptions of AWE. This study examined the relationship between teachers’ implementation and perceptions of the MI Write AWE system, seeking to identify actionable factors that could enhance AWE implementation and acceptance in the future. A mixed-methods design was utilized, combining quantitative analysis of usage logs and survey data with qualitative insights from focus groups and interviews with 19 teachers who participated in a randomized controlled trial (RCT) testing the efficacy of MI Write on students’ writing outcomes. Quantitative data were subjected to descriptive and non-parametric statistical analyses, while qualitative data underwent a deductive coding process, offering an integrated view of MI Write's use and educators’ perceptions. Teachers implemented MI Write variably and not to the extent expected of them within the RCT, but they did report generally positive attitudes towards MI Write. Findings indicated that positive perceptions of system usability and usefulness may be insufficient to promote effective implementation. Instead, ecological factors such as curricular alignment and the challenge of incorporating AWE into existing workload, administrative support, and broader social and educational policy appeared as factors influencing implementation. Findings emphasize that teachers’ implementation and perceptions of AWE are dependent on a range of contextual elements beyond mere system functionality, suggesting that successful adoption requires addressing broader ecological considerations.Item Recommendations for Integrating Automated Writing Evaluation with Evidence-Based Instructional Practice(International Journal of Changes in Education, 2024-11-18) Wilson, Joshua; Cordero, Tania Cruz; Potter, Andrew; Myers, Matthew; MacArthur, Charles A.; Beard, Gaysha; Fudge, Emily A.; Raiche, Alexandria Raiche; Ahrendt, CristinaAutomated writing evaluation systems are formative assessment systems that provide immediate, automated feedback on L1, L2, and EFL students' writing in the form of writing-quality scores and suggestions for revising. As such, these systems have the potential for alleviating some of the persistent barriers teachers face to implementing evidence-based writing instruction practices. However, simply adopting this technology without careful attention to how it is implemented will not guarantee instructional benefits. In this article we draw on prior research to make recommendations to effectively integrate automated writing evaluation alongside evidence-based writing instruction practices to improve writing instruction and intervention, leveraging the affordances of this technology while addressing its limitations. Specifically, we discuss how researchers, interventionists, and educators using automated writing evaluation should develop students' knowledge of underlying evaluation criteria; teach strategies for planning, drafting, and revising; supplement automated feedback with effective teacher-provided feedback; and enact goal setting and progress monitoring.Item Rough Draft Math as an Evolving Practice: Incremental Changes in Mathematics Teachers’ Thinking and Instruction(Education Sciences, 2024-11-19) Jansen, Amanda; Botello, Megan; Silla, Elena M.This paper presents exploratory findings suggesting that mathematics teachers can implement Rough Draft Math (RDM) by making small, incremental changes that align with their current practices and local contexts, including curriculum materials, with minimal support. Following a conference presentation and/or reading a book about pedagogy, teachers reported shifts in their thinking that facilitated their interest in enacting RDM and small changes they made to their teaching. The flexibility of RDM, as a general concept rather than a set of prescribed practices, allowed teachers to incorporate RDM to meet their own teaching goals. We propose that this adaptability enables teachers to incorporate RDM into their classrooms incrementally, reflecting their existing objectives for their students.Item Affordances of Media as Learning and Play: Children’s and Mothers’ Conceptions(International Journal of Early Childhood, 2024-09-12) Dore, Rebecca A.; Preston, Marcia S.; Golinkoff, Roberta Michnick; Hirsh-Pasek , KathyEducational and playful forms of media are both pervasive in children’s media landscape. Children tend to see play and learning as distinct, whereas parents tend to recognize the overlap between these categories; however, little research investigates children’s and parents’ conceptions of media as learning or play. Children (N = 80, five- and seven-year-olds) and mothers (N = 40) were shown black-and-white line drawings representing a child engaging in both media and non-media activities and asked to categorize each image as learning/not learning and as play/not play. Both mothers and children were less likely to see media as learning than non-media activities. However, children were less likely than mothers to differentiate between media and non-media activities in their conceptions of play. Both mothers and children were less likely to conceive of media activities than non-media activities as both learning and play, but this effect was stronger for mothers. These results suggest that mothers may see media more negatively and/or instrumentally, whereas children may see media as one of many options for playtime, indicating that parents should be encouraged to see media in a playful light, alongside other non-digital options for childhood play. Résumé Les formes éducatives et ludiques de médias sont toutes deux omniprésentes dans le paysage médiatique des enfants. Les enfants ont tendance à considérer le jeu et l’apprentissage comme des notions distinctes, tandis que les parents ont tendance à reconnaître le chevauchement entre ces catégories. Cependant, peu de recherches examinent les conceptions des enfants et des parents des médias en tant qu’apprentissage ou jeu. Des enfants (N = 80, âgés de cinq et sept ans) et des mères (N = 40) ont vu des dessins au trait noir et blanc représentant un enfant participant à des activités médiatiques et non médiatiques et ont été invités à classer chaque image comme apprentissage/non-apprentissage et comme jeu/non-jeu. Les mères et les enfants étaient moins susceptibles de considérer les médias comme des activités d'apprentissage que les activités non médiatiques. Cependant, les enfants étaient moins susceptibles que les mères de faire la différence entre les activités médiatiques et non médiatiques dans leurs conceptions du jeu. Les mères et les enfants étaient moins susceptibles de concevoir les activités médiatiques que les activités non médiatiques à la fois comme un apprentissage et un jeu, mais cet effet était plus fort pour les mères. Ces résultats suggèrent que les mères peuvent voir les médias de manière plus négative et/ou instrumentale, tandis que les enfants peuvent voir les médias comme l'une des nombreuses options de jeu, ce qui indique que les parents devraient être encouragés à voir les médias sous un angle ludique, aux côtés d'autres options non numériques pour le jeu des enfants. Resumen Tanto los medios educativos como los lúdicos están muy extendidos en el panorama mediático infantil. Los niños tienden a ver el juego y el aprendizaje como algo distinto, mientras que los padres tienden a reconocer la superposición entre estas categorías; sin embargo, hay pocas investigaciones que investiguen las concepciones de los niños y los padres sobre los medios como aprendizaje o juego. Se mostraron a niños (N = 80, de cinco y siete años) y madres (N = 40) dibujos en blanco y negro que representaban a un niño participando en actividades mediáticas y no mediáticas y se les pidió que categorizaran cada imagen como aprendizaje/no aprendizaje y como juego/no juego. Tanto las madres como los niños tenían menos probabilidades de ver los medios como aprendizaje que las actividades no mediáticas. Sin embargo, los niños tenían menos probabilidades que las madres de diferenciar entre actividades mediáticas y no mediáticas en sus concepciones del juego. Tanto las madres como los niños tenían menos probabilidades de concebir las actividades mediáticas que las no mediáticas como aprendizaje y juego, pero este efecto fue más fuerte para las madres. Estos resultados sugieren que las madres pueden ver los medios de comunicación de forma más negativa y/o instrumental, mientras que los niños pueden verlos como una de las muchas opciones para el tiempo de juego, lo que indica que se debe alentar a los padres a ver los medios desde una perspectiva lúdica, junto con otras opciones no digitales para el juego infantil.Item Exploring the Integration of Social-Emotional Learning in EFL Pre-Service Teacher Preparation in Morocco: A Mixed-Method Study(ANGLICA. An International Journal of English Studies, 2024-09-20) Elmeski, Mohammed; Bentahar, AdilMorocco’s educational policy documents underscore social-emotional competence as an important learning outcome. This study examines how the prominence of SEL in Morocco’s educational reform policy is reflected in the pre-service preparation of EFL teachers. The researchers have conducted a mixed-methods study that examines SEL integration in pre-service teacher preparation programs, and the extent to which student teachers report evidence of social-emotional learning associated with their pre-service preparation programs. Findings indicate that while two thirds of EFL student teachers reported that their pre-service preparation programs incorporate SEL skills aligned with the CASEL framework, responding to stress, managing anxiety and emotions, and collaboration stood out as areas requiring further strengthening in EFL teacher education programs in Morocco.Item What Does Research Say About the Science of Reading for K-5 Multilingual Learners? A Systematic Review of Systematic Reviews(Educational Psychology Review, 2024-09-12) Kittle, Jonathan M.; Amendum, Steven J.; Budde, Christina M.The science of reading (SOR) refers to the sum of what we know about how people learn to read based on empirical studies across multiple disciplines. The purpose of this review was to identify research evidence to inform the SOR for multilingual learners (MLs). We reviewed 30 systematic reviews related to reading and reading instruction for MLs conducted primarily in K-5 U.S. classrooms. Results identified four broad clusters of components related to English reading comprehension as well as instructional practices and programs effective in addressing each component. Clusters included oral language, phonological awareness, decoding and oral reading fluency, and reading comprehension. Notably, oral language and reading skills in both MLs’ first language and in English were essential components of the SOR for MLs. Implications for theory and research as well as policy, curriculum, and instruction are provided.Item Salience and feasibility of enacting rough draft math: Teachers’ voices about productive and powerful variations(Journal of Mathematics Teacher Education, 2024-08-17) Jansen, Amanda; Silla, Elena M.; Collier, Crystal L.Rough draft math [RDM] (Jansen, 2020a) occurs when a teacher invites students to share their in-progress thinking and provides opportunities for students to revise their thinking. RDM could be viewed as an approach to ambitious teaching because it is a practice when teachers elicit and respond to students’ thinking to support their learning, which is productive, and their positive identity development, which is powerful. The purpose of this study was to identify salient and feasible enactments of rough draft math, as described by teachers after they have learned about RDM through a book study and/or professional development. We interviewed 32 teachers in eight states in the USA, and we identified variations among the two most feasible and salient enactments of RDM: (1) inviting students to revise and (2) purposeful task selection and implementation. Variations in revising enactments included providing students with structured or unstructured revision opportunities and different ways teachers incorporated revising into their assessment practices (either test corrections or student self-assessment). Variations in task selection included modifying curricular tasks or using instructional routines intentionally. Variations in task implementation included implementing tasks to reinforce content or develop new understandings. We developed conjectures about the ways in which these variations could provide powerful or productive opportunities for students.Item Pilot Evaluation of the POWER Program: Positive Outcomes with Emotion Regulation(School Mental Health, 2024-03) Zakszeski, Brittany; Cain, Michelle; Eklund, Katie; Heurich, Lissy; Friedman, Reagan; Ward, Ashleigh; Zhou, JingwenThe Positive Outcomes With Emotion Regulation (POWER) Program is a transdiagnostic intervention for adolescents at risk of developing emotional disorders. The POWER Program was designed to be implemented in secondary schools, by school personnel with or without specialized mental health training, as a Tier 2 intervention. In this pilot study, the POWER Program was implemented by school psychologists and school psychologists-in-training and evaluated across four focal student participants using a multiple-baseline-across-participants single-case design. Program efficacy was assessed using systematic direct classroom observations of student negative affect and social engagement as well as student and caregiver ratings of emotional and behavioral symptoms. Program usability was assessed through rating scales completed by intervention facilitators and student participants. Overall, results provide evidence of the POWER Program’s small- to large-sized effects on students’ emotional and behavioral functioning as observed in the classroom and self-reported by students. In addition, results suggest implementation facilitators’ and students’ positive impressions of the program, evident in ratings of high understanding, feasibility, and acceptability across groups. Study limitations are highlighted with attention to opportunities to further refine and evaluate the POWER Program.