Presentation Guide - Boston University · Presentation Guide: An overview of presentations by...

Boston University School of Education 1

AERA 2013San Francisco, California, United States

April 27 - May 1, 2013

Presentation Guide:An overview of presentations by Boston University School of Education faculty, staff, students, and colleagues from Boston University

AMERICAN EDUCATIONAL RESEARCH ASSOCIATION

Image Courtesy of Octagon


2013 AERA Presenters of Boston University...................................2

Saturday, April 27th, 2013 Events..................................................3

Sunday, April 28th, 2013 Events....................................................6

Tuesday, April 30th, 2013 Events.................................................13

Wednesday, May 1st, 2013 Events..............................................23

Table of Contents

Hardin Coleman, Dean of Boston University School of Education, invites you to the “SED in San Francisco” event during the 2013 AERA Conference.

Date: Sunday, April 28, 2013Time: 7:00 to 8:30 pmHotel: Westin St. Francis Address: Union Square | 335 Powell Street | San Francisco, CA 94102Room: Hampton Room (2nd Floor)

Please feel free to extend an invitation to any of your colleagues and other BU affiliates who will be attending the AERA Conference.

And Don’t Forget...

“SED in San Francisco”


• Zarka A. Ali, School of Education, Post-Graduate Student

• Rachel Benedict, School of Education, Graduate Student

• Hardin L.K. Coleman, School of Education, Dean

• Susan Wharton Conkling, College of Fine Arts, Professor

• Kathleen H. Corriveau, School of Education, Assistant Professor

• Leslie Dietiker, School of Education, Assistant Professor

• Christina L. Dobbs, School of Education, Instructor

• Julie Dwyer, School of Education, Assistant Professor

• Ziv Feldman, School of Education, Clinical Assistant Professor

• Sarah Fish, School of Education, Post-Graduate Student

• Susan Fields, School of Education, Post-Graduate Student

• Bruce Fraser, School of Education, Professor

• Jennifer Greif-Green, School of Education, Assistant Professor

• Evangeline D. Harris Stefanakis, School of Education, Associate Professor

• Jonathan Henner, School of Education, Post-Graduate Student

• Robert J. Hoffmeister, School of Education, Associate Professor

• Melissa K. Holt, School of Education, Assistant Professor

• Kimberly A.S. Howard, School of Education, Associate Professor

• Laura M. Jimenez, School of Education, Lecturer

• Evan Stuart Kent, College of Fine Arts, Post-Graduate Student

• Ronald P. Kos, College of Fine Arts, Assistant Professor

• Bernard J. Luger, School of Education, Post-Graduate Student

• Christopher C. Martell, School of Education, Framingham Public Schools, Lecturer

• Sarah Novick, School of Education, Post-Graduate Student

• Rama Novogrodsky, School of Education, Lecturer

• Catherine O’Connor, School of Education, Professor

• Gerald Reid, School of Education, Post-Graduate Student

• Abby Ridley-Kerr, College of Arts & Sciences, Undergraduate Student

• Scott Clifford Seider, School of Education, Assistant Professor

• Mary H. Shann, School of Education, Professor

• Sherri Robyn Sklarwitz, School of Education, Post-Graduate Student

• V. Scott H. Solberg, School of Education, Associate Dean of Research

• Kristin Wheeler, School of Education, Post-Graduate Student

• William Carl Zahner, School of Education, Assistant Professor

2013 AERA Presenters of Boston University


Saturday, April 27, 2013

Identifying Cross-Disciplinary Academic Language Skills Throughout the Middle School Years

When: 12:00pm - 1:30pm Building/Room: Sir Francis Drake, Second Level - EmpireIn Session: Defining Cross-Discipline Academic Language and Exploring Its Effect on Academic Literacy Across Contexts and Grades

Presenters/Authors• Paola Uccelli (Harvard University)• Christopher Daniel Barr (University of Houston)• Christina L. Dobbs (Boston University)• Emily Phillips Galloway (Harvard Graduate School of Education)• Alejandra Meneses (Pontificia Universidad Catolica de Chile)• Emilio Sanchez (Universidad de Salamanca)

AbstractThe field of educational linguistics has long known of the relevance of academic language proficiency, yet this construct has remained only vaguely specified. This study explored individual students’ skills involved in general AL proficiency (gAL), i.e., knowledge and effective deployment of language forms and functions that co-occur with learning related tasks across content areas, their interrelationships and their potential to predict academic literacy achievement. For more than thirty years, we have been aware of the distinction between colloquial language vs. more academic language (Cummins, 1991). Colloquial language is typically found in face-to-face conversations about here-and-now topics often supported by the physical context through intonation and gestures. AL, in contrast, is used for teaching and learning new information, exchanging abstract ideas, and advancing conceptual understandings, and is usually detached from surrounding physical supports. Mastering AL has been found to be related to advanced literacy tasks and seems to also underpin access to the discourses of politics, public health, and media news, required for civic participation in society (LeVine et al., 2011; Shanahan & Shanahan, 2008). Despite the long standing awareness of its importance, the construct of AL has remained under specified and often narrowly equated with academic vocabulary. Without questioning the key role of vocabulary in development and pedagogy, this study explores gAL proficiency as a constellation of skills in which vocabulary is an important yet only a single component of a much larger construct.


“I’am Going to Tell You My Reasons”: Exploring How Eighth Graders Use Academic Language to Organize Their Persuasive Drafts

When: 12:00pm - 1:30pm Building/Room: Sir Francis Drake, Second Level - EmpireIn Session: Defining Cross-Discipline Academic Language and Exploring Its Effect on Academic Literacy Across Contexts and Grades

Presenter/Author• Christina L. Dobbs (Boston University)

AbstractThis study explores how middle school students marshal their academic language resources to organize their persuasive arguments. The specific goal of this study was to analyze whether topic influenced the use of particular organizational markers in eighth graders’ persuasive essays. Effective writers consider a variety of options as they organize a text; they make language choices about many factors including the expectations of particular genres (Berman & Katzenberger, 2004), purpose (Hyland, 2008), audience (Schleppegrell, 2001), and language structures (Harris & Graham, 1999). The persuasive writing tasks undertaken by students in the secondary grades require that students apply knowledge of specialized language forms to organize their writing and to express a stance (Snow & Uccelli, 2009).

Schooling in Communities of Color

When: 2:15pm - 3:45pm Building/Room: Hilton Union Square, Lobby Level - Plaza AIn Session: Innovative Practices With Communities of Color

Presenter/Author• Hardin L.K. Coleman (Boston University)

AbstractThis talk will call for a reconsideration of race and schooling. Schools in America have consistently and systematically failed communities of color, particularly poor communities of color. The hypothesis that will be explored in this talk is that this failure is a function of using a deficit rather than a strength based perspective. The talk will suggest that this deficit perspective was held by those who created the inequities within our educational system and by those who have worked to remove this inequities. This talk will briefly describe the history of this deficit perspective and will then focus on how a strength based perspective may allow us to create schooling opportunities that systematically meet the needs of communities of color.


Designing Of Curricular Intervention Needed to Increase Educational and Career Aspirations, Interests, and Choice Behavior

When: 2:15pm - 3:45pm Building/Room: Parc 55, Fourth Level - Cyril Magin IIIIn Session: Educational and Occupational Aspirations: Complementary Theoretical Perspectives and Analytical Approaches

Presenters/Authors• V. Scott H. Solberg (Boston University)• Kimberly A.S. Howard (Boston University)

AbstractThis presentation describes empirically derived strategies for designing curriculum in schools that promote career aspirations, interests and choice behavior by integrating research and theory from career and vocational psychology with developmental psychology. The presentation will address the following: (a) Use Social Cognitive Career Theory (Lent, Brown and Hackett, 1992) to clarify the constructs of career aspirations, interests and choice behaviors as well as measurement strategies for assessment that rely on education level, prestige, and income (Howard, et al, 2011); (b) Describe how a career intervention program – Success Highways – incorporates empirically derived intervention ingredients, namely, written exercises, personalized learning opportunities, information about the world of work, modeling exercises, connecting activities with formal and informal support systems, mastery experiences, access to supportive, encouraging adults, and opportunities to build stronger relational connections with peers. These ingredients were derived from meta-analyses and empirical research conducted in vocational psychology (Brown & Ryan-Krane, 2000) as well as Social Cognitive theory (Bandura 1997), Value Expectancy theory (Eccles & Wigfield) and self-determination theory (Deci & Ryan, 1986). Success Highways is a 15-lesson classroom curriculum designed to improve social connections, school motivation, academic self-efficacy, and stress/health management; A number of quasi-experimental studies have replicated findings related to the program resulting in increased resiliency skills and academic performance; (c) Finally, a second intervention study describes the development of classroom curriculum that is intended to promote the engineering educational and career aspirations of middle school youth by using the active ingredients to promote exploration and skills in addressing the “Grand Challenges” of sustaining our planet. Development of this intervention is sponsored by an NSF’s ITEST grant. In addition to discussing elements of the curriculum design, the presentation will discuss the first year findings.


The Relationship of Resiliency and Motivational Factors to High School Attendance, Behavior, and Grades

When: 8:15am - 9:45am Building/Room: Hilton Union Square, Fourth Level - Tower 3 Union Square 9In Session: Resiliency in Adolescents

Presenters/Authors• Alan Davis (University of Colorado - Denver)• Christine De Baca (ScholarCentric)• V. Scott H. Solberg (Boston University)

AbstractThis study used structural equation modeling to evaluate a causal model hypothesizing relationships between resiliency factors drawn from ecological psychology, motivational factors drawn from expectancy-value theory, and high school academic success. Participants were 10,582 high school students, predominantly low-income students of color, in three school districts in the Southeast, Southwest, and Western United States. Students who reported higher family and teacher connections exhibited higher motivation for school and fewer absences. Motivational factors, particularly valuing education, were more predictive of grade point average than relational resiliency factors.

It’s Much More Than Just Singing: Spiritual Development at Jewish Summer Camps

When: 8:15am - 9:45am Building/Room: Hilton Union Square, Ballroom Level - Imperial Ballroom BIn Session: Awakening and Developing the Spirit

Presenter/Author• Evan Stuart Kent (Boston University)

AbstractEach summer approximately 70,000 children and adolescents attend Jewish summer camps. A recent study confirms anecdotal assessments of the importance of Jewish summer camp in the development of Jewish identity, spiritual practice, and life-long participation in Jewish life (Cohen, “Camp Works,” 2011). This presentation examines empirically the role communal singing plays in Jewish summer camp experiences, the affects of such singing on individual ethical value formation, and the complications of participation because of financial constraints (both individual and institutional). Taking these factors into consideration, the paper concludes with specific recommendations on how to create similar spiritual and social musical and cultural experiences outside of a camp environment and make them available for a larger population of children and adolescents.

Sunday, April 28, 2013


The Role of Moral and Performance Character Strengths in Predicting Achievement and Conduct Among Urban Adolescents

When: 12:25pm - 1:55pm Building/Room: Hilton Union Square, Fourth Level - Tower 3 Union Square 14In Session: Integrity, Care, and Empathy: Moral Conduct and Moral Judgment of Students and Teachers

Presenters/Authors• Scott Clifford Seider (Boston University)• Jennifer Gilbert (Vanderbilt University)• Sarah Novick (Boston University)

AbstractThis study considered the ability of moral and performance character strengths to predict the academic achievement and school conduct of 500 urban middle school students attending three public charter schools in a large northeastern city. Analyses revealed that academic achievement—as measured by students’ grade point average— was significantly predicted by students’ perseverance (a performance character strength) and integrity (a moral character strengths). There was also evidence of a relationship approaching significance between integrity and student conduct, as measured by students’ receipt of demerits. These findings suggest that both moral and performance character strengths are important and unique predictors of key student outcomes.


Special Issues in Mental Health for Youth and Young AdultsSponsor: Division E - Counseling and Human Development

When: 12:25pm - 1:55pm Building/Room: Parc 55, Fourth Level - LombardTitle Displayed in Event Calendar: Special Issues in Mental Health for Youth and Young Adults

Session Participants• Community and School-Defined Solutions for Latino Students’ Mental Health Care

Disparities - Gustavo Loera (Mental Health America of Los Angeles), Sergio Aguilar-Gaxiola (University of California - Davis), Lina R. Mendez (University of California - Davis), Marbella Sala (University of California - Davis)

• Depression, Suicidal Ideation, and Well-Being for Military and Nonmilitary Public Middle and High School Students - Julie Cederbaum (University of Southern California), Tamika Gilreath (University of Southern California), Rami Benbenishty (Bar-Ilan University), Ron Avi Astor (University of Southern California), Diana Pineda (University of Southern California), Kris M. De Pedro (University of Southern California), Monica Christina Esqueda (University of Southern California), Hazel Atuel (University of Southern California)

• High School Counselors and the Course Selection Process: English Learners, Poverty, and Access to Curriculum - Joan Lachance (University of South Carolina - Upstate), Liv Thorstensson Davila (University of Illinois at Urbana-Champaign), Lan Quach Kolano (University of North Carolina - Charlotte), Heather Marie Coffey (University of North Carolina - Charlotte)

• How Do Materialistic Values Influence Well-Being for Chinese College Students? The Mediating Role of Basic Psychological Needs - Meilin Yao (Beijing Normal University), Yongji Chen (Beijing Normal University), Wenfan Yan (University of Massachusetts - Boston)

• The Role of Peers in the Early Stages of Recovery for Dual-Diagnosed Adolescents - Kristen J. Ferguson (Wellesley Centers for Women, Wellesley College), Michelle V. Porche (Wellesley College), Lisa R. Fortuna (University of Massachusetts School of Medicine)

• Chair - Theresa J. Canada (Western Connecticut State University) • Discussant - Kathleen H. Corriveau (Boston University)


Students’ Reasoning and Argumentation During Small Group Discussions in Algebra: A View From the Ground Up

When: 2:15pm - 3:45pm Building/Room: Westin St. Francis, Second Level - HamptonIn Session: Argumentation Across the Disciplines

Presenter/Author• William Carl Zahner (Boston University)

AbstractThis paper examines how two groups of bilingual algebra students engaged in mathematical reasoning and argumentation during small group discussions with peers. Understanding how students learn and engage in mathematical argumentation is critical for efforts to implement the Common Core State Standards for Mathematics (2010). Mathematics teachers can foster whole-class discussions that engage students in reasoning and argumentation practices aligned with discipline-specific norms (e.g., Lampert, 1990; O'Connor, 1998). However, creating such a classroom environment can be difficult because it requires shifting students’ usual patterns of classroom participation in mathematics (McCrone, 2005). Teaching students to engage in argumentation during their small group mathematical discussions with peers presents a similar, and perhaps more difficult, challenge. This study examined a) what forms of argumentation the students used during their mathematical discussions, and b) how the students’ arguments about generalizing linear functions developed across an instructional unit on these topics. This study is rooted in a sociocultural approach to learning, where learning is defined as changing patterns of participation in practices across time (Rogoff, 2003) and the appropriation of tools for thinking (Wertsch, 1998; Moschkovich, 2004). The analysis draws upon mathematics education research using methods form sociolinguistics (Forman, McCormick, & Donato 1998) and the analysis of discourse practices (Moschkovich, 2007). In particular, the researcher uses Toulmin’s (2003) framework on argumentation to examine the form of the groups’ mathematical reasoning and changes across time.


I Won't Give Up on Them: Income Inequality, Income Segregation, and a Veteran Teacher's Commitments

When: 2:15pm - 3:45pm Building/Room: Hilton Union Square, Fourth Level - Tower 3 Union Square 14In Session: Social and Cultural Issues Facing Music Education

Presenters/Authors• Susan Wharton Conkling (Boston University)• Thomas L. Conkling (Pomona College)

AbstractUsing theoretical research on income inequality and its corollaries as a framework, the purpose of this study was to examine one veteran music teacher’s commitments to a high-poverty elementary school in turn-around status, its students, and the arts as a reform strategy. We addressed two main questions: can these commitments be sustained? And if so, how? Our data sources included public school and school district demographics, census data, interviews and observations. We argued that some commitments are based in personal values, but others are sustained by investments in veteran teachers, and we offer examples of such investments. Finally we argue that turn-around processes must be examined because they place undue burden on teachers to overcome the effects of concentrated poverty.

Whiteness in the Social Studies Classroom: Students’ Conceptions of Race and Ethnicity in U.S. History

When: 2:15pm - 3:45pm Building/Room: Hilton Union Square, Sixth Level - Tower 3 MasonIn Session: Research on the Purpose and Practice of Social Studies Education

Presenter/Author• Christopher C. Martell (Framingham Public Schools/Boston University)

AbstractIn this study, the researcher examined student conceptions of “Whiteness” as it relates to past and present U.S. history. Using critical race theory as the lens, this study employed mixed methods, analyzing teacher observations, classroom artifacts/student work, survey, and interview data from White and non-White students at an ethnically and economically diverse urban high school. The results showed most students could explain that race had an important role in U.S. history and could supply examples of race playing a role in specific historical events. However, non-White students were more likely to express that racism is still common in the current day, while White students were more likely to express that racism is uncommon.


Children's Thinking and Problem SolvingSponsor: SIG-Early Education and Child Development

When: 2:15pm - 3:45pm Building/Room: Hilton Union Square, Lobby Level - Golden Gate 5Title Displayed in Event Calendar: Children's Thinking and Problem Solving

Session Participants• Engaging With Young Children’s Voices in Early Childhood Settings - Pauline Joan Harris

(University of South Australia)• Inquiry Into Inquiry: Socioeconomic Differences in Preschoolers’ Use of Questions for

Problem Solving and Explanation Seeking - Irena Nayfeld (University of Miami), Daryl B. Greenfield (University of Miami)

• The Analogical Reasoning Patterns of Children and Undergraduates: What Eye-Tracking Reveals About Problem-Solving Behaviors - Shuhui Chiu (National Taichung University of Education), Patricia A. Alexander (University of Maryland)

• The Meaning of Peace: Exploring Young Children’s Definitions of Peace - Margaret Ruth Clark (University of California - Santa Cruz)

• Chair - Kathleen H. Corriveau (Boston University) • Discussant - Lucia M. Flevares (The Ohio State University)

The Face-Saving Function of Code Switching In Bilingual Latinos/as’ Mathematical Discussions

When: 4:05pm - 5:35pm Building/Room: Hotel Nikko, Third Level - Nikko IIn Session: Examining Ideologies in Mathematics Teaching and Learning Practices With Bilingual Latinas/os

Presenter/Author• William Carl Zahner (Boston University)

AbstractUsing two languages in a unit of discourse, or “code switching,” is common in mathematical discussions among bilingual students. Due to language ideologies (Razfar, 2005), and monolingual biases (Barwell, 2003), this linguistic practice is sometimes regarded as a sign of deficiency. However, Moschkovich (2000, 2007), drawing on the work of linguists and sociolinguists (Grosjean, 1999; Sánchez, 1994), has argued that code switching is not a sign of deficiency, but rather a complex language practice serving important functions. Zahner and Moschkovich (2011) proposed that code switching may serve a mitigating function during a face-threatening mathematical disagreement. This paper examines the possible face-saving function of code switching more deeply.


Support for Vocabulary Development in the Jumpstart Preschool Program

When: 4:05pm - 5:35pm Building/Room: Westin St. Francis, Second Level - OxfordIn Session: Oral Vocabulary Instruction in the Early Years: Current Practices and Future Directions

Presenter/Author• Julie Dwyer (Boston University)

AbstractResearch has demonstrated that there is a paucity of intentional, rich, explicit vocabulary instruction in preschool and primary grade curricular materials or classrooms (Beck, McCaslin, & McKeown, 1980; Blachowicz & Fisher, 2000; National Reading Panel, 2000; Neuman & Dwyer, 2009). This paper investigates the potential of a promising preschool intervention to positively influence children’s vocabulary development. The Jumpstart Program (Jumpstart for Young Children, 2010) is a supplementary early language and literacy intervention implemented by teams of trained volunteer college students who push in to area preschools classrooms four hours per week. The program focuses on enhancing vocabulary knowledge through interactive read alouds and implementation of specific, research-based instructional strategies. This paper investigates the extent and influence of support for vocabulary development in Jumpstart classrooms compared to typical preschool classrooms. Specifically, it investigates a) the influence of the Jumpstart program on children’s growth in general receptive and expressive vocabulary and Jumpstart target vocabulary knowledge, b) the extent of support for vocabulary development during Jumpstart sessions, in Jumpstart classrooms during “business as usual” times, and in comparison preschools, and c) how supports for vocabulary development influence children’s growth in general receptive and expressive vocabulary and target vocabulary knowledge.

Teacher as Researcher SIG Business Meeting: An Intimate Talk with Ann Lieberman and Bay Area Teacher ResearchersSponsor: SIG-Teacher as Researcher

When: 6:15pm - 7:45pm Building/Room: Hilton Union Square, Ballroom Level - Continental 2Title Displayed in Event Calendar: Teacher as Researcher SIG Business Meeting: An Intimate Talk With Ann Lieberman and Bay Area Teacher Researchers

Session Participants• Chair - Alan D. Amtzis (The College of New Jersey) • Chair - Christopher C. Martell (Framingham Public Schools/Boston University) • Participant - Ann Lieberman (Stanford University) • Participant - Sarah Sun (Kai Ming Head Start) • Participant - Dina Moskowitz (Creative Arts Charter School) • Participant - Kandy Ruiz (San Francisco Unified School District)


Tuesday, April 30, 2013

The Impact of an Action Civics Education Program on Student Engagement Outcomes

When: 8:00am - 9:30am Building/Room: Hilton Union Square, Sixth Level - Tower 3 MasonIn Session: Democratic Citizenship in Education SIG Paper Discussion Session 3

Presenters/Authors• Abby Ridley-Kerr (Boston University)• Alison Klebanoff Cohen (University of California - Berkeley)

AbstractWe posit that student engagement is related to both the civic engagement and academic achievement gaps, and we hypothesize that student-centered civic education programs may be one way to increase student engagement to then increase both civic engagement and academic achievement. Previous studies have demonstrated that participating in Generation Citizen, an action civics program operating in urban public middle and high schools, is associated with increased civic engagement. This quantitative study analyzes the impact of Generation Citizen on student engagement, as measured by absenteeism and class participation.

Comprehensive Assessment With E-Portfolios: Making Learning and Inquiry Visible

When: 8:00am - 9:30am Building/Room: Sir Francis Drake, Second Level - CarmelIn Session: The Purpose of a College Education: Perspectives on Cultivating Learners for the 21st Century

Presenter/Author• Evangeline D. Harris Stefanakis (Boston University)

AbstractStarting in 2007 and now reaching over 7500 undergraduate and graduate students, Boston University has deployed a comprehensive assessment system using an e-Portfolio, which documents the process and products of student learning. Unique to Boston University (BU), e-Portfolios offer students a more personalized educational experience, because multiple measures of assessment are utilized across: courses, academic programs, extra- and co-curricular activities, internships, and inquiry-based learning experiences. At BU, the community is moving ahead with almost a dozen e-Portfolio initiatives to showcase project and inquiry based learning, including efforts at BU Academy (High School Program), the College of General Studies (CGS), The College of Arts and Sciences Writing Program, the School of Public Health, the School of Education, the School of Management, the College of Fine Arts, and forthcoming, the Electrical Engineering, Medicine and Dentistry programs. To demonstrate how BU faculty and students are documenting inquiry-based learning, this presentation will offer three case studies from the first four years of the e-Portfolio Project.


From IRE (Initiation Response Evaluation) to Revoicing: Exploring the Links Between Turn-Taking and Positioning in Classroom Discourse

When: 10:20am - 11:50am Building/Room: Hilton Union Square, Lobby Level - Plaza BIn Session: From Recitation to Reasoning: Moving Beyond I(nitiation) R(esponse) E(valuation) in Classroom Discourse

Presenters/Authors• Catherine O'Connor (Boston University)• Sarah Michaels (Clark University)

AbstractThis paper describes a line of work in the study of classroom discourse following Mehan & Cazden’s work on the IRE. In the 1990s, we began to study teachers who were extraordinarily successful in getting students from a wide range of linguistic and cultural backgrounds to reason with evidence, explicate their thinking with evidence, and build on the thinking of their peers. While many others were doing similar work (Ball, Lampert, Nystrand, Lee, Minstrell, Mercer, Resnick, Webb, Wells, among others) we continued to be interested in the structural nature of the teacher-student exchange. We examined closely one particular sequence that included what we termed a “revoicing” move. In a canonical revoicing move, the teacher repeats or reformulates something a student has said, but in such a way as to ask the student if this rephrasing or repetition is correct. A linguistic analysis of the utterance sheds light on the way the revoicing move works to open up a fourth slot for the student. It also positions the student – not as a “getter of the teacher’s intended answer”– but as a thinker, reasoner, holder of an intellectual position. The work on “revoicing” provided us a new lens on classroom discourse – in which a variety of recurring teacher moves could be examined for the social and intellectual work they did. This and other “talk moves” (such as “press for reasoning” and “who can rephrase or repeat”), create new participant frameworks (Goffman, 1981; and Goodwin, 1990) which reposition students, moment by moment, as thinkers and holders of positions – vis á vis one another, the teacher, and the academic content under consideration. This in turn motivated a rethinking of the structure of classroom talk in the way that Mayer describes in her presentation – from IRE to FDE (Framing-Development-Evaluation), with new roles for both teachers and students. In the last 10 years, this work has led to a cataloguing of “academically productive talk moves,” that have been used in a range of professional development efforts (see work on “Accountable Talk” (Resnick at al., 2011; Michaels et al., 2002) or “Academically Productive Talk” (Chapin et al. 2004, 2009, Anderson, et al., 2012)). This paper then examines how the work has opened up a different approach to professional development with pre- and in-service teachers – conceptualizing talk moves as “tools” for teachers, helping them become more skillful orchestrators of reasoning, and in the process, helping to socialize students to take on intellectual authority in the world.


The Measurement of First –Third-Person Agreement Verbs in American Sign Language (ASL)

When: 12:10pm - 1:40pm Building/Room: Hilton Union Square, Lobby Level - Golden Gate 1In Session: Development and Findings of the ASLAI (American Sign Language Assessment Instrument): Preventing and Measuring the Effects of Language Poverty

Presenter/Author• Jonathan Henner (Boston University)

AbstractAgreement verbs in American Sign Language (ASL) are verbs that inflect for person, number, and aspect, but not location, and also incorporate source-to-goal directionality in the verb movement (Padden, 1990). These verbs can take two animate arguments (Rathmann & Mathur, 2003). Hearing children are able to acquire new verbs at first contact using syntactic framing (Naigles & Maltempo, 2011). They identify the verb and its possible meanings by unconsciously analyzing the syntactic structure of the sentence and the context in which they hear it. Deaf Children of Deaf Parents (DCDP) acquire ASL as their L1 from birth. Deaf Children of Hearing Parents (DCHP) enter the education system at the age of 3 years, yet many are not exposed to ASL-using Deaf adults until much later. The comparison between the two groups allows testing the influence of the input in language acquisition, and specifically the influence of differential input on the acquisition of agreement verbs. The current study examines the acquisition patterns of 1st – 3rd agreement verbs of Deaf children between the ages of 4 and 18 years, using the Verb Agreement Production (VAP) sub-task of the American Sign Language Assessment Instrument (ASLAI). This task specifically measures how Deaf participants inflect agreement verbs for person, when both the subject and the object are animate.


The Similarity of the Language Mechanism and the Difference in the Performance of DCDP (Deaf Children of Deaf Parents) and DCHP (Deaf Children of Hearing Parents)


Presenter/Author• Rama Novogrodsky (Boston University)

AbstractPrevious research has productively used children’s acquisition of synonyms as an indicator of breadth and depth of vocabulary knowledge. The current study adds to this research by investigating language acquisition in a different modality: examining the performance of Deaf children on the receptive American Sign Language (ASL) synonym task in the American Sign Language Assessment Instrument (ASLAI). We tested Deaf children of Deaf parents (DCDP) and Deaf children of hearing parents (DCHP). Comparing these two groups allows us to examine the role of input in language acquisition, and the influence of input on the acquisition of synonyms. While the language acquisition of DCDP resembles the spoken language acquisition of hearing children, limited exposure to sign language for DCHP can have possible effects on their acquisition. The synonym task included both semantic and phonological foils, which allowed us to explore error patterns. Phonological errors point to failure at an earlier phonological stage of word recognition, whereas semantic errors indicate failure at the later semantic stage.


Retrospective Reports of Bullying: The California Bully Victimization Scale

When: 12:10pm - 1:40pm Building/Room: Parc 55, Fourth Level - LombardIn Session: Bullying: Associations With College Adjustment and Other Victimization Forms

Presenters/Authors• Erika D. Felix (University of California, Santa Barbara)• Jill D. Sharkey (University of California - Santa Barbara)• Jennifer Greif Green (Boston University)• Michael James Furlong (University of California - Santa Barbara)

AbstractWe will introduce the use of the California Bully Victimization Scale (CBVS) as a retrospective measure of bullying and victimization with college students. Accurate assessment of bullying is essential to intervention planning and program evaluation. Likewise, for bully measures to be useful to evaluate individual differences in outcomes, they have to be evaluated for that purpose. Limitations of many self-report measures of bullying victimization include a lack of psychometric information, use of the emotionally-laden term “bullying” in definition-first self-report surveys, and not assessing all components of the definition of bullying (chronicity, intentionality, and imbalance of power) in behavioral-based self-report methods. By testing the CBVS for use with college students, we aim to determine its possible use as a screening and intervention-planning tool for students who have been victims of bullying. The CBVS is a behavior-based self-report measure of the three-part definition of bullying that avoids use of the term “bully.” The CBVS asks participants if they have been victims or perpetrators of specific behaviors (e.g., teasing, hitting, rumor spreading) that were done “on purpose and in a mean and hurtful way.” The CBVS also asks respondents to report if they perceived a power imbalance between themselves and the victim/perpetrator. By using the CBVS, we can differentiate between bully victims, who report experiencing peer victimization regularly by someone more powerful who intends to do harm, and peer victims, who experience some form of peer victimization but do not meet bully victim criteria. The psychometric properties of the CBVS have been tested and it has been found valid for use with students in grades 5 through 12. In this study, we examine its validity for use with college students.


Can Vocabulary Knowledge in a Sign Language Support Literacy in a Spoken Language?


Presenter/Author• Sarah Fish (Boston University)

AbstractWhen considering the relationship between L1 and L2 vocabulary knowledge, one assumption is that there is a reciprocal dependency of concepts, skills, and linguistic knowledge, with transfer between one’s L1 and L2. Research in bilingualism has shown that fluency in one language supports rather than interferes with the development of fluency in a second language (Galambos & Goldin-Meadow, 1990). The relationship of American Sign Language (ASL) vocabulary knowledge to English literacy in Deaf children has not been investigated to its fullest potential. Since vocabulary knowledge in an L1 has been shown to facilitate successful reading in an L2 for hearing children (Arnaud & Savignon, 1997; Read, 2000), we hypothesize that it should be no different for Deaf children, despite the modality differences between ASL and English. This study is particularly of interest due to the fact that the L1 under investigation (ASL) does not have a written modality, so any transfer to the L2 (English) would indicate that the mechanism is not modality-dependent. This study analyzes data from 402 Deaf children (ages 7 to 18 years old) who completed the rare vocabulary and antonym sub-tests from the American Sign Language Assessment Instrument (ASLAI), as well as the standardized English reading vocabulary and reading comprehension sub-tests of the Stanford Achievement Test (SAT).


An Overview of the American Sign Language Assessment Instrument: A Normed Language Assessment Tool for Deaf Students


Presenter/Author• Rachel Benedict (Boston University)

AbstractAt present, there are no commercially available language measures of American Sign Language (ASL) available for schools or programs serving Deaf children ages 4 - 18. This presentation describes the development and construction of an ASL language test battery for Deaf children. The American Sign Language Assessment Instrument (ASLAI) contains 12 receptive and 4 expressive tasks that test ASL lexical-semantic knowledge, vocabulary extent and depth, and morpho-syntactic knowledge (such as verb agreement, plurals, and syntax). In addition, tasks have been designed to test meta-linguistic and problem-solving skills. The ASLAI was modeled on various tests of spoken language development and tests of reading achievement, with the goal of developing a normed, comprehensive measure of ASL. The test battery is constructed to identify the developmental changes in different language components, such as lexical knowledge, semantics, morphology and syntax, as the ASLAI is designed to measure knowledge of ASL at different ages. This will aid researchers in identifying the potential language components that should be taught at specific age levels in schools. In addition, test scores will assist researchers in identifying those students who are developing along the expected path of acquisition and those students who are exhibiting language difficulty. There are no measures of ASL literacy, but having a baseline comprehensive measure of ASL will lead to a better understanding of ASL literacy and its impact on schooling (and vice versa). The ASLAI has evolved over time and has been tested at several schools. Over 700 students have been tested using the most recent version. Over 30 percent of these students are Deaf children of Deaf parents (DCDP), with the remaining 500 students being Deaf children of hearing parents (DCHP). First, The following psychometric properties of the ASLAI will be presented: reliability (internal consistency, split half reliability, Cronbach’s Alpha), construct and criterion based validity. Validity has also been determined by the ASLAI’s correlation with other tests measuring similar criteria, such as the Stanford Achievement Test (SAT), which is widely used among the Deaf school-age population. Researchers also plan to administer another standardized test of written vocabulary and reading comprehension (RITLS) in order to establish the relationship between literacy in ASL and literacy in English.


The Development of the American Sign Language Assessment Instrument (ASLAI)

When: 12:10 to 1:40pm Building/Room: Hilton Union Square, Lobby Level - Golden Gate 1In Session: Development and Findings of the ASLAI (American Sign Language Assessment Instrument): Preventing and Measuring the Effects of Language Poverty

Presenter/Author• Robert J. Hoffmeister (Boston University)

AbstractIn a recent research brief, Fish & Morford (2012) examine the benefits of ASL-English bilingualism for Deaf children. More specifically, a variety of research points towards the existence of a significant underlying relationship between L1 (ASL) knowledge and the ability to read English print (L2) in Deaf children. Morford et.al. (2011) found that Deaf adults activate ASL when reading English. Science Daily (2012) reports on a study by Karns, Neville, & Batterink that shows Deaf people are adapting the auditory processing section of the brain to visual processing, suggesting that reading processes may be involved in visual processing generalizations. In a series of research studies, Mayberry (2007, 2010) details the importance of learning a signed language at an early age and the impact of age of acquisition on adult language. The earlier ASL is learned, the more proficient the signer is and the better reader they become (Chamberlain & Mayberry, 2008). In the past decade, a number of research reports have demonstrated the link between ASL knowledge and reading scores (Hoffmeister, 2000; Strong & Prinz, 1997). Our purpose here is to present the development of an ASL assessment tool, report on the results of some of our tasks, discuss the impact of our results on educational practice, and portray the impact that poverty of L1 input has on Deaf children.


Bullying: Associations With College Adjustment


Presenters/Authors• Gerald Reid (Boston University)• Melissa K. Holt (Boston University)

AbstractThis study is one of the first to examine the link between bullying victimization history and adjustment to college. Tinto’s (1975) model of student retention/dropout suggests that adjustment to college is in part predicted by academic and social integration. Indicators of adjustment that have been studied to date include self-esteem/efficacy (Chemers et al., 2001), depression (Beeber, 1999), and anxiety (Pappas & Loring, 1985). Furthermore, childhood relational aggression has been found to be positively associated with higher levels of peer rejection in a college sample (Werner & Crick, 1999). Such rejection undermines social integration, and might similarly affect other domains of adjustment. This study builds upon previous research by evaluating whether incoming college students with bullying victimization histories experience more problems adjusting to college than their peers.

Mathematics Classroom PracticesSponsor: SIG-Research in Mathematics Education

When: 12:10pm - 1:40pm Building/Room: Sir Francis Drake, Second Level - EmpireTitle Displayed in Event Calendar: Roundtable Session 51

Session Participants• Promoting Mathematical Thinking Through Teacher Questioning - Einav Aizikovitsh-Udi

(Beit Berl Academic College), Jon R. Star (Harvard University), David J. Clarke (University of Melbourne)

• Using Nonstandard Student Solutions to Probe What It Means to Solve Linear Equations in School - Orly Buchbinder (University of Maryland), Daniel I. Chazan (University of Maryland)

• Using Strategic Interruptions to Effectively Integrate Whole-Class and Small-Group Instruction in Mathematics - Kari Naomi Kokka (Harvard University), Jon R. Star (Harvard University)

• What Actions Do Teachers Envision When Asked to Facilitate Mathematical Argumentation in the Classroom? - Karl Wesley Kosko (Kent State University), Annick Rougee (University of Michigan - Ann Arbor), Patricio G. Herbst (University of Michigan - Ann Arbor)

• Chair - William Carl Zahner (Boston University)


Associations Between Bullying and Other Victimization Experiences Among College Students


Presenters/Authors• Melissa K. Holt (Boston University)• Dorothy L. Espelage (University of Illinois at Urbana-Champaign)• Paul Poteat (Boston College)

AbstractThis paper explores the association between bullying victimization in elementary through high school and other victimization exposures incurred prior to and during college. The transition to college is challenging for many students, and particular groups of individuals (e.g., GLBT students) are at higher risk for deleterious outcomes such as drop out. These same groups are also more likely to have been targeted by bullying during their pre-college time, and similarly are more likely to experience victimization while at college (Schmidt et al., 2011). Further, emerging research indicates that individuals who have experienced childhood victimization are also at greater risk for college adjustment difficulties, particularly those with exposure to high cumulative levels of victimization (Elliot, 2009). This paper extends previous research by exploring what victimization experiences individuals enter college with, and providing information about the link between pre-college and college victimization exposures.

Framing a Mathematics Lesson as a Story: A Window Into The Aesthetics of a Lesson

When: 5:05pm - 6:35pm Building/Room: Sir Francis Drake, Second Level - EmpireIn Session: Studies of Classroom Practices

Presenter/Author• Leslie Dietiker (Boston University)

AbstractIn this paper, the author analyzes a first grade mathematics lesson by re-conceptualizing it as an unfolding story with the goal of addressing an age-old problem in mathematics curriculum; that is, how can we stimulate interest in mathematics education? This conceptualization enables the study of how a sequence of curricular parts can enable anticipation and affect how future parts are interpreted. Using classroom videotapes and interviews, this lesson was subdivided into sequential events and analyzed using a literary framework that integrates the work of Aristotle and Barthes. This study reveals how characters and actions are developed and change throughout the lesson and how this may have resulted in surprising conflict, necessitating resolution.


Wednesday, May 1, 2013

Visual Attention Mapping: Expert Readers Journey Across The Graphic Novel Page

When: 8:15am - 9:45am Building/Room: Hilton Union Square, Ballroom Level - Imperial Ballroom AIn Session: Research on Text-Picture Integration

Presenter/Author• Laura M. Jimenez (Boston University)

AbstractTeachers are turning to graphic novels to find literature that connects with an array of marginalized readers. There are assumptions that reading comprehension in graphic novels is synonymous with print-dominant novels, but there is little research on specifics of reading comprehension in graphic novels. This descriptive study uses Paivio’s Duel Coding Theory to explore the ways two different groups of expert readers negotiate their attention across the graphic novel page. Analysis showed expert graphic novel readers take more time, do not read top to bottom/left to right, use multiple layers of attention, read less fluidly and integrate verbal and visual elements. Expert print-dominant readers mimic the traditional left to right, linear approach to reading with minimal use of the illustrations.

Preservice Elementary Teachers’ Developing Understanding of Factors and Divisibility

When: 8:15am - 9:45am Building/Room: Hilton Union Square, Ballroom Level - Imperial Ballroom AIn Session: Investigating Teacher Learning

Presenter/Author• Ziv Feldman (Boston University)

AbstractThis paper describes the results of a recent study whose goal was to identify pre-service elementary teachers’ developing understanding of factor and divisibility concepts following relevant number theory instruction. Prior to and following instruction, fifty-nine participants were administered a written number theory test and a random sub-sample of six participants engaged in individual clinical interviews. Using Action-Process-Object-Schema (APOS) theory, results showed that participants developed deeper levels of understanding of factor and divisibility concepts. Specifically, their ability to coordinate multiple processes, view a factor as a combination of prime factors, and effectively use prime factorization were key ingredients in their developing understanding.


The Effect of Linked Non-Western Social Studies and English Coursework Upon Adolescents’ Global Citizenship Attitudes

When: 10:35am - 12:05pm Building/Room: Parc 55, Fourth Level - Cyril Magnin FoyerIn Session: Problems, Possibilities, and Practice in Social Studies Education

Presenters/Authors• Scott Clifford Seider (Boston University)• Sherri Robyn Sklarwitz (Boston University)

AbstractThere is relatively little empirical research on the effects of educational practices intended to strengthen adolescents’ sense of global citizenship. The present study reports on one such practice at an elite independent school in the northeast in which eleventh grade students spend a semester studying the literature, history and sociopolitical landscape of a non-western region of the world. Students choose the region they will study, but are randomly assigned to participate in this non-western coursework during either the fall semester or spring semester. Through a mixed methods research design involving pre-post surveys, qualitative interviews, and classroom observations, this study reports on the effects of this non-western programming upon participating students’ sense of global social responsibility, global competence and global civic engagement.

Battling Poverty by Increasing Workforce Readiness: Understanding Career Development Processes Among Youth With Disabilities

When: 10:35am - 12:05pm Building/Room: Parc 55, Fourth Level - Cyril Magnin FoyerIn Session: Emerging Research in Counseling and Education

Presenters/Authors• Bruce Fraser (Boston University)• V. Scott H. Solberg (Boston University)• Zarka A. Ali (Boston University)• Kristin Wheeler (Boston University)

AbstractThis session addresses the conference theme regarding education and poverty by examining the career development processes of students with disabilities. A total of 34 high school students with Individualized Education Programs (IEPs) were interviewed. This study uses a qualitative strategy to examine identity domains and processes among students with disabilities to classify them students into identity domains identified by Marcia (1980). This study examines the career development processes of two groups of students – one who have identified a career goal with strong evidence of engaging in career exploration, and one group who identified a career goal but did not provide evidence of career exploration.


A Controlled Study of Teacher Talk Moves and Their Relationship to Student Participation and Learning in Whole Group Discussion

When: 10:35am - 12:05pm Building/Room: Grand Hyatt, Second Level - BelvedereIn Session: Promoting Academically Productive Student Dialogue: International Perspectives on the Role of Teacher Practices Presenters/Authors

• Catherine O'Connor (Boston University)• Sarah Michaels (Clark University)

Abstract We present data from a controlled in vivo experiment to shed further light on a question central to this symposium: How does teacher talk promote the kind of dialogue and discussion that is associated with positive learning outcomes? We share with other researchers in this session a commitment to understanding and supporting instructional practices through which students can gain access to the intellectual potential of discussion. We have primarily focused on the teacher’s role in orchestrating whole-group discussion in what might be characterized as almost an ‘engineered’ approach to classroom discussion. We have identified four necessary (but not sufficient) conditions for productive discussion, each of which is a non-trivial accomplishment: (a) getting students to say something audible and comprehensible; (b) getting students to listen to one another’s contributions; (c) keeping students focused on examining (and deepening) their own reasoning; and (d) getting students to work with the reasoning and contributions of others. Through observing outstanding teachers we have identified a set of “talk moves” (e.g. revoicing, press for reasoning, “who can restate or rephrase that?,” “do you agree or disagree and why?”) that work to consistently bring about these four conditions, and thus make it possible to engage the majority of students in productive discussion. Our theoretical perspective has been most closely allied with sociocultural theories, but our results should be of interest to cognitive researchers as well.


Improving Bayesian Shrinkage Estimators by Accounting For Covariance and Bias

When: 12:25pm - 1:55pm Building/Room: Parc 55, Fourth Level - Mission II&IIIIn Session: Uses and Evaluations of Bayesian Estimation Procedures

Presenters/Authors• Bernard J. Luger (Boston University)• Mary H. Shann (Boston University)

AbstractBayesian shrinkage estimators have been used commonly in value-added modeling of teacher effectiveness for some time. In this theoretical analysis, we prove that the typical Bayesian shrinkage estimator used in value-added modeling – a linear combination of an ordinary least squares estimator and an ensemble mean weighted by the proportion contributed to variance - is sub-optimal and, in many cases, worse than the ordinary least squares estimator alone because it does not account for covariance and bias of the contributing estimators. We derive a general method of calculating a Bayesian shrinkage estimator that corrects for these issues. We show via simulation that these corrections are probably not trivial in most cases, suggesting that many data sets may need to be reanalyzed.

Music Education Roundtable: Who We Are, What We Do, and Where We Go From HereSponsor: SIG-Music Education

When: 12:25pm - 1:55pm Building/Room: Hilton Union Square, Ballroom Level - Imperial Ballroom ATitle Displayed in Event Calendar: Roundtable Session 72

Session Participants• A Phenomenological Study of Music Education Majors’ Identity Development in Methods

Courses Outside Their Area of Focus - Elizabeth Cassidy Parker (Columbus State University), Sean Powell (Columbus State University)

• Descriptions of the “Second Stage” of Music Teachers’ Careers - Colleen M. Conway (University of Michigan), John Eros (California State University - East Bay)

• Preservice Teacher Perceptions of the Characteristics of Effective Teaching - Roy M. Legette (University of Georgia)

• Searching for Community: The Role-Identity Development of a Nontraditional Music Education Student Enrolled in a Traditional Degree Program - Wesley Brewer (Roosevelt University)

• Chair: Ronald P. Kos (Boston University)


Bullying and Victimization: Impact on Mental Health and Socioemotional AdjustmentSponsor: Division E - Counseling and Human DevelopmentSection 2: Human Development

When: 2:15pm - 3:45pm Building/Room: Parc 55, Second Level - DivisaderoTitle Displayed in Event Calendar: Bullying and Victimization: Impact on Mental Health and Socioemotional Adjustment

Session Participants• Cyberbullying, Mental Health, and Behavior: The Role of Teacher and Peer Support - Chad

Allen Rose (Sam Houston State University), Brendesha M. Tynes (University of Southern California), Sophia Hiss (University of Southern California)

• Exploring School-Based Mediators of Violence Perpetrated and Experienced by Gang Members in California Middle Schools - Joey Nuñez Estrada (San Diego State University), Tamika Gilreath (University of Southern California), Ron Avi Astor (University of Southern California), Rami Benbenishty (Bar-Ilan University)

• Peer Victimization and Substance Use in Early Adolescence: The Moderating Effect of Affiliation With Delinquent Peers - Mrinalini Rao (University of Illinois at Urbana-Champaign), Dorothy L. Espelage (University of Illinois at Urbana-Champaign), Todd D. Little (The University of Kansas)

• Discussant - Melissa K. Holt (Boston University) • Chair - Cynthia Hudley (University of California - Santa Barbara)

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