Presenter: Roxana Moreno
Professor
University of New Mexico
When: November 2, 2009, 3:00pm
Where: TEAC 139
Title: Instructional Technology: Creating a Window of Cognitive Engagement for STEM and Teacher Education
Abstract
How might technology serve the goal of promoting science, technology, engineering, mathematics (STEM) and teacher education? In this talk, I offer an answer to this question by reviewing the findings of a research program aimed at applying a cognitive-affective theory of learning with media to guide the design of educational technology. Based on this theory, I start by making the case for the need to design instructional technology that opens students’ window of cognitive engagement, reduces extraneous processing, and increases essential and generative processing. Then, I present the empirical support for this argument by reviewing several studies of interactive STEM and teacher education technologies. Under the light of the results, I summarize some of the conditions under which technology-based environments might promote students' learning and positive learning perceptions.
Presenter: Robert Calfee
Professor
Stanford University
When: August 24th, 2009, 3:00pm
Where: TEAC 139
Title: When Reading Comprehension is Not Enough
Abstract
“Students learn to read, and then they read to learn” A frequent phrase, but probably wrong on all counts. “Getting meaning—comprehension—is always the goal of reading.” Also frequently heard, but also probably misleading.
The text – structure and substance – along with the reader’s purpose – comprise a braid of understanding, which take shape as scraps of mismatched string, a tangled snarl, or a brilliant and multicolored tress. In U. S. schools, the transition from elementary to middle schools marks a critical point where texts and reading strategies undergo enormous changes. The transition is chaotic for many reasons, and the abrupt transformations in language and literacy demands are understandably overlooked. These students certainly face new challenges, but the greatest of these may be that it suddenly matters what they read and how they read it.
This presentation is co-sponsored by the Center for Instructional Innovation and the Department of Educational Psychology.
Presenter: Carlos Cortés
Professor Emeritus
University of California-Riverside
When: April 3rd, 2009, 10:30am
Where: TEAC 139
Title: The New Multiculturism
Abstract
The New Multiculturalism reflects the changes that have occurred in the nature of U.S. multiculturalism and the ways that people have viewed and reacted to those changes. Among the topics to be examined are the changing nature of the perception of multiculturalism, the social dynamics of demographic "tipping," the intersection of categorical silos, the reshaping of diversity categories, the expanding circles of inclusivity, the balancing and setting limits to the imperatives of unity and diversity, and the globalization of diversity. These topics and their implications for the diversity of colleges and universities are discussed.
This presentation is part of the Department of Educational Psychology's Century Speaker Series
Presenter: Dr. John Young
Educational Testing Services
When: March 30th, 2009, 3:00pm
Where: TEAC 139
Title: Ensuring Valid and Fair Content Assessments for Language Minority Students
This presentation is part of the Buros Center for Testing-Educational Testing Service Annual Lecture Series
Presenter: Kadriye Ercikan
Associate Professor
University of British Columbia
When: February 20th, 2009, 9:30am
Where: TEAC 250
Title: Validity and Comparability Issues in Cross-Cultural and International Assessments
Abstract
Tests have been administered to groups of individuals from different cultures, within the same country or across countries, ever since tests have been in use for assessing a multitude of educational and psychological constructs. Challenges in such multicultural assessments are great and multi-faceted. Perhaps ones that are most easily understood are those due to different languages in these cultures. It is obvious and well understood that testing individuals in a language they do not speak or understand will not provide meaningful assessment information. Therefore, the use of multiple language versions of tests is not only desirable but necessary for many tests that involve individuals from different cultures. This presentation will focus on validity and discuss findings and methodologies used in examining construct and score comparability in multilingual assessments.
This presentation is part of the Department of Educational Psychology's Century Speaker Series
Presenter: Jennifer Greene
Professor
University of Illinois
When: September 19th, 2008, 2:30pm
Where: TEAC 139
Title: Just What is Being Mixed in Mixed Methods Social Inquiry?
Abstract
Mixed methods approaches to social inquiry are attracting researches from fields as divers as education, nursing, natural resources, public health, and international development. With their work, practitioners are thus importantly shaping the conceptual contours and character of mixed methodology, in ways ever creative and inventive. Among the core issues being shaped interactively by scholars and practitioners of mixing methods is the question—just what is being mixed in mixed methods social inquiry? Is it sensible or even possible to ‘mix’ different ways of knowing, as reflected in individual inquirers’ mental models? Can the integrity of methodologies as different as quasi-experimentation (Thomas Cook and Donald Campbell) and portraiture (Sara Lawrence-Lightfoot) be maintained when ‘mixed’ in the same study? And what does it really mean to ‘mix’ measures and forms of data? These issues will be engaged at both conceptual and practical levels in this presentation. Skeptics welcome.
Presenter: Sandra L. Christenson
Professor of Educational and Child Psychology
University of Minnesota School Psychology Program
When: February 25, 2008, 3:30pm
Title: The Relevance of Family-School Connections for Positive Student Outcomes: Lessons Learned from Research and What It Means for Practice.
This presentation is the third of the Creating Connections Series, sponsored by the Nebraska Center for Research on Children, Youth, Families and Schools.
Presenter: Barbara Byrne
Emerita Professor, School of Psychology
University of Ottawa
When: April 4th, 2008, 10:00am
Where: MABL 270
Title: Testing for Measurement Equivalence across Multiple Cultures: Many Problems and Few Solutions
Abstract
A critical prerequisite to multigroup comparisons is knowledge that the assessment instrument is operating equivalently (i.e., it is invariant) across the groups of interest. More specifically, it is assumed that both the perception of item content and the dimensionality of the underlying construct are group-equivalent. Structural equation modeling provides the analytic means to testing for these equivalencies. When tests for invariance involve mono-cultural groups, procedures are relatively straightforward. However, when comparative groups represent different cultures, the process is much more complex and becomes increasingly so as the number of groups increases and the geo-cultural bases diverge. These complexities are reviewed and a modified approach to the usual tests for equivalence proposed when research involves large-scale studies of multiple cultural groups.
This presentation is part of the Department of Educational Psychology's Century Speaker Series
Presenter: Dr. Brent Bridgeman
Educational Testing Services
When: April 14th, 2008, 3:00pm
Where: TBA
Title: Test Time Limits as a Threat to Validity: A Tale of Accidental Discoveries, Unintended Consequences, and Counter-Intuitive Results.
This presentation is part of the Buros Center for Testing-Educational Testing Service Annual Lecture Series
Presenter: Dr. Jane Forman
Research Scientist
Department of Veterans Affairs Center for Clinical Management Research
Ann Arbor, Michigan
When: April 11, 2008, 12:30am
Where: Teachers College Hall 139
Title: Qualitative Research in the Health Sciences
This presentation is part of the CEHS Visiting Scholar Lecture and by the Office of Qualitative and Mixed Methods Research
