Presenter: Steve Graham and Karen Harris Research writing mini-conference
When:
Friday, April 7, 2017
Where:
Human Sciences Building
Abstract
Steve Graham and Karen Harris, professors in the Mary Lou Fulton Teachers College at Arizona State University, will be the keynote speakers during a mini-conference on writing research at the University of Nebraska-Lincoln April 7-8.
The first day of the conference will focus on research-oriented topics, and is open to all faculty and students at Nebraska. The second day will be a teacher- and practice-oriented day, and is open to all faculty and students at Nebraska, along with teachers from Lincoln Public Schools and other area schools.
The mini-conference, which is sponsored by funding from Nebraska’s Department of Special Education and Communication Disorders, Department of Educational Psychology and the ASUN Graduate Student Assembly, is free to all attendees. Space is limited to 200 participants each day, and registration closes March 31.
Each day will feature a welcome, writing breakout sessions, and a keynote address by Graham and Harris. The keynote address April 7 will be “The State of Writing Research”, while the topic the next day will be writing instruction. In addition, there will be a graduate student luncheon and roundtable discussion April 7, during which Graham and Harris will discuss publishing in high-quality journals. The luncheon is limited to 35 individuals.
Graham has more than 30 years of experience studying how writing develops, how to teach it effectively, and how writing can be used to support reading and learning. His research involves typically developing writers and students with special needs in both elementary and secondary schools, including extensive research in classrooms.
Harris has worked in the field of education for more than 40 years, initially as a general education teacher, then as a special education teacher. Her research focuses on informing and improving theory, research, and practice related to writing development among students with high-incidence disabilities, students who struggle with writing, and normally achieving students.
Any questions or requests for more information about the writing research mini-conference may be directed to professor Michael Hebert at michael.hebert@unl.edu or Pam Bazis at pbazis@huskers.unl.edu.
Presenter: Patrick Kyllonen Advances and Challenges in Assessing Social, Emotional, and Self-Management Skills
When:
Monday, September 12, 2016
Where:
112 TEAC
Abstract
School develops more than mathematics and English language arts skills. Social-emotional and self-management skills, or character skills, are also important. We see evidence of their importance in discussions of grit and growth mindsets, in state legislation with standards for social emotional learning, in federal legislation with the Every Student Succeeds Act (ESSA) extending accountability to include student engagement and post-secondary readiness, and in OECD’s new international longitudinal study of social and emotional skill development.
Presenter: Nidhi Kohli Fitting a Linear-‐Linear Piecewise Growth Mixture Model with Unknown Knots
When:
Friday, December 4, 2015
Where:
112 Teachers College Hall
Abstract
A linear–linear piecewise growth mixture model (PGMM) is appropriate for analyzing segmented change in individual behavior over time, where the data come from a mixture of two or more latent classes, and the underlying growth trajectories in the different segments of the developmental process within each latent class are linear. A PGMM allows the knot (change point), the time of transition from one phase to another, to be estimated (when it is not known a priori) along with the other model parameters. To assist researchers in deciding which estimation method is most advantageous, the current research compares two popular approaches to inference for PGMMs: maximum likelihood (ML) via an expectation–maximization (EM) algorithm, and Markov chain Monte Carlo (MCMC) for Bayesian inference. The results show that MCMC Bayesian parameter estimation outperformed ML via EM in nearly every simulation scenario. The Bayesian procedure is illustrated by fitting a PGMM model to ECLS--‐K math achievement data.
Presenter: Ariel M. Aloe Meta-‐Analysis: Assessing Homogeneity between Study Variances in Categorical Models of Effect Sizes
When:
Friday, November 13, 2015
Where:
112 Teachers College Hall
Abstract
Hedges discussed the rationale for fitting categorical models to effect sizes in meta-‐analysis. Under mixed-‐effect meta-‐analytic models, when conducting meta-‐regression, the assumption is that the between-‐studies variance is constant. However, one can opt for a likelihood function that computes a between-‐studies variance within each factor level. Typically, the decision on which specification to adopt has been made on a theoretical basis or by ad-‐hoc comparisons of within group variation. The presenter will consider the likelihood ratio test of the null hypothesis that residual variances are equal.
Presenter: Dr. Tom Tretter Thinking science across spatial scales: From nanoscale to astronomical
When:
Thursday, November 12, 2015
Where:
105 Teachers College Hall
Abstract
Dr. Tom Tretter, Professor of Science Education and Director of the Gheens Science Hall & Rauch Planetarium at the University of Louisville, will give a presentation aimed at understanding science at the extremes of spatial scale. Our K-12 science standards have long-recognized the importance of thinking across scale in both a prior national science education standards document (Benchmarks for all Americans, 1993) and the most recent (Next Generation Science Standards, 2013). This presentation will explore how thinking at each of these extremes of spatial scale informs foundational science understandings, and will use specialized planetarium software to take audiences on a virtual flight from Earth to the edge of the Universe.Presenter: Kathleen Hughes Helping anxious students to excel and perform in differing classroom settings: Discussions of personal perseverance, teacher support, and socio-emotional learning.
When:
Tuesday, November 10, 2015
Where:
112 Teachers College Hall
Abstract
Classroom settings provide many obstacles for anxious students, from academic evaluations to social interactions. Although protective factors such as positive classroom climate and teacher support benefit anxious students, there are still at-risk students who continue to excel in the worst of circumstances. Despite the odds, some highly anxious students are also high achieving students. The characteristics of these anxious-and-achieving students will be discussed in terms of the Programme for International Student Assessment (PISA) 2012 Canadian sample. In particular, the inter-associations among subtypes of student engagement (perseverance, work habits, values, interests, and belonging) will be explored along with the impact of classroom (climate, teacher-student relationships, teacher support) and family factors (socioeconomic status, family resources). Implications for future work, including the role of socio-emotional learning will be discussed.Presenter: Neuroscience Conference 2015
When:
Thursday, October 15, 2015
Where:
Wick Alumni Center
Abstract
The Educational Neuroscience Conference connects teachers, administrators and researchers at the crossroads of the classroom and the brain. This emerging field relies on a two-way conversation to advance research and application for student success.Join the discussion for the 2015 Educational Neuroscience Conference where we will:
• Illuminate how classroom activities shape the brain and impact academic and social outcomes
• Build connections among education professionals, practitioners and neuroscience researchers
• Share cutting-edge research findings and their impacts for educators and neuroscientists
• Demonstrate brain imaging as a support for personalized classroom instruction
The conference features five nationally renowned speakers who will present findings from their research and practice. Other highlights include a regional research symposium, panel discussion, poster session and networking reception
Presenter: Rebecca Zwick Crafting A College Class: An Exploration of Methods Based on Test Scores, Grades, Noncognitive Factors, Affirmative Action, and More.
When:
Tuesday, September 1, 2015
Where:
112 Teachers College Hall
Abstract
Zwick will discuss her research on college admissions processes. What methods are best for selecting a diverse and academically well-prepared entering class? Her analyses are based on data from the Education Longitudinal Study conducted by the National Center for Education Statistics.Presenter: Michael Harwell & Nidhi Kohli Monte Carlo Studies in Methodological Research in Education and Psychology
When:
Friday, February 6, 2015
Where:
347 Avery Hall
Abstract
Monte Carlo studies represent an important tool for investigating the behavior of statistical procedures in methodological research (including measurement research) in education and psychology. We first report the results of a survey of Monte Carlo studies published in methodological journals in education and psychology to assess the extent to which these studies have adopted the recommendations of Hoaglin and Andrews (1975) and others. We then synthesize and extend existing literature of suggested practices for planning and executing Monte Carlo studies with a particular focus on research design and analysis of results. The goal is to encourage methodological researchers to fully exploit the strengths of Monte Carlo studies in ways that inform methodological practice and a program of methodological research. Our recommendations are illustrated with real and simulated data.Presenter: Matt Fritz The Effects of Nonlinearity, Measurement Error, and Omitted Variables in Statistical Mediation Analysis
When:
Friday, December 5, 2014
Where:
347 Avery Hall