Very exciting news about Bringing Words to Life, by Moddy McKeown, Clinical Professor, Department of Instruction and Learning, School of Education, Isabel Beck, LRDC Senior Scientist and Professor Emerita, and Linda Kucan, School of Education. The Guardian, the world's third largest newspaper website, ran an article on the "ten books every teacher should read" on August 15, 2017. Bringing Words to Life was one of them! Article here.
The University Research Council has awarded three Learning Research and Development Center (LRDC) graduate students for their small grants proposals. Jamie Amemiya, a Psychology in Education student under the mentorship of Ming-Te Wang, received a grant for “Promoting Cycles of Engagement: A Daily Diary Study of African American Adolescents’ Experiences of Teacher Critical Feedback and Engagement in Math Class.” Emily Braham, a Psychology Department student in the Cognitive Program and under the guidance of Melissa Libertus, received funding for “The Latino-White Math Achievement Gap: The Role of Toddlers’ Early Math Skills and Parents’ Math-Related Practices.” Also a student in the Psychology Department’s Cognitive Program, Allison Liu, under the direction of Christian Schunn, was awarded a grant for “Bridging the minority achievement gap in mathematics: Testing a cognitive-based training program to improve number sense and math anxiety in underrepresented college students.”
Center Initiates Summer Research Internship Program
To create future scientists that better reflect the diversity of the U.S., and to promote broader participation in training in the Learning Sciences, LRDC initiated a Summer Undergraduate Research Internship Program in the summer of 2017.
The program brought students to LRDC who embody the diversity of the nation, region, and city. Internship director Natasha Tokowicz, Psychology, received more than 75 applications from students from across the nation. After considering each applicant’s primary field of study, and previous research experience, five were selected: Amma Ababio, Harvard University, Aliya S. Blackwood, Carnegie Mellon University, Tyrone Fleurizard, Wingate University (North Carolina), Akeena L. Lofters, The Pennsylvania State University, and Manuel Meléndez, University of Texas at El Paso.
Participating in the program allowed interns to gain experience in the Learning Sciences (research on instruction and learning) by working on a project with a faculty member who specializes in this area. In addition, interns had the opportunity to work with advanced graduate students or postdoctoral fellows in the faculty member’s labs. Professional development seminars run by Tokowicz and LRDC graduate students were also included in the program.
After six weeks of research with LRDC faculty members and graduate student mentors, the internship ended with a poster session led by the program’s five interns on June 30, 2017.
T Shirts Available
During the summer of 2017, LRDC held a T Shirt design contest. The winning design, pictured above, has been turned into an LRDC T Shirt, which are available for $5.00 – contact Liz Rangel (firstname.lastname@example.org) if you would like to order one.
The National Science Foundation (NSF) IIS Division of Information and Intelligent Systems awarded a grant to Principal Investigator Rebecca Hwa, Associate Professor, Computer Science, and co-PIs Diane Litman, Faculty, Intelligent Systems Program, Professor, Computer Science, and LRDC Senior Scientist, and Amanda Godley, Associate Professor, English Education and Language, Literacy & Culture, and LRDC Center Associate, for "Development of Human Language Technologies to Improve Disciplinary Writing and Learning through Self-Regulated Revising." This project explores the feasibility of improving students' academic writing through a revision environment that integrates natural language processing methods, best practices in data visualization and user interfaces, and current pedagogical theories.
Ashley, K. (2017). Artificial intelligence and legal analytics: New tools for law practice in the digital age. Cambridge: Cambridge University Press.
Cho, B-Y. & Afflerbach, P. (2017). An evolving perspective of constructively responsive reading comprehension strategies in multilayered digital text environments. In S. Israel (Ed.), Handbook of Research on Reading Comprehension, Second Edition (pp. 109-134). New York, NY: Guilford Publications. Chapter here.
Kuo, E., Hallinen, N. R., & Conlin, L. D. (2017). When procedures discourage insight: Epistemological consequences of prompting novice physics students to construct force diagrams. International Journal of Science Education. Article here.
Page, L. C., Lowry, D. J. & Nurshatayeva, A. (2017). An examination of the relationship between school district FAFSA completion rates and district poverty levels. Washington, DC: National College Access Network. Report here.
Fang, X., Perfetti, C. A., & Stafura, J. (2017). Learning new meanings for known words: Biphasic effects of prior knowledge. Learning Cognition and Neuroscience, 32(5), 637-649. Article here.
Bill, V., Booker, L., Correnti, R., Russell, J., Schwartz, N., & Stein, M.K. (2017). Tennessee scales up improved math instruction through coaching. The Journal of the National Association of State Boards of Education, 17 (2), 22-27. Individual article here, full issue here.
National Academy of Education. (2017). Big Data in Education: Balancing the Benefits of Educational Research and Student Privacy: Workshop Summary. Washington, DC: National Academy of Education. Report here.