Interdisciplinary Training Seminar in Education Sciences
Applications of Psychological Science
to Inform Educational Practice
Martha Alibali, Psychology 618
Fridays, 12:00-1:30 p.m.
13 th Floor boardroom, Education Sciences bldg (unless noted otherwise)
SCHEDULE OF MEETINGS AND READINGS
September 4 :
Organizational Meeting: Introductions and discussion of seminar theme
September 11 :
Janet Shibley Hyde, Psychology: "Gender Differences and Similarities in Mathematics Performance"
Hyde & Linn (2006), "Gender Similarities in Mathematics and Science"
Hyde et al. (2008), "Gender Similarities Characterize Math Performance"
Hyde et al. (2008), Supporting Online Material
Hyde & Mertz (2009) "Gender, Culture and Mathematics Performance"
September 18 :
Daniel Schwartz, Stanford University School of Education: "Trajectories to Adaptive Expertise"
Schwartz, Lindgren & Lewis, "Constructivism in an Age of Non-Constructivist Assessments"
September 25 :
Judith Harackiewicz, Psychology: "Optimal Motivation in Education: The Interface of Achievement Goal, Interest, and Expectancy-Value Theories"
Harackiewicz & Barron, "Conducting Social Psychological Research in Educational Settings"
October 2 : Meeting in Room 253 Ed Sci Bldg
Martha Alibali, Psychology: "How Teachers Link Mathematical Ideas in Instructional Communication"
Reading: Alibali & Nathan, "Teacher's Gestures"
October 9 :
Mitchell Nathan, Educational Psychology: "Aligning Engineering Education Experiences with Ways of Knowing Engineering"
Tran & Nathan, "An Investigation of the Relationship between Pre-College Engineering Studies..."
(October 16: NO MEETING)
October 23 :
Megan Brown, Psychology (ITP fellow): Discussion of issues in "scaling up"
Reading: Please see IES program announcement--
October 30 :
Robert Siegler, Carnegie Mellon University: "The National Mathematics Advisory Panel: Process and Recommendations"
November 6 :
Shanta Hattikudur, Psychology (ITP fellow): "Getting Kids to Compare: How Comparison Can Promote Learning in Math"
November 13 :
Nicole McNeil, University of Notre Dame, Psychology: "Modifying arithmetic practice to promote understanding of mathematical equivalence"
Knuth et al (2008). The Importance of Equal Sign Understanding
*Tuesday* November 17 :
NO Friday meeting--please attend Ken Wong's VARC/ITP technical seminar, "Resource Allocation and Performance Management in EMO-managed Charter Schools: Discussion on Work in Progress." Tuesday Nov. 17, 12:00-1:00 p.m., 13th floor boardroom of the Ed Sciences building
[Please note: Professor Wong will present his series lecture, "Rethinking Local School Governance: Tensions and Strategies," on Monday, November 16, from 12:00-1:00 p.m. This lecture, co-sponsored by The LaFollette School of Public Affairs, will be presented in Room 8417 Sewell Social Sciences]
(November 27: NO MEETING--Thanksgiving)
December 4 :
Discussion of Responses to National Mathematics Advisory Panel
December 11 :
Andrew Young, Psychology (ITP fellow): "How Children Do Science: Psychology and Science Education"
Alibali, M. W., & Nathan, M. J. (2007). Teachers' gestures as a means of scaffolding students' understanding: Evidence from an early algebra lesson. In R. Goldman, B. Barron, and S. J. Derry (Eds.), Video Research in the Learning Sciences. Lawrence Erlbaum Associates: London, pp. 349-365.
Benbow, C. P., @ Faulkner, L. R. (2008). Rejoinder to the critiques of the NMAP final project. Educational Researcher 37, p. 573. DOI: 10.3102/0013189X08329195
Cobb. P., & Jackson, K. (2008). The consequences of experimentalism in formulating recommendations for policy and practice in mathematics education. Educational Researcher 37, p. 618. DOI: 10.3102/0013189X08327826
Greeno, J. G. & Collins, A. (2008). A commentary on the final report of the National Math Advisory Panel. Educational Researcher 37, p. 618. DOI: 10.3102/0013189X08327997
Harackiewicz, J. M., & Barron, K. E. (2004). "Conducting social psychological research in educational settings: Lessons we learned in school. " In C. Sansone, C. Morf and A. Panter (Eds.), The SAGE Handbook of Methods in Social Psychology. SAGE Publications: Thousand Oaks, CA, pp. 471-484.
Hyde, J. S., & Linn, M. C. (2006). Gender similarities in mathematics and science. Science, Vol. 314, no. 5799, pp. 599 - 600. DOI: 10.1126/science.1132154
Hyde, J. S., Lindberg, S. M., Linn, M. C., Ellis, A. B., & Williams, C. C. (2008). Gender similarities characterize math performance. Science, Vol. 321, pp. 494-495. DOI: 10.1126/science.1160364
Hyde, J. S., Lindberg, S. M., Linn, M. C., Ellis, A. B., & Williams, C. C. (2008). Supporting Online Material for Gender similarities characterize math performance. Science, Vol. 320. DOI: 10.1126/science.1160364
Hyde, J., S., & Mertz, J. E. (2009). Gender, culture and mathematics performance. PNAS, Vol. 106, no. 22, pp. 8801-8807.
Knuth, E. J., Alibali, M. W., Hattikudur, S., McNeil, N. M., & Stephens, A. C. (2008). The importance of equal sign understanding in the middle grades. Mathematics Teaching in the Middle School, Vol. 13, No. 9, 514-519.
National Mathematics Advisory Panel (2008). Foundations for Success: The Final Report of the National Mathematics Advisory Panel, U.S. Department of Education: Washington, D.C.
Rittle-Johnson, B., & Star, J. R. (2007). Does comparing solution methods facilitate conceptual and procedural knowledge? An experimental study on learning to solve equations. Journal of Educational Psychology, v. 99, no. 3, 561-574.
Schwartz, D. L., Lindgren, R., & Lewis, S. (In press). "Constructivism in an age of non-constructivist assessments." In T. Duffy and S. Tobias (Eds.), Constructivist instruction: Success or failure? Routledge: NY.
Sloane, F. C. (2008). Randomized trials in mathematics education: Recalibrating the proposed high watermark. Educational Research 37, p. 624. DOI: 10.3102/0013189X08328879
Tran, N. A., & Nathan, M. J. (In press). An investigation of the relationship between pre-college engineering studies and student achievement in science and mathematics. Pre-College Engineering Studies.