Join LSRI at AERA in San Francisco on April 27

We're proud to announce LSRI's strong showing at this year’s American Educational Research Association annual meeting. Our directors, faculty and graduate students will be sharing their research and collaborations by appearing on and leading panels, as well as by presenting papers.

The AERA meeting runs April 27 to May 1, and its theme this year is Education and Poverty: Theory, Research, Policy and Praxis.

Find out how LSRI is making a difference in this arena by reading the schedule below, or by searching AERA's site.

Saturday, April 27
Session: Evaluating the Validity of Concept Inventories as Aids for STEM Teaching and Learning
James W. Pellegrino, chair

Session Papers
Components of a Comprehensive Approach to Validity
James W. Pellegrino, Louis V. DiBello, Natalie Jorion, Katie James, Lianne Schroeder

Conceptual Underpinnings of Concept Inventories (CIs)
James W. Pellegrino, Louis V. DiBello, Ronald L. Miller (Colorado School of Mines), Ruth A. Streveler (Purdue University), Lianne Schroeder, Natalie Jorion, Katie James, and William F. Stout (University of Illinois)

Statistical and Diagnostic Analyses of Student Performance on Concept Inventories
Natalie Jorion, Katie James, Lianne Schroeder and Louis V. DiBello

Sunday, April 28
NRC Report: Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century
James W. Pellegrino, presenter

Argumentation Across the Disciplines
Susan R. Goldman, discussant

Session: Project READI (Reading, Evidence, and Argumentation in Disciplinary Instruction): Iterative Design of Evidence-Based Argumentation in Literature, Science, and History
Susan Goldman, chair

Session Papers Design Principles for Developmentally Appropriate Evidence-Based Argumentation: Introduction
Susan R. Goldman, Project READI

Enriching Literature Instruction for Urban Youth: Evidence-Based Argument Instruction Modules and Collaborative Design Research
Carol D. Lee (Northwestern University), Susan R. Goldman, Sarah Levine (Northwestern University), Teresa Sosa, Stephen W. Briner, Jenny Gustavson (Maine West High School), Camille Elly (DuSable Language Academy), and Lori Huebner (Curie Metro High School)

Enriching Science Instruction for Urban Youth: Evidence-Based Argument Instruction Modules and Collaborative Design Research
Cynthia L. Greenleaf (WestEd), Willard R. Brown (WestEd), Gina Hale (WestEd), Ursula M. Sexton (WestEd), MariAnne George, Megan Hughes, Carlos Rodriguez, Roberta Ingram (Betty Shabazz School), and Adriana Jaureguy (Skyline)

Enriching History Instruction for Urban Youth: Evidence-Based Argument Instruction Modules and Collaborative Design Research
Cynthia R. Shanahan, M. Anne Britt (Northern Illinois University), Gayle Cribb (WestEd), Susan R. Goldman, Gina Hale (WestEd), Johanna Heppeler, Jodi Hoard, Kimberly A. Lawless, Michael Manderino (Northern Illinois University), Jacquelynn S. Popp, Diane V. Puklin (University of Chicago), Joshua L. Radinsky, and Teresa Sosa

Session: Embedded Phenomena for Inquiry Communities Tom Moher, chair

Session Papers
Coordinating Curricular, Phenomenal, and Activity Narratives in WallCology Brenda A. Lopez Silva and Tom Moher

Structured Multivocal Representations in Collaborative Inquiry: Scaffolding the Construction of Relationship Networks From Binary Observations
Rebecca M. Cober (University of Toronto), Colin McCann (University of Toronto), Tom Moher, and James D. Slotta (University of Toronto)

Providing Teachers With Real-Time Feedback on the Fidelity of Science Practices in WallCology
Alessandro Gnoli and Tom Moher

Proximity and Engaged Participation in WallCology
Paulo Guerra, Brenda A. Lopez Silva, Alessandro Gnoli, and Tom Moher

Monday, April 29
Project READI: Design Principles for Improving Reading in the Disciplines
Susan R. Goldman, presenter

A Description of the Instructional Planning Process of High School Chemistry Teachers
Michael Dianovsky (Rutgers University) and Donald Wink

Common Core State Standards: Implementation Milestones and Alignment Between K-12 and Higher Education/College Readiness
James W. Pellegrino, presenter

The Gordon Commission: Perspectives on the Future of Assessment
James W. Pellegrino, presenter

Tuesday, April 30
A Critical Appraisal of Learning Progressions in Science: Exploring the Intersection of Science Assessment, Policy, and Practice
James W. Pellegrino, discussant

Psychometric, Design, and Implementation Issues of Item Generation, Item Families, or Templates
James W. Pellegrino, discussant

Investigating the Influence of Antecedent Models on Learning Science and Engineering Skills
Chandan Dasgupta and Tom Moher

The Urban Game Park: A Pilot Study of Student Investigations of Animal Behavior Using Motion-Detecting Cameras
Tom Moher, Joel Brown, Brian J. Reiser (Northwestern University), Alexandra Silva, Tia Shelley, and Leilah Lyons

Wednesday, May 1
Impact of an Embedded Assessment System on Elementary Science Teaching and Learning: Power and Promise
James W. Pellegrino, discussant

Applying Principles of "Spacing" and "Testing" to Improve Student Learning of Mathematics
Neil T. Heffernan (Worcester Polytechnic Institute), Cristina L. Heffernan (University of Pittsburgh), Kevin Dietz, Deena Soffer Goldstein, James W. Pellegrino, and Susan R. Goldman

Aggregate Representations to Support Scientific Inquiry: A Case Study With Embedded Phenomena
Rebecca M. Cober (University of Toronto), Colin McCann (University of Toronto), Tom Moher, and James D. Slotta (University of Toronto)