MDRC Experts Presenting at AERA Conference in New York City, April 13-17


The American Education Research Association (AERA) is holding its 2018 annual meeting, “The Dreams, Possibilities, and Necessity of Public Education,” in New York City, April 13-17, 2018. A number of MDRC researchers are scheduled to make presentations:

Friday, April 13, 12:00-1:30 PM
Exploring Different Perspectives in Classroom Management
Park Central Hotel New York, Mezzanine Level, Manhattan A Room

  • Classroom Management Metareview: A Follow-Up of Research-Based Programs for Preventing and Solving Discipline Problems, Jerome Freiberg and David Oviatt (University of Houston)

  • Instructional Support and Academic Skills: Impacts of INSIGHTS in Classrooms With Shy Children, Meghan P. McCormick (MDRC), Hope White (New York University), Elizabeth Parham Horn (New York University), Rachel Stephanie Lacks (New York University), Erin E. O’Connor (New York University), Elise Cappella, (New York University), and Sandee G. McClowry (New York University)

  • Failed Connections Between Psychological Principles and Use of Classroom Management Strategies, Huiqing (Helen) Hu (The Pennsylvania State University-University Park), and Rayne A. Sperling (The Pennsylvania State University)

  • Middle School Students’ Perceptions of Talk in the Classroom: An Analysis of Social Power, Muriel K. Rand (New Jersey City University), Manuel Algarin, and Catherine Rand (Learning Community Charter School)

  • Teacher Quality and Disciplinary Infractions: Critical Analysis of Chicago Urban Preparatory and Harlem Children’s Zone, John Andrew Williams (University of North Carolina-Charlotte)

  • The Contribution of Implicit Bias in Discrete Types of Disciplinary Decisions by White Teachers, Olivia Marcucci (Washington University in St. Louis)

  • Chair Eleanor A. Maddock (University of Connecticut-Storrs)

Friday, April 13, 4:05-5:35 PM
Early Childhood Impacts

Crown Plaza Times Square, Fourth Floor, Times Square A Room

  • What Fade-Out? Full-Day, Play-Based Kindergarten Has Academic Benefits That Last, Janette P. Pelletier (University of Toronto), James E. Corter (Teachers College, Columbia University), and Carl M. Corter (University of Toronto-OISE)
  • The Impact of Transitional Kindergarten in California on Kindergarten Outcomes, Karen Manship, Heather E. Quick, Aleksandra Holod, Iliana Brodziak de los Reyes, Burhan Ogut, Jennifer Anthony (American Institutes for Research)

  • Preschool Context, Executive Functioning, and Early Achievement Gaps: A Study of a Mixed-Delivery Preschool System, Rama M. Hagos (MDRC), Meghan P. McCormick (MDRC), JoAnn Hsueh (MDRC), and Christina Weiland (University of Michigan)

  • Impacts of Targeted and Global Preschool Curricula on Children’s School Readiness: A Meta-Analytic Review, Tutrang Chung Nguyen (University of California-Irvine)

  • Statewide Public Pre-K Education Associated With Better Academic and Social Outcomes in Third Grade, Craig T. Ramey (Virginia Tech), Sharon Landesman Ramey (Virginia Polytechnic Institute and State University), Gary Asmus, Billy Stokes (University of Louisiana at Lafayette), and Maria Stack Hankey (Virginia Polytechnic Institute and State University)

  • Longitudinal Outcomes of Inclusive Practice in Early Childhood Education, Kristin Ann Brooks (Santa Clara County Office of Education), Jan Weiner, and Nicol R. Howard (University of Redlands)

  • Chair: James A. Griffin (National Institute of Child Health and Human Development)

Friday, April 13, 4:05-6:05 PM
Problem Solving and Challenges for Teachers and Learners

New York Hilton Midtown, Concourse Level, Concourse F Room

  • Change Over Time: Tracing and Analyzing Novice Teachers’ Skills With Eliciting and Interpreting Student Thinking, Rosalie DeFino (University of Michigan-Ann Arbor), Meghan M. Shaughnessy (University of Michigan), and Timothy A. Boerst (University of Michigan)

  • Developing Responsive Teaching Practices from Causal Reasoning About Classroom Experiences in Secondary Mathematics, Elizabeth B. Dyer (WestEd)

  • Learning Potential of Students’ Errors in Accounting Lessons: A Mixed-Methods Analysis, Patricia Köpfer (The University of Frankfurt)

  • Pre-K Teachers’ Practices for and Perceptions of Differentiating Instruction for Children Struggling With Math Concepts, Anne Kou, Nicole Leacock, and Shira Mattera (MDRC)

  • Preservice Elementary Teachers’ Achievement Goals and Their Relationship to Math Anxiety, Alyssa R. Gonzalez-Dehass, Joseph M. Furner, Maria D. Vasquez-Colina, and John D. Morris (Florida Atlantic University)

  • Training for Preservice Educators and Policy Implications Surrounding the Increasing Rates of Educator Sexual Misconduct, Elisabeth M. Krimbill (Texas A&M University-San Antonio)

  • Chair: Christian Alejandro Bracho (University of La Verne)

  • Discussant: Patricia M. Virella (Sarah Lawrence College)

Saturday, April 14, 10:35 AM-12:05 PM
CUNY Start: Addressing Students’ Remedial Needs at Public Community Colleges

New York Marriott Marquis, Fourth Floor, O’Neill

  • CUNY Start: An Intensive Pre-Matriculation Remedial Option, Donna Linderman (City University of New York)

  • The Implementation of CUNY Start’s Professional Development Model, Maria S. Cormier and Jessica R. Brathwaite (Teachers College, Columbia University)

  • Effects of CUNY Start on Educational Attainment: Early Findings, Michael Weiss (MDRC)

  • Chair: Nikki Edgecombe (Teachers College, Columbia University)

  • Discussant: Thomas R. Bailey (Teachers College, Columbia University)

Saturday, April 14, 10:35 AM-12:05 PM
Early Childhood Social-Emotional Issues

Crown Plaza Times Square, 15th Floor, Room 1503

  • Relationships Between Peer Victimization and Children’s Academic Performance in Third Grade, Amy H. Rathburn (American Institutes for Research) and Lauren E. Musu-Gillette (National Center for Education Statistics)

  • Linking Kindergartners’ Bedtime and Sleep to Chronic Absenteeism, Michael A. Gottfried and Jon Jacob Kirksey (University of California-Santa Barbara)

  • Supporting Learning in Early Childhood Through Classroom Context: The Role of Social Emotional Interventions, Samantha Harding (New York University), Hope White (New York University), Erin E. O’Connor (New York University), Meghan McCormick (MDRC), and Sandee G. McClowry (New York University)

  • Restful or Stressful? Children’s Diurnal Cortisol Patterns Associated With Nap Time Practices in Preschool, Karen Thorpe (The University of Queensland)

  • Friendships in Preschool Settings: (Dis)Agreements Between Children and Teacher Reports, Cecília Aguiar (ISCTE-Instituto Universitário de Lisboa), Pedro Martins, João Daniel (ISPA - Instituto Universitário)

  • Social-Emotional Learning of Refugee English Language Learners in Early Elementary Grades: Teachers’ Perspectives, Hyonsuk Cho (University of North Dakota), X. Christine Wang (University of Buffalo-SUNY), and Tanya M. Christ (Oakland University)

  • Chair:Roger David Phillips (Private Consulting Practice)

Monday, April 16, 8:15-9:45 AM
Cross-Sector Policy Alignment and Early Learning: Evidence from the Early Learning Network

New York Hilton Midtown, Second Floor, Clinton Suite

  • Aligning Standards, Curricula, and Assessments in Early Education: Evidence From Rural North Carolina, Lora A. Cohen-Vogel, James Sadler, Michael Harris Little, and Rebecca Merrill (University of North Carolina-Chapel Hill)

  • Aligning Content and Mode of Instruction Across the Early Grades: A Study of Policies and Practices in the Boston Public School District, Meghan McCormick (MDRC), JoAnn Hsueh (MDRC), Nicole Leacock (MDRC), Christina Weiland (University of Michigan), and Laura Schick (University of Michigan)

  • The Politics of Classroom Observation and Effective Teaching: The Optimizing Learning Opportunities for Students (OLOS) Observation System, Carol M. Connor (University of California-Irvine), Michele M. Mazzocco (Institute of Child Development), Ann Schulte (Arizona State University), and Deborah L. Vandell (University of California-Irvine)

  • Kindergarten Transition in Ohio: Understanding Formal and Informal Supports, Kelly Purtell, Anne Valauri, Anna Rhoad-Drogalis, Laura M. Justice, Tzu-Jung Lin, and Jessica Logan (The Ohio State University)

  • Understanding Policy and Contextual Factors in 12 Nebraska School Districts, Mark Dekraai (University of Nebraska), Susan M. Sheridan (University of Nebraska-Lincoln), Lisa Knoche (University of Nebraska-Lincoln), and Iheoma Iruka Thompson

  • Chair: Margaret R. Burchinal (University of North Carolina-Chapel Hill)

The Center for the Analysis of Postsecondary Readiness — a developmental education research center led by MDRC and the Community College Research Center and funded by the Institute of Education Sciences — will host a lunch for developmental education researchers on Saturday during the Annual Meeting. The lunch will provide an opportunity for participants to highlight current research projects and discuss emerging questions in the field.