Faculty News & Notes
September 2015
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Faculty Awards & Honors:
John Allegrante was awarded the honorary degree of Doctor of Humane Letters from the State
University of New York, in May.
Ryan Baker won the Best Paper Award at the 17th International Conference on Artificial
Intelligence in Education.
Corbin Campbell was awarded a National Academy of Education/Spencer Foundation
postdoctoral fellowship for her research project, entitled, "Assessing College Educational
Quality: An Inside View of Teaching Quality and Academic Rigor in U.S. College and
University Classrooms.
Corbin Campbell was appointed to the Editorial Board of Review of Higher Education.
Noah Drezner has been named as this year's presenter of the Barbara Townsend Endowed
Lecture at the annual meeting of the Association for the Study of Higher Education in
November 2015.
Noah Drezner was awarded the 2015 Council for the Advancement and Support of Education
(CASE) John Grenzebach Award for Outstanding Research in Philanthropy for Educational
Advancement, in recognition of “The Social Base of Philanthropic Fundraising in Higher
Education: How Frames and Identity Matter.”
Lisa Edmonds has been invited as International Keynote at the British Aphasiology Conference
in London in September 2015.
A. Lin Goodwin has been elected by the National Institute of Education for the first Dr. Ruth
Wong Hie King Teacher Education Professorship in honor of a pioneer in teacher education in
Singapore.
Jeanne Brooks-Gunn was awarded the Matilda White Riley Award by the Office of Behavioral
and Social Sciences Research (OBSSR) at the National Institutes of Health. The Matilda White
Riley Award honors individuals whose research has contributed to behavioral and social
scientific knowledge and/or the application of such knowledge relevant to the mission of the
NIH.
Jeffrey Henig received the Norton Long Career Achievement Award, awarded by the Urban
Politics Section of the American Political Science Association
Jennifer Lena has been elected the American Sociological Association’s new Chair for the
Sociology of Culture Section.
Xiaodong Lin became the Yellow River Endowed Professor and Scholar at Henan Province and
Henan University, Kaifeng, China. She also became the Zi Jiang Endowed Chair Professor and
Scholar at Shanghai Zi Jiang Corporate Foundation, Shanghai, China.
Xiaodong Lin was bestowed Endowed Distinguish Professor award from Beijing Normal
University.
Felicia Mensah was conference organizer and invited panel moderator for “Furthering Girls’
Math Identity: An Expert Convening” conference this past June in Washington, DC.
Ernest Morrell has been approved for a three-year term appointment (by the Board of Directors
of ILA) as member of the Literacy Research Panel.
In honor of William Pasmore and his colleague Dick Woodman from Texas A&M University,
the Academy of Management Organization and Development division now gives an award
annually named the "Pasmore-Woodman award" to recognize scholars who have made
substantial contributions to the field as a result of their sustained collaboration. The first such
award was given out in Vancouver this past August.
Faculty Publications of Books and Refereed Journal
Articles:
Allsup, Randall. E. (2015). The eclipse of a higher education or problems preparing artists in a
mercantile world. Music Education Review, 17 (3): 251-261.
Allsup, Randall. E. (2015). Music teacher quality and the problem of routine
expertise. Philosophy of Music Education Review, 23 (1): 5-24.
Ogan, A., Walker, E., Baker, Ryan., Rodrigo, M.M.T., Soriano, J.C., Castro, M.J. (2015).
Towards understanding how to assess help-seeking behavior across cultures. International
Journal of Artificial Intelligence in Education, 25 (2), 229-248.
Rowe, E., Asbell-Clarke, J., Baker, Ryan. S. (2015). Serious games analysis to measure implicit
science learning. In C.S. Loh, Y. Sheng, D. Ifenthaler. (Eds.), Serious games analytics:
Methodologies for performance measurement, assessment, and improvement. (pp. 343-362).
Berlin, Germany: Springer.
Shute, V.J., D'Mello, S., Baker, Ryan., Cho, K., Bosch, N., Ocumpaugh, J., Ventura, M.,
Almeda, V. (2015). Modeling how incoming knowledge, persistence, affective states, and ingame progress influence student learning from an educational game. Computers & Education,
86, 224-235.
Baker, Ryan .S., DeFalco, J.A., Paquette, L., Georgoulas, V., Rowe, J., Mott, B., Lester, J.
(2015, June). Motivational feedback designs for frustration in a simulation-based combat medic
training. Proceedings of the 3rd Annual GIFT Users Symposium, University of Central Florida,
Orlando, Florida.
Moore, G., Baker, Ryan. S., Gowda, S.M. (2015, July). The antecedents of moments of
learning. Proceedings of the Annual Meeting of the Cognitive Science Society, Pasadena
Convention Center, Pasadena, California.
Paquette, L., Baker, Ryan. S., de Carvalho, A., Ocumpaugh, J. (2015, June). Cross-System
transfer of machine learned and knowledge engineered models of gaming the system.
Proceedings of the 23rd International Conference on User Modeling, Adaptation, and
Personalization, Trinity College, Dublin, Ireland.
Paquette, L., Rowe, J., Baker, Ryan.S., Mott, B., Lester, J., DeFalco, J., Brawner, K., Sottilare,
R.,Georgoulas, V. (2015, June). Sensor-Free or sensor-full: A comparison of data modalities in
multi- channel affect detection. Proceedings of the 8th International Conference on
Educational Data Mining, Madrid, Spain.
Jiang, Y., Paquette, L., Baker, Ryan. S., Clarke-Midura, J. (2015, June). Comparing novice and
experienced students in virtual performance assessments. Proceedings of the 8th International
Conference on Educational Data Mining, Madrid, Spain.
San Pedro, M.O., Snow, E., Baker, Ryan. S., McNamara, D., Heffernan, N. (2015, June ).
Exploring dynamic assessments of affect, behavior, and cognition and math state test
achievement. Proceedings of the 8th International Conference on Educational Data Mining,
Madrid, Spain.
Bosch, N., D’Mello, S., Baker, Ryan., Ocumpaugh, J., & Shute, V. (2015, June). Temporal
generalizability of face-based affect detection in noisy classroom environments. Proceedings of
the 17th International Conference on Artificial Intelligence in Education, Madrid, Spain.
Brown, R., Lynch, C.F., Eagle, M., Albert, J., Barnes, T., Baker, Ryan., Bergner, Y.,
McNamara, D. (2015, June). Good communities and bad communities: Does membership affect
performance? Proceedings of the 8th International Conference on Educational Data Mining,
Madrid, Spain.
Baker, Ryan., Lindrum, D., Lindrum, M.J., Perkowski, D. (2015, June). Analyzing early at-risk
factors in higher education e-learning courses. Proceedings of the 8th International Conference
on Educational Data Mining, Madrid, Spain.
Paquette, L., Ocumpaugh, J., Baker, Ryan.S. (2015, June). Simulating multi-subject momentary
time sampling. Proceedings of the 8th International Conference on Educational Data Mining,
Madrid, Spain.
Snow, E.L., San Pedro, M.O.Z., Jacovina, M.E., McNamara, D.S., Baker,
Ryan. S. (2015, June). Achievement versus experience: Predicting students’
choices during gameplay. Proceedings of the 8th International Conference on Educational Data
Mining, Madrid, Spain.
Rowe, E., Baker, Ryan .S., Asbell-Clarke, J. (2015, June). Strategic game moves
mediate implicit science learning. Proceedings of the 8th International Conference on Educational
Data Mining, Madrid, Spain.
Crossley, S., McNamara, D., Baker, Ryan. S., Wang, Y., Paquette, L., Barnes, T., Bergner, Y.
(2015, June). Language to completion. Paper presented at the 8th International Conference on
Educational Data Mining, Madrid, Spain.
Aleven, V., Sewall, J., Popescu, O., Xhakaj, F., Chand, D., Baker, Ryan., Wang, Y., Siemens,
G., Rosé, C., Gasevic, D. (2015, June). The beginning of a beautiful friendship? Intelligent
tutoring systems and MOOCs. Paper presented at the 17th International Conference on Artificial
Intelligence in Education, Madrid, Spain.
Mulqueeny, K., Mingle, L.A., Kostyuk, V., Baker, Ryan .S., Ocumpaugh, J.(2015, June).
Improving engagement in an e-learning environment. Paper presented at the 17th International
Conference on Artificial Intelligence in Education, Madrid, Spain.
Jiang, Y., Baker, Ryan.S., Paquette, L., San Pedro, M.O., Heffernan, N.T. (2015, June).
Learning, moment- by-moment, and over the long term. Paper presented at the 17th International
Conference on Artificial Intelligence in Education, Madrid, Spain.
Ocumpaugh, J., Baker, Ryan S. Rodrigo, M.M.T., Salvi, A. van Velsen, M., Aghababyan, A.,
Martin, T. (2015, July). HART: The human affect recording tool. Paper presented the ACM
Special Interest Group on the Design of Communication (SIGDOC).
Baron, Christine., & Dobbs, C. (2015). Expanding the notion of historical text through historic
building analysis. Journal of Adolescent & Adult Literacy, 58(3), 462–471.
Bowers, Alex .J. (2015). Site selection in school district research: A measure of effectiveness
using hierarchical longitudinal growth models of performance. School Leadership &
Management, 35(1) p. 39-61. http://dx.doi.org/10.1080/13632434.2014.962500 Open Access
Version: http://dx.doi.org/10.7916/D8P84B2J
Bowers, Alex. J. (2015). Students at risk. SAGE Video Tutorials, SAGE Publications, Thousand
Oaks, CA. http://sk.sagepub.com/video/students-at-risk
Bowers, Alex. J. (2015). Data-driven decision making. SAGE Video Tutorials, SAGE
Publications, Thousand Oaks, CA. http://sk.sagepub.com/video/data-driven-decisionmaking
MacKenzie, M.J., Nicklas, E., Brooks-Gunn, Jeanne., & Waldfogel, J. (2015). Spanking and
children’s externalizing behavior across the first decade of life: Evidence for transactional
processes. Journal of Youth and Adolescence, 44, 658-669.
Martin, A., Razza, R., & Brooks-Gunn, Jeanne. (2015). The maternal description of child
(MDoC): A new audiotaped measure of maternal affect. Infant and Child Development, 24, 228239.
Razza, R., Martin, A., & Brooks-Gunn, Jeanne. (2015). Are approaches to learning in
kindergarten associated with academic and social competence similarly? Child and Youth Care
Forum, 44, Advance online publication.
Schneider, W., MacKenzie, M., Waldfogel, J., & Brooks-Gunn, Jeanne. (2015). Parent and
child reporting of corporal punishment: New evidence from the Fragile Families and Child
Wellbeing Study. Child Indicators Research, 8, 347-358.
Sommer, T.E., Sabol., T.J., Smith, T., Dow, S., Barczak, M., Chase-Lansdale, P. L., BrooksGunn, Jeanne., Yoshikawa, H., & King, C. T. (2015). Promoting education: The two generation
approach of the Community Action Project of Tulsa, OK. In C. T. King, P. L. Chase-Lansdale, &
M. Small (Eds.). Two Generations. One Future. An Anthology from the Ascend
Fellowship. Washington, D.C.: Ascend at the Aspen Institute.
Gao, J., & Corter, James. E. (2015). Striving for perfection and falling short: The influence of
goals on probability matching. Memory and Cognition, 43(5), 748-759.
Kendall, D., Edmonds, Lisa., van Zyl, A., Odendall, I., Stein, M., & van der Merwe, A. (2015).
What can speech production errors tell us about cross-linguistic processing in bilingual aphasia?
Evidence from four English/Afrikaans bilingual individuals with aphasia. South African Journal
of Communication Disorders, 62(1), http://dx.doi.org/10.4102/sajcd.v62i1.111.
Highsmith, Andrew R., & Erickson, Ansley.T. (2015). Segregation as splitting, segregation as
joining: Schools, housing, and the many modes of Jim Crow. American Journal of Education
121(4), 563–569.
Campano, G., Ghiso, Maria. Paula., & Welch, B. (2015). Ethical and professional norms in
community-based research. Harvard Educational Review, 85(1), 29-49.
Goodwin, A. Lin., Low, E. L., & Ng, P. T. (2015). Developing teacher leadership in Singapore:
Multiple pathways for differentiated journeys. New Educator, 11(2), 107-120.
Goodwin, A. Lin. (April, 2015). Asia's lessons: Great principles and imperatives mondiauxs
(Lessons from Asia: Big principles, global imperatives). Revue Internationale D’ÈducationSèvres, 68, 181-190.
Goodwin, A. Lin., Low, E., Ng, P., Yeung, A. S., & Cai, L. (2015). Enhancing playful teachers’
perception of the importance of ICT use in the classroom: The role of risk taking as a
mediator. Australian Journal of Teacher Education, 40(4), 133-150.
Greer, R. Douglas., & Du, L. (2015). Experience and the onset of the capability to learn the
names of things by exclusion. The Psychological Record. DOI 10.1007/s40732-014-0111-2.
Du, L., Broto, J. & Greer, R. Douglas. (2015). The effects of the establishment of conditioned
reinforcement for observing responses for 3D stimuli on generalized match-to-sample in children
with autism spectrum disorders. European Journal of Behavior Analysis, 16(1), 82-98.
DOI.1080/15021149.2015.1065655
Oblak, M., Greer, R. Douglas., & Singer-Dudek, J. (2015). Valuation alteration: Stimuli
increase in value when preschoolers deliver them to peers. The Psychological Record. DOI
10.1007/s40732-015-0140-5
Howarth, M, Dudek, J., & Greer, R. Douglas. (2015). Establishing derived relations for
stimulus equivalence in children with severe cognitive delays. European Journal of Behavior
Analysis. DOI:10.1080/15021149.2015.1065635
Han, ZhaoHong. (2015). Striving for complementarity between narrative and meta-analytic
reviews. Applied Linguistics, 36(3), 409-415.
Kang, E.Y. & Han, ZhaoHong. (2015). The efficacy of written corrective feedback in
improving L2 written accuracy: A meta-analysis. The Modern Language Journal, 99(1), 1-18.
Bulkley, K.E.; & Henig, Jeffrey. (2015). Local politics and portfolio management models:
national reform ideas and local control. Peabody Journal of Education 90 (1), pp. 53-83.
Hatch, Thomas. (2015). Connections, coherence, and common understanding in the common
core. In Supovitz, J. A. & Spillane, J. P. (Eds.), Challenging standards: Navigating conflict and
building capacity in the era of the Common Core. Lanham, MD: Rowman & Littlefield.
Roegman, R., Hatch, Thomas., Hill, K., & Kneiwel, V. (2015). Relationships, instruction,
understandings: One district’s implementation of rounds. Journal of Educational
Administration. 53(5), 625 – 641.
Perez-Brena, N. P., Updegraff, K. A., Umaña-Taylor, A. J., Jahromi, Laudan. B., Guimond, A.
B. (2015). Co-parenting profiles in the context of Mexican-origin teen pregnancy: Links to
mother-daughter quality and adjustment. Family Process, 54, 263-279.
Derlan, C. L., Umaña-Taylor, A. J., Toomey, R. B., Updegraff, K. A., Jahromi, Laudan. B.
(2015). Person-environment fit: Everyday conflict and coparenting conflict in Mexican-origin
teen mother families. Cultural Diversity and Ethnic Minority Psychology, 21, 136-145.
Toomey, R. B., Updegraff, K. A., Umaña-Taylor, A. J., & Jahromi, Laudan. B. (2015). Gender
role attitudes across the transition to adolescent motherhood in Mexican-origin families. Family
Process, 54, 247-262.
Zeiders, K. H., Umaña-Taylor, A. J., Updegraff, K. A., & Jahromi, Laudan. B. (2015). An
idiographic and nomothetic approach to the study of Mexican-origin adolescent mothers’
sociocultural stressors and adjustment. Prevention Science, 16, 386-396.
Zeiders, K. H., Umaña-Taylor, A. J., Updegraff, K. A., & Jahromi, Laudan. B. (2015).
Acculturative stress and enculturative stress, depressive symptoms, and maternal warmth:
Examining within-person relations among Mexican-origin adolescent mothers. Development &
Psychopathology, 27, 293-308.
Keller, Bryan., Kim, J.-S., & Steiner, P. M. (2015). Neural networks for propensity score
estimation: Simulation results and recommendations. In L. A. van der Ark, D. M. Bolt, S.-M.
Chow, J. A. Douglas, & W.-C. Wang (Eds.), Quantitative psychology research. New York, NY:
Springer.
Lane, Monique. (2015). Black girl interrupted: A reflection on the challenges, contradictions,
and possibilities in transitioning from the community to the academy. In V. Evans-Winters and
B. Love (Eds). Black feminism in education: Black women speak back, up, & out. New York,
NY: Peter Lang.
Lena, Jennifer. C. (2015). Genre: Relational approaches to the sociology of music. In L.
Hanquinet & M. Savage (Eds.), Routledge International Handbook of the Sociology of Art and
Culture (Chapter 12). New York: Routledge.
Levin, Henry. & Belfield, C. (2015). Guiding the development and use of cost-effectiveness
analysis in education. Journal of Research on Educational Effectiveness, 8(3), pp. 400-418.
Lin, Xiaodong. D. Shaenfield, D. & Elder, A. (2015). Contrasting case instruction can
improve self-assessment of writing. Educational Technology Research & Development,
63(4), 517-537.
Martínez-Álvarez, Patricia. & Ghiso, Maria. Paula. (2015). In languaging and communities:
Latino/a emergent bilinguals’ expansive learning and critical inquiries into global
childhoods. International Journal of Bilingualism and Bilingual Education, DOI:
10.1080/13670050.2015.1068270.
Miles, R. L., Slagter Van Tryon, P., & Mensah, Felicia. M. (2015). Mathematics and science
teachers’ professional development with local businesses to introduce middle and high school
students to opportunities in STEM careers. The Science Educator, 24(1), 1-11.
Ado, G., & Mensah, Felicia. M. (2015). The influence of cultural factors on
HIV/AIDS education in Ivorian Schools. International Quarterly of Community Health
Education, 35(3), 227-243.
Danforth, S. & Naraian, Srikala. (2015). This new field of inclusive education: Beginning a
dialogue on conceptual foundations. Intellectual and Developmental Disabilities, 53(1), 70-85.
Purpura, James., E., Brown, J. D., & Schoonen, R. (2015). Improving the validity of
quantitative measures in applied language research. Language Learning, 65(1), pp. 36-73.
Hanrrahan, D., Sexton, P., Hui, K., Teitcher, J, Klitzman, R. & Purpura, James. E. (2015).
Linguistic and cultural challenges in translating informed consent in US-sponsored HIV
prevention research in emerging economies. PLoS One, 10(7), e0133394.
http://doi.org/10.1371/journal.pone.013339
Dawes, H., Collett, J., Debono, K., Quinn, Lori., et al. (2015). Exercise testing and training in
people with Huntington's disease. Clinical Rehabilitation, 29(2), 196-206.
Busse M.E., Quinn, Lori., et al. (2014). Supporting physical activity engagement in people with
Huntington’s disease (Engage-HD): Study protocol for a randomized controlled feasibility
trial. Trials, 15(1).
Quinn, Lori., Debono, K., Dawes, H., et al. Task-specific training in Huntington’s disease: A
randomized controlled feasibility trial. (2014). Physical Therapy, 94(11), 1555-1568.
Collett, J., Esser, P., Khalil, H., Busse, M., Quinn, Lori., Debono, K., Rosser, A., Nemeth, A.,
Dawes, H. (2014). Insights into gait disorders: Walking variability using phase plot analysis in
Huntington's disease. Gait and Posture, 40(4). 694-70.
Busse, M., Quinn, Lori., Khalil, H., McEwan, K. Optimizing mobility measures in Huntington’s
disease. (2014). Journal of Huntington’s Disease, 3(2), 175-88.
Proctor, L. A. & Wang, Ye. (2015). Using iPads and mobile technology for children with
developmental disabilities: Facilitate the language and literacy development. In N. Silton
(Ed.), Recent Advances in Assistive Technology to Support Children with Developmental
Disorders (pp. 45-78). Hershey, PA: IGI Global.
Andrews, J. & Wang, Ye. (2015). The qualitative similarity hypothesis: Research synthesis and
future directions. American Annals of the Deaf, 159(5), 468-483.
Wasserman, Nicholas. (2015). Unpacking teachers’ moves in the classroom: Navigating microand macro-levels of mathematical complexity. Educational Studies in Mathematics, 90(1), pp.
75-93.
Casey, S., & Wasserman, Nicholas. (2015). Teachers’ knowledge about informal line of best
fit. Statistics Education Research Journal, 14(1), pp. 8-35.
Wasserman, Nicholas. (2015). A random walk: Stumbling across connections. Mathematics
Teacher, 108(9), pp. 686-695.
Wohlstetter, Priscilla., Houston, D. M., & Buck, B. (2015, January). Networks in New York
City: Implementing the common core. Educational Policy, 29(1), 85-110.
Yoon, Haeny. (2015). Assessing children in kindergarten: The narrowing of identity, literacy,
and culture in the testing era. Journal of Early Childhood Literacy, 15(3), 364-393.
Yorks, Lyle. (2015). The practice of teaching co-operative inquiry. In H Bradbury (Ed.) The
Sage Handbook of Action Research, 3rd.ed., (pp. 256-264). London, UK: Sage Publications.
Public Communication:
Erickson, Ansley T. (2015, August 13). Affordable housing, public transit, A mayoral runoff,
racially separated schools. Welcome to Nashville - In 1971. Nashville Scene. Retrieved from
http://www.nashvillescene.com/nashville/affordable-housing-public-transit-a-mayoral-runoffracially-separated-schools-welcome-to-nashville-andmdash-in-1971/Content?oid=5461758
Jennifer C. Lena quoted in “Why Art School Can be a Smart Career Move,” Forbes, August 19,
2015.
Faculty Achievement in Grant Monies Received as reported
by the Office of Grants and Contracts:
New grant monies
Project Director
Ryan Baker
Project Title
Digital Learning Research Network
Grantor
University of
Texas at Arlington
Grant
$ 150,000
Peter Bergman
Changing School Settings as a Result of
Desegregation: Evidence from
Randomized Trials
William T. Grant
Foundation
$ 24,984
Jeffrey Henig
Outside Money in Local School
Elections
Spencer
Foundation
$ 49,087
Pamela Koch
Evaluating Food Corps' Impact on
Children's Consumption During School
Meals
FoodCorps
$ 249,757
Pamela Koch
Wellness in Schools Evaluation
Newman's Own
Foundation
$ 290,498
$ 10,000
New York State
Anand Marri
New York State Social Studies Toolkit
Review
Education
Department and
SUNY Binghamton
Ellen Meier
i2 Learning Evaluation
i2 Learning
$ 13,420
Ellen Meier
Education Leaders' Training Program of
the Bulgaria Young Leaders' Program
Institute of
International
Education
$ 107,997
Srikala Naraian
Initiatives Adopted by School Leaders
in New York City Public Schools to
Promote the Inclusion of Students with
Disabilities
American
Educational
Research
Association
$ 5,000
Aaron Pallas
Teacher Performance Measures and
Teachers' Instructional Practices
Spencer
Foundation
$ 49,473
Priscilla
Wohlstetter
The Role of School Support Structures:
Building the Capacity of Schools as
Learning Organizations
Spencer
Foundation
$ 499,831
Priscilla
Wohlstetter
Developing an Accountability Model
Aligned with the Common Core
California Charter
Schools
Association
$ 209,137
Renewal grant monies
Project Director
Project Title
Thomas Bailey
CCRC Postsecondary Education and
Employment
Joseph Ciccolo
Henry Levin
Ellen Meier
Efficacy of Resistance Training as an
Aid to Smoking Cessation Treatment
Methods Training for Research Using
Cost-Effectiveness and Cost-Benefit
Analysis
Yonkers Teachers of Tomorrow
Grantor
United States
Department of
Education
National Institutes of
Health
United States
Department of
Education
Yonkers Public
Schools
Grant
$ 1,738,216
$ 504,468
$ 397,092
$ 203,650
Supplement grant monies
Project Director
Project Title
Jeffrey Henig
Collective Impact Initiatives
Grantor
The Wallace
Foundation
Grant
$ 121,000
Integrated Innovations in Global Mental
Health
Partners in Health
$ 8,000
Survey Research Initiative
Various
$ 1,840
Project Director
Project Title
Grantor
Joey Lee
CCEP II: Polar Learning
Columbia University
$ 150,258
Mun Tsang
Innovation Capital of Research
Kwok Charitable
Trust
$ 73,000
Helena Verdeli
Priscilla
Wohlstetter
Index grant monies
Grant