Policy Goes to School

Recent Highlighted Research

Education Department Publications and Presentations for 2017-2018 Academic Year

ED Faculty are in bold. Last updated: October 3, 2018.

Publications

Mcclung, N., & Arya, D. (2018). Individual Differences in Fourth-Grade Math Achievement in Chinese and English. In Frontiers in Education (3), 29.

Arya, D.J. (2018). Readability. Sage Encyclopedia of Educational Research, Measurement and Evaluation. In B. Frey [Ed.], The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation [ pp. 1381-1382]. Thousand Oaks: SAGE Publications.

Arya, D.J., Swami, S., & Meier, V. (2018). Reading assessment. Sage Encyclopedia of Educational Research, Measurement and Evaluation. In B. Frey [Ed.], The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation [pp. 1385-1387]. Thousand Oaks: SAGE Publications.

Arya, D.J. & Yu, J. (2018). Reading comprehension. Sage Encyclopedia of Educational Research, Measurement and Evaluation. In B. Frey [Ed.], The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation [1383-1384]. Thousand Oaks: SAGE Publications.

Arya, D.J., Balos, N., Napoli, M. & Skiaky, E. (2017). The benefits of ethnographic research in exploring new intervention in STEM higher education programs. Proceedings in the 2017 American Society for Engineering Education (ASEE), Columbus, OH.

Napoli, M., Sciaky, E., Arya, D.J. & Balos, N. (2017). PIPELINES: Fostering University-community college partnerships and STEM professional success for underrepresented populations. Proceedings in the 2017 American Society for Engineering Education (ASEE), Columbus, OH.

Arya, D.J., Harlow, D., Hansen, Harmon, L., A. McBeath, J. & Pulgar, J. (2017). Innovative youth: An engineering and literacy integrated approach. Science Scope, 40(9), 82-88. Arya, D.J. & *McBeath, J. (Eds.,) (2017). STEMinists: The Lifework of 12 Scientists and Engineers. Berkeley, CA: Xochitl Justice Press.

Buckley, P., Moore, B., Boardman, A. G., Arya, D. J., & Maul, A. (2017). Validating a Fidelity Scale to Understand Intervention Effects in Classroom-Based Studies. American Educational Research Journal, 54(6), 1378-1413.

McBeath, J., Balos, N. & Arya, D.J. (2017). Engaging latin@ middle school students in literacy-based MakerSpace activities to enhance STEM practices and engagement. Proceedings for the 2017 Hawaii International Conference on Education, Honolulu, January 3-6 2017.

Charles Bazerman, Arthur Applebee, Virginia Berninger, Deborah Brandt, Steve Graham, Jill V. Jeffery, Paul Kei Matsuda, Sandra Murphy, Deborah Wells Rowe, Mary Schleppegrell and Kristen Campbell Wilcox. Jointly written chapters, with individual chapters. Lifespan Development of Writing Abilities. NCTE Press. 2018. Writing Development Across the Lifespan, C. Bazerman, Ed.. Special Issue of Writing and Pedagogy. to appear this fall.

Bazerman, C. What does a model model? And for whom? Educational Psychologist, Fall 2018.

Bazerman, C. (2017). Equity means having full voice in the conversation. Revista Lenguas Modernas 50, 2, 33 - 46

Bazerman C., Applebee, A., Brandt, D., Berninger, V., Graham, S., Matsuda, P., Murphy, S., Rowe, D., Schleppegrell, M. (2017). Taking the Long View on Writing Development, Research in the Teaching of English, 51, 3, 51-60.

Bazerman, C. Development Makes History, Where Inside Meets Outside (Fall 2018). In Sandrine Aeby Daghé, Ecaterina Bulea Bronckart, Glaís Sales Cordeiro, Joaquim Dolz, Irina Leopoldoff, Anne Monnier, Christophe Ronveaux, Bruno Vedrines (Eds.), La construction de la didactique du français comme discipline scientifique. Presses Universitaires du Septentrion (University of Lille).

Bazerman, C. ‘Writing is Motivated Participation’: An Interview with Charles Bazerman. Writing on the Edge 6:2 (1995): 7-20. Reprinted in J. Boe, D. Masiel, E. Schroeder, and L. Sperber (eds.), Teachers on the Edge: The WOE Interviews, 1989-2017. Routledge, 2017. Pp. 181-193.

Bazerman, C. The Psychology of Writing Situated within Social Action: An Empirical and Theoretical Program. In Contemporary Perspectives on Cognition, ed. Patricia Portanova, Michael Rifenburg, and Duane Roen. WAC Clearinghouse, 2017.

Bazerman, C. Inscribing the World into Knowledge: Data and Evidence in Disciplinary Academic Writing. Conocer la escritura: investigación más allá de las fronteras; Knowing Writing: Writing Research across Borders , C. Bazerman, B. Gonzalez, et al.( eds.). Universidad Javeriana, Bogota. Fall 2018

Bazerman, C.. Commentary. In Ken Hyland, The Essential Hyland (pp. 100-105). London: Bloomsbury, 2018.

Bazerman, C.. Lifespan longitudinal studies of writing development: A heuristic for an impossible dream. In Charles Bazerman, Arthur Applebee, Virginia Berninger, Deborah Brandt, Steve Graham, Jill V. Jeffery, Paul Kei Matsuda, Sandra Murphy, Deborah Wells Rowe, Mary Schleppegrell and Kristen Campbell Wilcox. Lifespan Development of Writing Abilities. NCTE Press, 2018.

Bazerman, C. and Self, B. (2017), Writing the world to build the world, iteratively: Inscribing data and projecting new materialities in an engineering design project. In Russel K. Durst, George E. Newell, and James D. Marshall (Eds.), English Language Arts Research and Teaching: Revisiting and Extending Arthur Applebee’s Contributions (pp. 91-106). Routledge.

Leak, A. E., Sciaky, E., Lenaburg, L., Bianchini, J. A., & Scott, S. (2018). Essential elements of collaboration: Understanding how chemistry graduate students experience collaboration through international research visits. Journal of Chemical Education, 95(5), 749-757.

McLean, M., Susko, T., Harlow, D. B., & Bianchini, J. A. (2017). Dancing robots: A collaboration between elementary school and university engineering students. Proceedings of FabLearn 2017: 7th Annual Conference on Creativity and Making in Education. New York, NY: Association for Computing Machinery. https://doi.org/10.1145/3141798.3141817

Bianchini, J. A. (2017). Equity in science education. In B. Akpan & K. S. Taber (Eds.), Science education: An international course companion (pp. 455-464). Rotterdam, the Netherlands: Sense Publishers.

Roberts, S., Bianchini, J. A., Lee, J. S., Hough, S., & Carpenter, S. (2017). Developing an adaptive disposition for supporting English language learners in science: A capstone science methods course. In A. W. Oliveira & M. H. Weinburgh (Eds.), Science teacher preparation in content-based second language acquisition (pp. 79-96). Dordrecht, the Netherlands: Springer.

Chun, D. M. (2017) Research Methods for Investigating Technology for Language and Culture Learning, In C. Chapelle & S. Sauro (Eds.), The Handbook of Technology in Second Language Teaching and Learning. Hoboken, NJ: Wiley-Blackwell. (Book Chapter)

Chun, D. M. (2017) PitchPerfect Chinese, Mobile app for teaching Mandarin Chinese tones. Apple. (Curriculum Materials)

Gehlbach, H., & Robinson, C. D. (2018). Mitigating illusory results through preregistration in education. Journal of Research on Educational Effectiveness, 11(2), 296-315. doi:10.1080/19345747.2017.1387950

Gehlbach, H., & Artino, A. R. (2018). The survey checklist (manifesto). Academic Medicine: Journal Of The Association Of American Medical Colleges, 93(3), 360-366. doi:10.1097/ACM.0000000000002083

Gehlbach, H., Robinson, C. D., Finefter-Rosenbluh, I., Benshoof, C., & Schneider, J. (2018). Questionnaires as interventions: Can taking a survey increase teachers’ openness to student feedback surveys? Educational Psychology, 38(3), 350-367. doi:10.1080/01443410.2017.1349876

Brinkworth, M. E., McIntyre, J., Juraschek, A. D., & Gehlbach, H. (2018). Teacher-student relationships: The positives and negatives of assessing both perspectives. Journal of Applied Developmental Psychology, 55, 24-38. doi:http://dx.doi.org/10.1016/j.appdev.2017.09.002 Gehlbach, H. (2017). Learning to walk in another’s shoes. Phi Delta Kappan, 98(6), 8-12.

Page, L. C., & Gehlbach, H. (2017). How an artificially intelligent virtual assistant helps students navigate the road to college. AERA Open, 3(4), 1-12. doi:10.1177/2332858417749220

Gehlbach, H., & Hough, H. (2018). Measuring social emotional learning through student surveys in the CORE districts: A pragmatic approach to validity and reliability. Retrieved from Stanford University: http://edpolicyinca.org/publications/sel-validity

Ansari, A., & Gottfried, M.A. (2018). Early Childhood Educational Settings and School Absenteeism for Children with Disabilities. AERA Open, 4, online.

Gottfried, M.A., & Plasman, J. (2018). Linking the Timing of Career and Technical Education Coursetaking with High School Dropout and College-Going Behavior. American Educational Research Journal, 55, 325-361.

Gottfried, M.A. (2018). Teacher’s Aides in Kindergarten: Effects on Achievement for Students with Disabilities. The Journal of Educational Research, 5, 620-630.

Stiefel, L., Shiferaw, M., Schwartz, A.E., and Gottfried, M.A. (2018). Who feels included in school? Examining feelings of inclusion among students with disabilities. Educational Researcher, 47, 105-120.

Gottfried, M.A., & Sublett, C. (2018). Does Applied STEM Coursetaking Link to STEM Outcomes for High School Students with Learning Disabilities? Journal of Learning Disabilities, 51, 250-267.

Hancock, K., Gottfried, M.A., & Zubrick, S. (2018). Does the Reason Matter? How Student-Reported Reasons for School Absence Contribute to Differences in Achievement Outcomes Among 14-15 Year Olds. British Educational Research Journal, 44, 141-174.

Gottfried, M.A., & Ehrlich, S.B. (2018). Introduction to the Special Issue: Combating Chronic Absence. Journal of Education for Students Placed at Risk, 23, 1-4.

Gottfried, M.A., & Little, M. (2018). Full- Versus Part-Day Kindergarten for Children with Disabilities: Effects on Executive Function Skills. Early Education and Development, 29, 288-305.

Plasman, J., & Gottfried, M.A. (2018). Applied STEM Coursework, High School Dropout Rates, and Students with Learning Disabilities. Educational Policy, 32, 664-696.

Bargagliotti, A., Gottfried, M.A., & Guarino, C. (2017). Educating the Whole Child: Early Mathematical Instructional Practices and Students’ Academic and Socioemotional Development. Teachers College Record, 119, 1-41.

Sublett, C., & Gottfried, M.A. (2017). Individual and Institutional Factors of Applied STEM Coursetaking in High School. Teachers College Record, 119.

Gottfried, M.A. (2017). The Role of Attending Center-Based Care for Kindergarten-Aged Children with Disabilities. Teachers College Record, 119.

Wright, A., Gottfried, M.A., Le, V. (2017). A Kindergarten Teacher Like Me: The Role of Student-Teacher Race in Social-Emotional Development. American Educational Research Journal [centennial issue], 54, 78-101.

Gottfried, M.A. (2017). Does Truancy Beget Truancy? Elementary School Journal, 118, 128-148.

Gottfried, M.A., & Le, V. (2017). Is Full-Day Kindergarten Linked to Children’s Physical Activity? Early Childhood Research Quarterly, 40, 138-149.

Gottfried, M.A. (2017). Linking Getting to School with Going to School. Educational Evaluation and Policy Analysis, 39, 571-592.

Gottfried, M.A., & Kirksey, J.J. (2017). When Students Miss School: The Role of Timing of Absenteeism on Students’ Test Performance. Educational Researcher, 46, 119-130.

Gottfried, M.A., & Gee, K. (2017). Identifying the Determinants of Chronic Absenteeism: A Bioecological Systems Approach. Teachers College Record, 119.

Gottfried, M.A. (2017). Does Absenteeism Differ for Children with Disabilities in Full-Day versus Part-Day Kindergarten? Journal of Education for Students Placed at Risk, 22, 260-281.

Gottfried, M.A. (2017). ELL School Readiness and Pre-Kindergarten Care. Educational Policy, 31, 39-72.

Bozick, R., Srinivasan, S., Gottfried, M.A. (2017). Do High School STEM Courses Prepare Non-College-Bound Youth for Jobs in the STEM Economy? Education Economics, 25, 234-250.

Gottfried, M.A., Owens, A., Williams, D., Kim, H.Y., & Musto, M. (2017). Friends and Family: A Literature Review on How High School Social Groups Influence Advanced Math and Science Coursetaking. Education Policy Analysis Archives, 25, 62.

Plasman, J., Gottfried, M.A., & Sublett, C. (2017). Are there CTE Cluster Pipelines? Linking High School CTE Coursetaking and Postsecondary Credentials. Career and Technical Education Research, 42, 219-242.

Lambert, R. (2018).’Indefensible, Illogical, and Unsupported’; Countering Deficit Mythologies about the Potential of Students with Learning Disabilities. Education Sciences, 8(2):72.http://www.mdpi.com/2227-7102/8/2/72 (Special Issue: Myths in Mathematics Education)

Lambert, R., Tan, P., Hunt, J., & Candela, A. (2018). Rehumanizing the mathematics education of students with disabilities; Critical perspectives on research and practice. Investigations in Mathematics Learning, 10 (3), 1-4. https://doi.org/10.1080/19477503.2018.1463006 (Special Issue: Critical Perspectives on Disability in Mathematics Education)

Lambert, R., Imm, K., & Williams, D. A. (2017). Number strings: Daily computational fluency. Teaching Children Mathematics, 24(1), 48–55. https://doi.org/10.5951/teacchilmath.24.1.0048

Maul, A., Torres Irribarra, D., Mari, L., & Wilson, M. (2018). The quality of measurement results from a structural perspective. Measurement, 116, 611-620.

Maul, A. (2017). Rethinking traditional methods of survey validation. Measurement: Interdisciplinary Research and Perspectives, 15, 51-69.

Maul, A. (2017). Moving beyond traditional methods of survey validation. Measurement: Interdisciplinary Research and Perspectives, 15(2), 103-109.

Maul, A., & McGrane, J. (2017). As pragmatic as theft over honest toil: Disentangling pragmatism from operationalism. Measurement: Interdisciplinary Research and Perspectives, 15(1), 2-4.

Maul, A. (2018). Validity. In Bruce Frey (Ed.) The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation (1771-1775). Thousand Oaks: SAGE Publications.

Maul, A. (2018). Objectivity. In Bruce Frey (Ed.) The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation (1169-1170). Thousand Oaks: SAGE Publications.

Maul, A. (2018). Judgment sampling. In Bruce Frey (Ed.) The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation (914). Thousand Oaks: SAGE Publications.

Maul, A. & Katz, D. (2018). Internal validity. In Bruce Frey (Ed.) The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation (859-861). Thousand Oaks: SAGE Publications.

Mireles-Rios, R. & Becchio, J. A. (2018). The evaluation process, administrator feedback, and teacher self-efficacy. Journal of School Leadership, 28(4): 462.

Mireles-Rios, R. & Garcia, N. M. (2018). What would your ideal graduate mentoring program look like?: Latina/o student success in higher education. Journal of Latinos and Education, 1-11.

Assar A., Mireles-Rios R. (2017) Rape and dating. In: Shackelford T., Weekes-Shackelford V. (eds) Encyclopedia of Evolutionary Psychological Science. Springer, Cham.

Assar, A. & Mireles-Rios, R. (2017). Goals. In: Shackelford T., Weekes-Shackelford V. (eds) Encyclopedia of Evolutionary Psychological Science. Springer, Cham.

Nylund-Gibson, K., & Choi, A. Y. (in press). Ten frequently asked questions about latent class analysis. Translational Issues in Psychological Science.

Liu, S. R., Kia-Keating, M., Nylund-Gibson, K. (2018). Patterns of adversity and pathways to health among White, Black, and Latinx youth. Child Abuse & Neglect, 86, 89-99.

Choi, A. Y., Nylund-Gibson, K., Israel, T., & Mendez, S. E. A. (provisionally accepted). A latent profile analysis of bisexual identity: Evidence of within-group diversity. Archives of Sexual Behavior.

Dowdy, E. Furlong, M.K., Nylund-Gibson, K., Moore, S. , Moffa, K. (In press). Initial validation of the social emotional distress survey-secondary to support complete mental health screening. Assessment for Effective Intervention.

Felix, E.D., Holt, M., Nylund-Gibson, K., Grimm, R., Espelage, D.L., Greif Green, J. (In press). Associations between childhood victimization and aggression and subsequent victimization and aggression in college. Psychology of Violence.

Victorino, C., Nylund-Gibson, K., Conley, S. (2018). Prosocial Behavior in the Professoriate: A Multi-level Analysis of Pretenured Faculty Collegiality and Job Satisfaction. International Journal of Educational Management, 32 (5), 783-798.

Nishina, A., Bellmore, A., Witkow, M. R., Nylund-Gibson, K., Graham, S. (2018). Mismatch in self-reported and meta-perceived ethnic identification across the high school years. Journal of Youth and Adolescence, 47(1), 51-63. doi: 10.1007/s10964-017-0726-0

Kia-Keating, M., Nylund-Gibson, K., Kia-Keating, B., Schock, C., Grimm, R. P. (2018). Longitudinal patterns of self-regulation among ethnic minority children facing poverty. Journal of Child and Family Studies, 27, 398-411.

Conover, K., Israel, T., Nylund-Gibson, K. (2017). Development and validation of the Ableist Microaggressions Scale. The Counseling Psychologist, 45(4), 507-599.

Gottfried, A.E., Nylund-Gibson, K., Gottfried, A.W., Morovati, D., & Gonzalez, A.M. (2017). Trajectories from Academic Intrinsic Motivation to Need for Cognition and Educational Attainment. Journal of Educational Research, 110(6), 642-652.

Holt, M., Felix, E., Grimm, R., Nylund-Gibson, K., Green, J.G., Poteat, V.P., Zhang, C. (In press). A Latent Class Analysis of Past Victimization Exposures as Predictors of College Mental Health. Psychology of Violence. http://dx.doi.org/10.1037/vio0000068

Ing, M. & Nylund-Gibson, K. (2017). The Importance of Early Attitudes Towards Mathematics and Science. Teachers College Record, 119(5), 1-32.

Dang, M., Nylund-Gibson, K. (2017). Connecting Math Attitudes with STEM Career Attainment: A Latent Class Analysis Approach. Teachers College Record, 119(6), 1-38.

Phelan, J., Ing, M., Nylund-Gibson, K., & Brown, R.S. (2017). Identifying Students’ Expectancy-Value Beliefs: A Latent Class Analysis Approach to Analyzing Middle School Students’ Science Self-Perception. Journal of STEM Education: Innovations & Research, 18(1), 11-15.

Roberts, S. A. & Spina, A. C. (2017). Teachers’ developing questioning to support linguistically diverse students in junior high mathematics classrooms. In E. Galindo & J. Newton (Eds.), Thirty-ninth Annual Meeting of PME–NA – The North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 515-518), Indianapolis, IN.

Presentations

Arya, D.J. (2017, November). Community Based Literacies for the 21st Century. Presented at the Fast & Curious Series, Santa Barbara Public Library.

Arya, D.J. (2017, December). Making visible the critical tensions and silences in discourse. Alternative Session Chair and Presenter, Literacy Research Association 67th Annual Conference, Tampa, FL.

Katz, D., Clairmont, A., Arya, D.J. & Maul, A. (2018, April). Measuring reading strategy use in a multilingual context. Presented at the 2018 Annual Meeting for the American Educational Research Association, New York, NY.

McBeath, J., Arya, D.J., & Harlow, D. (2018, April). Nevertheless, she persisted: Scientists reframing notions and doubts for young girls. Presented at the 2018 Annual Meeting for the American Educational Research Association, New York, NY.

Arya, D.J. (2018, June). Measuring reading strategy use in a multilingual context. Presented at the invitation from Oxford University’s , Oxford, UK.

Arya, D.J. (2018, August). Community Based Literacies for the 21st Century: Building instructional expertise together. Presented and Facilitated at Harding Elementary School, Santa Barbara, CA.

Bazerman, C. (March 2018) Inscribing Data in Disciplinary Academic Writing. SigWriting, EARLI, Antwerp, Belgium, August 2018 The Lifespan Writing Development of a Writing Teacher. College Composition and Communication, Kansas City, MO.

Bazerman, C. (June 2018) Puzzles in Researching Lifespan Development of Writing. Lifespan Development of Writing Conference, Athens, Ohio.

Bazerman, C. (August 2018) Developing a Method for Coordinated Longitudinal Projects: The Lifespan Writing Collaboration. SigWriting, EARLI, Antwerp, Belgium.

Bianchini, J. A. (2018, May). How do preservice secondary science teachers support discourse for English learners? Paper presented at the meeting of CalTeach, Riverside, CA.

McLean, M., McBeath, J., Susko, T., Harlow, D., & Bianchini, J. A. (2018, April). Freshmen and flash mobs: The development and assessment of a service-learning engineering design course using expectancy-value theory. Paper presented at the meeting of the American Educational Research Association, New York, NY.

Meier, V., Aminger, W., McLean, M., Hough, S., & Bianchini, J. A. (2018, April). How do preservice secondary science teachers support discourse in cognitively demanding tasks for English learners? Paper presented at the meeting of the American Educational Research Association, New York, NY.

Meier, V., Lee, J. S., Aminger, W., McLean, M., Hough, S., & Bianchini, J. A. (2018, March). “Evidence of language understanding and use”: A study of preservice secondary science teachers. Paper presented at the meeting of the American Association of Applied Linguistics, Chicago, IL. Bianchini, J. A. (2018, March). A problem of practice: Teaching science to English learners. In H. Kang (Chair), Pre-service science teacher education symposium: Re-framing problems of practice in preparing new science teachers for equity in the NGSS era. Symposium conducted at the meeting of the National Association for Research in Science Teaching, Atlanta, GA.

Aminger, W., Hough, S., Meier, V., McLean, M., Moon, S., Carpenter, S. L., Roberts, S., Spina, A., & Bianchini, J. A. (2018, March). Investigating pre-service science teachers’ understanding of an NGSS practice: Using mathematics and computational thinking. Paper presented at the meeting of the National Association for Research in Science Teaching, Atlanta, GA.

Hansen, A. K., Carpenter, S. L., Bianchini, J. A., Stone, E., Forbes, C., Arevalo, E., Macias, M., Matschiner, A., & Meybodi, M. (2018, March). Preparing reform-minded science and mathematics teachers: An empirical investigation across six teacher education programs. Poster presented at the meeting of the National Association for Research in Science Teaching, Atlanta, GA.

Moon, S., Hansen, A. K., Bushong, L., Carpenter, S. L., & Bianchini, J. A. (2018, March). Examining the effects of teacher education on pre-service science and mathematics teacher readiness. Paper presented at the meeting of the National Association for Research in Science Teaching, Atlanta, GA.

Bianchini, J. A. (2017, October). Teachers’ perceptions, attitudes, and biases of English learners and the impact on STEM content learning. Invited presentation at the third meeting of the Committee on Supporting English Learners in STEM Subjects, National Academy of Sciences, Irvine, CA.

Chun, D. July, 2017 KEYNOTE ADDRESS: "Contextual challenges of Telecollaboration 2.0" at 18th International CALL Research Conference. Berkeley, CA.

Cook-Gumperz, J. (July 2017)  Advice seeking, advice giving in a multicultural/multilingual context: governmentality as activity and art. 15th International Pragmatics Conference in Belfast, N. Ireland.

Cook-Gumperz, J. (February 2018) Exploring microstudies of social interaction: history, theoretical stances , issues of analysis. Universitat Autonoma de Barcelona, Catalonia. Spain in Department of
English Linguistics.

Dewar, T. (March 9, 2018) "To Teach in Such a Way that People Stop Killing Each Other": Becoming a Teacher for Today and Tomorrow. CATE Annual Convention, San Diego, CA.

Vriesema, C. C., Robinson, C. D., & Gehlbach, H. (2018). An investigation of college students' achievement, motivation, and connectedness. Paper presented at the American Psychological Association Annual Convention, San Francisco, CA.

Robinson, C. D., Scott, W., & Gehlbach, H. (2018). Beyond “skin-deep”: College instructor-student demographic match vs. perceived similarity. Paper presented at the American Psychological Association Annual Convention, San Francisco, CA.

Robinson, C. D., & Gehlbach, H. (2018). Mitigating performance-enhanced data through pre-registration in education. Paper presented at the American Educational Research Association, New York City, NY.

Page, L. C., & Gehlbach, H. (2018). How an artificially intelligent virtual assistant helps students navigate the road to college. Paper presented at the Society for Research on Educational Effectiveness, Washington D.C.

Stuart, E. A., Gehlbach, H., Robinson, C. D., Ochsendorf, R., & Spybrook, J. (2018). Getting down to brass tacks: What does pre-registration of studies actually look like in practice? Paper presented at the Society for Research on Educational Effectiveness, Washington D.C.

Gottfried, M.A., & Kirksey, J.J. (2018). Going to Sleep and Going to School. Invited Paper Presentation at the NC State University School of Education.

Hutt, E., & Gottfried, M.A. (2018). Addressing Absenteeism: 5 Myths About School Attendance. Invited Paper Presentation at the NC State University School of Education.

Gottfried, M.A., Stiefel, L., Schwartz, A., & Hopkins, B. (2018). Showing Up: Chronic Absenteeism Disparities Between Children with and without Disabilities in NYC’s Public Schools. Invited Paper Presentation at the UC Santa Barbara Quantitative Methods in Social Sciences Seminar.

Gottfried, M.A., Stiefel, L., Schwartz, A., & Hopkins, B. (2018). Showing Up: Chronic Absenteeism Disparities Between Children with and without Disabilities in NYC’s Public Schools. Invited lecture at the University of Western Australia.

Gottfried, M.A., Hutt, E., & Kirksey, J. (2018). Do New Teachers Feel Prepared to Educate Students with Learning Disabilities? Evidence from California. Paper Presentation at the AEFP Annual Conference, Portland, OR.

Stiefel, L., Schwartz, A.E., Gottfried, M.A., & Hopkins, B. (2018). Does Special Education Improve Outcomes for Students with Learning Disabilities? Evidence from New York City. Paper Presentation at the AEFP Annual Conference, Portland, OR.

Sattin-Bajaj, C., Kirksey, J., & Gottfried, M.A. (2018). Schools as Sanctuaries? Examining the Relationship between Immigration Enforcement and Attendance Rates for Immigrant-Origin Children. Paper Presentation at the AEFP Annual Conference, Portland, OR.

Gottfried, M.A., & Ansari, A. (2018). Early Childhood Educational Settings and School Absenteeism: Exploring the Landscape for Children with Disabilities. Poster Presentation at the AEFP Annual Conference, Portland, OR.

Kirksey, J., & Gottfried, M.A. (2018). Going to Sleep and Going to School: Linking Bedtime to Student Absenteeism. Poster Presentation at the AEFP Annual Conference, Portland, OR.

Gottfried, M.A., & Ansari, A. (2018). Raising the Bar: How Teaching Kindergartners with Emotional and Behavioral Disabilities Boosts Teachers’ Readiness Expectations. Paper Presentation at the AERA Annual Conference, New York, NY.

Ansari, A., & Gottfried, M.A. (2018). Which Early School Settings Link to Better School Attendance? Paper Presentation at the AERA Annual Conference, New York, NY.

Gottfried, M.A., Hutt, E., & Kirksey, J. (2018). Policy, Preparation, and Perception: Do New Teachers Feel Ready to Educate Students with Learning Disabilities? Paper Presentation at the AERA Annual Conference, New York, NY.

Gottfried, M.A. (2018). Are Students in Full-Day Kindergarten Programs More Likely to Attend School? Paper Presentation at the AERA Annual Conference, New York, NY.

Kirksey, J., & Gottfried, M.A. Classmates Missing School: Linking Peers’ Absenteeism to Student Test Performance. Poster Presentation at the AERA Annual Conference, New York, NY.

Gottfried, M.A., & Kirksey, J. (2018). Linking Kindergartners’ Bedtime and Sleep to Chronic Absenteeism. Paper Presentation at the AERA Annual Conference, New York, NY. • Gottfried, M.A., & Plasman, J. (2018). From Secondary to Postsecondary: Charting an Engineering “Career and Technical Education” Pipeline. Paper Presentation at the AERA Annual Conference, New York, NY.

Gottfried, M.A., Guarino, C., & Bargagliotti, A. (2018). Does the Percentage of Gifted Classmates Change Mathematics Instructional Practices? Poster Presentation at the AERA Annual Conference, New York, NY.

Kirksey, J., Gottfried, M.A., & McGinnis, C.M. (2018) Catholic School Effect on Attendance in Kindergarten: Evidence from a Nationally Representative Cohort. Paper Presentation at the International Conference on School Choice and Reform, Fort Lauderdale, F.L. Presentations in 2017

Gottfried, M.A., Hutt, E., & Kirksey, J. (2017). Policy, Preparation, Perception: California Math/Science Teachers and Students with Disabilities. Invited Paper Presentation at the PACE Seminar Series, Sacramento, CA.

Gottfried, M.A., Hutt, E., & Kirksey, J. (2017). Policy, Preparation, Perception: California Math/Science Teachers and Students with Disabilities. Paper Presentation at the Annual California STEAM Conference, San Francisco, CA.

Plasman, J. S., Gottfried, M.A., & Sublett, C. (2017). Linking High School CTE Coursetaking and Postsecondary Credentials. Paper presentation at Association of Career-Technical Education Research Annual Conference, Nashville, TN.

Stiefel, L., Shiferaw, M., Schwartz, A.E., & Gottfried, M.A. (2017). Is Special Education Improving? Evidence on Segregation, Outcomes, and Spending from New York City. Paper Presentation at APPAM Fall Conference, Chicago, IL.

Stiefel, L., Shiferaw, M., Schwartz, A.E., & Gottfried, M.A. (2017). Is Special Education Improving? Evidence on Segregation, Outcomes, and Spending from New York City. Paper Presentation at Improving Population Health conference, Austin, TX.

Gottfried, M.A. (2017). Combating Chronic Absenteeism in California’s Schools. Invited Keynote Address at the 5th Annual Reducing Chronic Absenteeism Regional Conference, Riverside, CA.

Gottfried, M.A., & Arya, A. (2017). Raising the Bar: How Teaching Kindergartners with Emotional and Behavioral Disabilities Boosts Teachers’ Readiness Expectations. Invited Paper Presentation at NYU Steinhardt School of Education, NY, NY.

Gottfried, M.A., & Arya, A. (2017). Raising the Bar: How Teaching Kindergartners with Emotional and Behavioral Disabilities Boosts Teachers’ Readiness Expectations. Invited Paper Presentation at University of Connecticut School of Education, Storrs, CT.

Gottfried, M.A., & Sublett, C.M. (2017). Full-Day versus Part-Day Kindergarten for Students with Disabilities in Traditional Schools: Effects on Achievement. Paper Presentation at the European Educational Research Association Annual Conference, Copenhagen, Denmark.

Plasman, J., Gottfried, M.A., Owens, A., & Williams, D. (2017). Parents' Employment and Students' Persistence in STEM Fields: A Narrative Synthesis. Poster Presentation at the European Educational Research Association Annual Conference, Copenhagen, Denmark.

Gottfried, M.A., Hutt, E., & Kirksey, J. (2017). Do New Teachers Feel Ready to Educate Students with Learning Disabilities? Pilot Evidence from UC Santa Barbara. Paper Presentation at the Education Policy Collaborative Annual Meeting, Boulder, CO.

Gee, K. & Gottfried, M.A. (2017). Missing out: Poverty, Race and Changes in Chronic Absenteeism. Paper Presentation at the Education Policy Collaborative Annual Meeting, Boulder, CO.

Lambert R. (April 2018) Session Organizer. Panel: Integrating Disability Studies and Critical Mathematics Education; Emerging Perspectives. Panel session at American Educational Research Association, New York, NY.

Lambert, R., Sugita, T., Brophy, S., & Hunt, J. (April 2018) Reframing intervention; From “fixing” learners to deepening engagement for students with disabilities. Unpublished paper presentation at American Educational Research Association, New York, NY.

Lambert, R., (April 2018) “Could Dyslexia be a gift?”; Insiders define learning disabilities. Unpublished paper presentation at American Educational Research Association, New York, NY.

Lambert R. (April 2018) Session Organizer. Critical Theoretical Perspectives on Disability and Mathematics Education. Panel session at the Research Conference of the National Council of Teachers of Mathematics. Washington, DC.

Lambert R. (April 2018) Access to Mathematical Discussion for Students with Disabilities. Unpublished paper presentation at the Research Conference of the National Council of Teachers of Mathematics. Washington, DC.

Lambert, R. (April 2018) Beyond “good teaching is good teaching”; Integrating neurodiversity into standards-based mathematics pedagogy for students with disabilities. Unpublished paper presentation at the National Council for the Supervisors of Mathematics, Washington, DC.

Lambert, R., Hunt, J., Yeh, C. & Sugita, T. (November 2017) How neurodiversity can shape research; Rethinking engagement through the participation of students with autism. Unpublished paper presentation at the Psychology of North America North America Conference, Indianapolis, ID.

Maul, A., Mari, L., & Wilson, M. Intersubjectivity of measurement across the sciences: Unit definition and dissemination. Measurement at the Crossroads, Paris, France, June 27-29, 2018.

Clairmont, A., Wolf, M. G., & Maul, A. A taxonomy of invalid responders: Understanding a threat to validity. American Educational Research Association, New York, NY, April 13-17, 2018.

Maul, A. “Measurement across the sciences: Objectivity.” International Objective Measurement Workshop, New York City, April 10-11, 2018.

Mireles-Rios, R. (2018). Invited Talk. Claremont Graduate University Alumni Association, the Department of Teacher Education, and the Urban Leadership PhD program.

Carter, P., Rios, V. & Mireles-Rios, R. (2018). The Pushouts. Presidential Panel American Educational Research Association (AERA). New York, NY.

Pulice, S., Mireles-Rios, R., Mainz, L., Ibarra, T. (2018). Teacher Well-Being: Care, Connection, Community, and Choice in the Workplace. American Educational Research Association (AERA). New York, NY.

Martin, P., Mireles-Rios, R., Morales, J. (2018). Gender Differences in Higher Educational Aspirations: The Role of Siblings as Protective Agents. American Educational Research Association (AERA). New York, NY.

Pacheco, F., Cerda, R., Segura, G., Cecchine, T., Mireles-Rios, R. (2018). Latino Students Perceptions of Racial Socialization Messages from Parents. Society for Research on Adolescence (SRA). Minneapolis, MN

Mireles-Rios, R. and Garcia, Nichole (2017). Latino Undergraduate Experiences at a Hispanic-Serving Institute. American Educational Research Association (AERA). San Antonio, TX.

Martin, P., Mireles-Rios, R., & Ibarra, T., (2017). Navigating the Future: Sources of Support from Latina/o Students. American Educational Research Association (AERA). San Antonio, TX.

Nylund-Gibson, K. (June, 2018). Introduction to Latent Class Analysis in Mplus. Taught a two-day workshop through the Methods U workshop series at University of California, Santa Barbara.

Nylund-Gibson, K. (June, 2017). Applied Latent Class Analysis. Taught a two-day workshop on Latent Class Analysis through the Summer Quantitative Methods Series at Portland State University.

Nylund-Gibson, K. (June, 2017). Longitudinal Latent Class and Latent Transition Models. Taught two days of a five-day course at Stats Camp.

Tache, R., Liu, S., Lambert, S., Ialongo, N., & Nylund-Gibson, K. (May, 2018). Temperament Profiles Predict Community Violence Exposure and Adjustment Problems. Paper presented at the Annual meeting of the Society for Prevention Research, Washington, D.C. *Won Abstract of Distinction Award

Nylund-Gibson, K., Binmoeller, C., Nishina, A., Bellmore, A. (April, 2018). Modeling heterogeneity in transitions: A confirmatory higher order latent transition analysis. Paper presented at the Annual meeting of the American Education Research Association, New York, New York.

Carter, D. & Nylund-Gibson, K. (April, 2018). The effect of item order on participants’ response choice. Paper presented at the Annual meeting of the American Education Research Association, New York, New York.

Grimm, R., Nylund-Gibson, K., Masyn, K. (April, 2018). Navigating the Ever-Changing Landscape of Distals in Mixture Models: A Road Map of Current Approaches. Paper presented at the Annual meeting of the American Education Research Association, New York, New York.

Moffa, K., Moore, S., Dowdy, E., Furlong, M.J., & Nylund-Gibson, K. (2018) Initial validation of the Social Emotional Distress Survey to support complete mental health screening. Poster presentation at the National Association of School Psychologists.

Moore, S., Moffa, K., Bertone, A., Dowdy, E., Furlong, M. J., & Nylund-Gibson, K. Dual-factor mental health in adolescence: longitudinal trends to inform screening. Paper.

Liu, S.R., Kia-Keating, M., & Nylund-Gibson, K. (2018, April). Protective Factors & Health among Ethnic Minority Youth: A Latent Class Analysis. Poster to be presented at ResilienceCon, Nashville, Tn.

Mayworm, A. M., Sharkey, J. D., & Nylund-Gibson, K. (2018, April). Understanding School Discipline Climate: A Multi-Level Latent Class Analysis. Poster presentation at the National Association of School Psychologists.

Tache, R., Liu, S. , Lambert, S., Ialongo, N., Nylund-Gibson, K., (2018, May). Temperament Profiles Predict Community Violence Exposure and Adjustment Problems. Paper presented at the Society for Prevention Research, Washington D.C.

Liu, S.R., Kia-Keating, M., & Nylund-Gibson, K. (2018, August). Patterns of Adversity and Pathways to Health Among EthnicMinority Youth. Poster to be presented at the American Psychological Foundation Annual Convention, San Francisco, CA. Division 37, Society of Child and Family Policy and Practice.

Choi, A. Y., Mendez, S. E. A., & Nylund-Gibson, K. (2017, January). Diverse expressions of bisexual identity: A latent profile analysis. Poster presented at the Biennial Meeting of the National Multicultural Conference and Summit (NMCS), Portland, OR.

Roberts, S. A. & Spina, A. C. (2018, April). Changes in questioning practices to support English learners. Paper presented at the National Council of Teachers of Mathematics Research Conference annual meeting, Washington, D.C.

Roberts, S. A. & Spina, A. C. (2017, October). Teachers’ developing questioning to support linguistically diverse students in junior high mathematics classrooms. Paper presented at the Thirty-ninth Annual Meeting of PME–NA – The North American Chapter of the International Group for the Psychology of Mathematics Education, Indianapolis, IN.