program for the 44 annual meeting of the new england - neero

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Program for the 44th Annual Meeting

of the

New England Educational Research

Organization (NEERO)

Portsmouth, NH

May 2 – May 4, 2012

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New England Educational Research Organization The New England Educational Research Organization (NEERO) is a regional research organization with approximately 200 members from colleges and universities, public and private schools, state and local educational agencies, health and social service agencies, and private education firms. NEERO is a regional affiliate of and active participant in the American Educational Research Association (AERA).

Mission provide a stimulating, supportive, and friendly forum for presentations; identify and disseminate successful practices; improve educational programs and supervisory practices; and encourage the application of innovative and sound research and evaluation and

methodology.

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BOARD OF DIRECTORS, 2012

OFFICERS

CHRISTA WINTER STEVEN STEMLER President Vice President and Program Chair Springfield College Wesleyan University PATRICIA PAUGH KATHY MIRAGLIA Past President Secretary and Conference University of Massachusetts, Boston University of Massachusetts, Dartmouth CAMELIA ROSCA Treasurer Merrimack Special Education Collaborative REGIONAL REPRESENTATIVES PROJECT DIRECTORS KAREN CASE, Connecticut SALLY MACKENZIE, Conference University of Hartford University of Maine JULIE DELLAMATTERA, Maine CHARLES DEPASCALE, Historian University of Maine Center for Assessment KELLY DEMERS, New Hampshire DREY MARTONE, Membership St. Anselm College The College of Saint Rose DAVID KRITT, New York/Metro DEB PATTERSON, Special Projects College of Staten Island/ CUNY Western New England University JENNIFER S. COOK, Rhode Island GABRIEL FRANKEL, Student Assistant Rhode Island College to the Board, Wesleyan University

LUSA LO, Massachusetts University of Massachusetts, Boston FRANK CORBETT JR., Outside Northeast Indiana University of Pennsylvania

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NEERO Presidents

1969--‐1971 John Schmitt, Boston College 1971--‐1972 Edward Pepyne, University of Hartford 1972--‐1973 Anne Marie Bernazza Haasean, University of Massachusetts 1973--‐1974 Joyce W. Lancaster, Emerson College 1974--‐1975 Gary E. Kasey, University of Connecticut 1975--‐1976 Mervyn D. Lynch, Northeastern University 1976--‐1977 Marvin G. Cline, Research Institute for Educational Problems 1977--‐1978 Donald T. Donley, Boston College 1978--‐1979 Janet Burke, University of Lowell 1979--‐1980 Charles F. Smith, University of Southern Maine 1980--‐1981 Pasquale DeVito, Rhode Island 1981--‐1982 Reuben R. Rusch, State University of New York at Albany 1982--‐1983 Theodore R. Cromack, Virginia Polytechnic Institute & University at Dulles 1983--‐1984 David L. Silvernail, University of Southern Maine 1984--‐1985 Stephanie R. Blecharczyk, Keene State College 1985--‐1986 Kay Coleman, Boston University 1986--‐1987 Richard L. Egelston, New York State Education Department 1987--‐1988 Libby G. Cohen, University of Southern Maine 1988--‐1989 Ronald L. Nuttall, Boston College 1989--‐1990 Larry H. Ludlow, Boston College 1990--‐1991 Margaret J. Simon, RMC Research Corporation 1991--‐1992 Carol Lynn Davis, University of Southern Maine 1992--‐1993 Beverly Ferrucci, Keene State College 1993--‐1994 Constance M. Perry, University of Maine 1994--‐1995 Eiki Satake, Emerson College 1995--‐1996 Susan Vernon-Gesterfelt, Worcester Polytechnic Institute 1996--‐1997 Marshall Strax, College of Saint Elizabeth 1997--‐1998 Carol Strax, Fordham University 1998--‐2000 Grant Cioffi & Thomas Schram, University of New Hampshire 2000--‐2002 Charles DePascale, Massachusetts Department of Education 2002--‐2004 Susan Etheridge, Smith College 2004--‐2006 Casey Cobb, University of Connecticut 2006--‐2008 Kim Fries, University of New Hampshire 2008--‐2010 Patricia Paugh, University of Massachusetts 2010--‐2012 Christa Winter, Springfield College

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2012 Conference Proposal Reviewers The organizers of this year’s conference would like to gratefully acknowledge and thank our colleagues who graciously reviewed the proposals submitted for the 2012 conference. Without their generosity, this conference would not be possible. Strand Leaders Gary Ackerman, K-12 educator Karen Case, University of Hartford Frank Corbett, Indiana University of Pennsylvania Julie Dellamattera, University of Maine Kelly E. Demers, St. Anselm College Charlie DePascale, Center for Assessment Mary Grassetti, Framingham State University Michael Hock, Vermont Department of Education David Kritt, College of Staten Island Aja LaDuke, College of Saint Rose Deb Patterson, Western New England University Julie Zoino-Jeanetti, Framingham State University Reviewers Alan Amtzis, The College of New Jersey Sousan Arafeh, Southern Connecticut State University Jessica Attaro-Maryott, Athens Area School District Lara Beaty, Laguardia Community College/CUNY Rachel Becker, Gateway School District Kathleen Beining, Saint Vincent College Beverly Bell, University of Hartford Sarita Belmont, American International College Nancy Bires, Thiel College Sarah Bond, Indiana Area School District Johanna E. Boothby, Indiana University of Pennsylvania Paige Bray, University of Hartford Silvy Brookby, Framingham State University Margo Brown, University of Maine Katie Buckley, Harvard Graduate School of Education Suzanne Buglione, CommunityBuild Brianna Carney, Butler Area School District Anita Charles, Bates College Thomas Cleary, Castleton State College James Cressey, Framingham State University Rhonda Dawn Farkas, College of Staten Island/CUNY Allyson Dean, University of Southern Maine Muskie School of Public Service Jennifer Depto, Indiana Univeristy of Pennsylvania Joshua DeSantis, Susquenita School District Ashlee Detour, Google’s Child Care Center

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2012 Conference Proposal Reviewers Reviewers (continued) Chris Domaleski, Center for Assessment Jennifer Dunn, Measured Progress Janis Flint-Ferguson, Gordon College Thomas Gibbons, US Naval War College Sandra Gold, Framingham State University Brian Gong, Center for Assessment April Graziano, Holyoke Community College Heather Harkins, University of Connecticut Vickie L. Heath, Gannon University Katherine Hibbard, Framingham State University Rae Ann Hirsh, Carlow University Frances Ihle, College of Saint Rose Janna Jackson, University of Massachusetts Boston William Joehler, Bay State College Jim Johnson, Indiana State University Vanessa Kass, University of Connecticut Dana Keck, Edinboro University of Pennsylvania Tricia Kiefer, Holyoke Community College Nancy Kline, College of St. Joseph in Vermont Beverly Knopf, Indiana University of Pennsylvania Bruno Koffi, West Hartford Public Schools Karen Kusiak, Colby College Heidi Lewandowski, Southmoreland School District Mary Ellin Logue, University of Maine Kurt Love, Central Connecticut State University Cynthia Lucero, St. Anselm College Douglas Lynch, University of New England Mark Malisa, College of Saint Rose Paul Mangino, New England Institue of Technology Kelly Mathews, Framingham State College Sharon Matthews, College of Saint Rose (Albany, NY) Janet A. Mattern, Ligonier Valley School District Len Mendola, College of Staten Island/CUNY Meg Monaghan, Saint Joseph College (West Hartford, CT) Molly Munkatchy, Western New England University Peggy Murphy, Beaver Local Schools Jaqueline Myers, University of Pittsburgh at Johnstown Tara Nappi, University of Massachusetts Amherst Pamela O’Harra, Indiana Regional Medical Center Mark Oliver, University of Southern Queensland Mark Paige, University of Massachusetts Dartmouth Joao Paraskeva, University of Massachusetts Dartmouth Cathy Peerless, University of Hartford

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Katherine Picho, University of Hartford Christine Power, Clark University Jennifer Rinkevich, Indiana Area School District Alyce C. Roberts, Capital Preparatory Magnet School Helen M. Robinson, College of Staten Island/CUNY Emily Scheinberg, Gateway School District Tom Schram, University of New Hampshire Judy Sharkey, University of New Hampshire Sandra Shaw, Framingham State University Tricia Shelton, Gateway School District Vivian Shulman, College of Staten Island/CUNY Mary Jane Sobinski-Smith, Western New England University Carol Spencer, Addison Northwest Supervisory Union Andrea Stairs, University of Southern Maine Nicole Stants, Punxsutawney Area School District Brianna Strahler, Indiana University of Pennsylvania Melissa R. Tamburrino, Indiana University of Pennsylvania Liqing Tao, College of Staten Island/CUNY Dianna Terrell, Colby-Sawyer JoAnn Thistlethwaite, Indiana University of Pennsylvania Aubrey Scheopner Torres, EDC Carin Tripodina, St. Joseph College Teresa C. Twonmey, Goodwin College Teresa Vasinko, Indiana University of Pennsylvania Laura Wasielewski, St. Anselm College Shawn Welch, Lewisburg Area School District Danielle Wilken, Goodwin College Yong Yu, SUNY College at Plattsburgh Jodie Zalk, Massachusetts Department of Elementary and Secondary Education

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Kim Fries, Ph.D.

1956 – 2011

NEERO 2003-2004: Membership Director

2004-2006: Vice-President 2006-2008: President

2008-2010: Past President 2010-2011: Parliamentarian

Dr. Kim Fries became involved in NEERO by contributing her research to the annual conference, first as a Boston College doctoral candidate in 2000 and over the next years as an asssistant and associate professor of education at the University of New Hampshire. As a former teacher and then a professor, Kim possessed enormous expertise and experience with both higher education and K-12 practice. This kind of perspective on theory-practice relationships was sought after by school practitioners, academic scholars and government policy makers during her too short career. Kim began teaching at the elementary level but subsequently taught at all grade levels, K-12. She received both a bachelor’s degree and a Master’s degree from the University of South Florida, a C.A.S. from Harvard University, and a doctorate from Boston College. She joined the faculty in the Department of Education at the University of New Hampshire in 2002 where she taught courses in their Teacher Education Program and their Teacher Leadership Program. As a NEERO Board member for over eight years, Kim remained a steady mentor for all involved in the organization with her calm, focused and generous spirit. As president she made a significant impact by strengthening the infrastructure of the Board and the organization as a whole. This included: directing the first major review and revision of the bylaws and standing rules in decades, initiating the process that led to the re-incorporation of NEERO, and formalizing the awards committees and review process. Looking back to the past and forward to the future she proposed the expansion of the Board to include the positions of Historian and Webmaster. After completing her term as Past President, she continued to serve the Board in the new position of Parliamentarian. Kim was one of those rare individuals who combined efficiency with humor and grace. Her contributions as an educator live on through the work of her students and her colleagues.

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The NEERO Board of Directors is Pleased to Announce the Establishment of the

Kim Fries Early Career Award

History of the Award The Early Career Achievement Award was established in 2012 in memory of Dr. Kim Fries, NEERO President from 2006-2008. The goal is to recognize the work of one member each year who, like Dr. Fries, has demonstrated distinction in the early part of his or her career.

Criteria for Consideration for the Award To be eligible for consideration for the Award, an individual must:

Have been a member of NEERO for at least three (but not necessarily consecutive) years; and

Have graduated with a doctoral degree no more than ten years from the date of nomination.

Each year a call for nominations will be announced on the NEERO website. Eligible members may either self-nominate or be nominated by another NEERO member. Nominations are in the form of a letter describing the nominee’s qualifications for the Award, with priority given to the nominee’s achievements in: 1) research; 2) publication and/or other evidence of impact of contributions to the field; 3) service; and 4) teaching. Letters may be sent either by mail or electronically to the NEERO President.

All nominated members who meet the eligibility requirement will be contacted by the committee chair soon after and asked to submit:

A letter of support from their home institutions; A current curriculum vita, including all publications, degrees, honors and awards,

and service on editorial boards of research journals; and A written statement by the nominee that describes their professional growth and

research agenda.

Review Process Submitted materials for each nominee will be reviewed and voted upon by members of the Awards committee. Nominees are notified of their status early in April. The Award is presented at the business meeting luncheon at the NEERO conference. The award winner receives an engraved plaque and is offered an invited session at the following year’s conference.

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44th Annual Conference of the New England Educational Research Organization (NEERO)

Portsmouth, New Hampshire MAY 2-4, 2012

CONFERENCE SCHEDULE

WEDNESDAY, MAY 2 11:00 AM Conference Registration Desk Opens in Conference Lobby 11:00 – 5:00 Conference Registration 12:30-4:30 Pre-conference workshops 7:00-9:00 PM Opening Session and Dessert Reception (All are invited to attend) THURSDAY, MAY 3 7:30 – 8:15 Continental Breakfast 8:30 – 10:00 Session 1: Concurrent Presentations 10:00 – 10:15 Break 10:15 – 11:45 Session 2: Concurrent Presentations 12:00 – 1:15 Awards Lunch and Business Meeting 1:30 – 3:00 Session 3: Concurrent Presentations 3:00 – 3:15 Break 3:15 – 4:15 Keynote Presentation 4:15 – 5:00 Session 4: Poster Session 5:00 – 7:00 Reception/NEERO Gala FRIDAY, MAY 4 7:30 – 8:00 Breakfast 8:00 – 9:00 Breakfast Panel Discussion 9:15 – 10:45 Session 5: Concurrent Presentations 10:45 – 11:00 Break 11:00 – 12:30 Session 6: Concurrent Presentations

Wednesday, May 2, 2012 NEERO 2012

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Wednesday, 12:30-4:30pm

PRE-CONFERENCE WORKSHOPS 12:30-4:30pm Wentworth Room Introduction to In-Depth Interviewing as a Method of Qualitative Research Irv Seidman, University of Massachusetts, Amherst 12:30-4:30 Lear Room Unpacking the Elusive Grammar of Cultural Capital through Systemic Functional Linguistics J. Andrés Ramírez, Rhode Island College 12:30-2:25 Gardner Room Introduction to Secondary Data Analysis Using Large-scale Datasets Judy Tang and Suzanne Graham, University of New Hampshire 2:35-4:30 Gardner Room Communicating Effectively with Millenials: Using Non-synchronous Communication in Content Sharing in a One-to-many Mode from Instructor to Student: Why and How? Balaguruprasad Narayanan, Indiana State University

Wednesday, 7:00-9:00pm Harbor’s Edge Room

DESSERT RECEPTION

And

RUBOVITS AWARD PRESENTATION FOR BEST PAPER NEERO 2011 CONFERENCE

Paul DiFrancesco,

Massachusetts College of Pharmacy and Health Sciences

The Role of Situated Learning in Experiential Education: An Ethnographic Study of the Knowledge Construction Process of

Pharmacy Students during their Clinical Rotations

ALL MEMBERS ARE INVITED TO ATTEND

Thursday, May 3, 2012 NEERO 2012

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Thursday, 8:30-10:00am 1.1 Symposium Wentworth “Speaking the Truth”: A Radical, Three-tiered Approach to Closing the Achievement Gap and Why Most Other Reforms Will Fail Session Chair/Discussant Joss French, Central Connecticut State University, ([email protected]) Beating the Odds: How Single Black Mothers Influence the Educational Success of their Sons Enrolled in Failing Schools Quintin L. Robinson, Chaffey College, ([email protected]) Using aesthetic education for transformative learning for children labeled “at-risk.” Barbara Clark, Central Connecticut State University, ([email protected]) Addressing the Root Causes of the Achievement Gap: A Measurement and Policy Perspective Jacob S. Werblow, Central Connecticut State University, ([email protected]) 1.2 Symposium Woodbury Multiple Perspectives on Response to instruction (RtI) Approaches: Exploring Implementation Research at the State, Pre-School, and K-12 Levels Session Chair/Discussant Katharine S. Shepherd, University of Vermont, ([email protected]) Levels of Implementation of the Response to Instruction Approach: A Statewide Perspective Kelly Swindlehurst, University of Vermont, ([email protected]) Implementing the Pyramid Model of RtI in Early Childhood Settings: Exploring Effectiveness in Preschool Programs Serving Refugee and Resettlement Families Jennifer Hurley, University of Vermont, ([email protected]) Using the Response to Instruction Framework for Instruction in Mathematics Eric Donovan, University of Vermont, ([email protected]) Implementation of a Response to Instruction Framework: A Cross-Case Analysis of Three Schools George Salembier, University of Vermont, ([email protected])


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1.3 Paper Session Lear Leadership in Schools Session Chair/Discussant Mary Grassetti, Framingham State University, ([email protected]) Authentic Leadership in School Organizations António V. Bento, University of Madeira,([email protected]) Maria Ribeiro, Polytechnic Institute of Braganca - Portugal Changing Professional Culture Kathryn A. Sallis, Boston College ([email protected]) Karen Lam, Boston College Rural School Boards: Characteristics and Perspectives Tricia J. Stewart, Alabama State University, ([email protected]) Michelle Palermo-Biggs, University of Rochester District Leadership and the Innovation of Instructional Rounds: a Survey Study of Authoritative Innovators Melissa Wlodarczyk Hickey, ([email protected]) 1.4 Paper Session Amphitheater Dropouts and Vulnerable Populations Session Chair/Discussant Kelly E. Demers, St. Anselm College, ([email protected]) High School Dropout: A Causal Analysis JoEllen Byrnes, Causal Links, ([email protected]) Massoud Moussavi, Noel McGinn Helping Every Student Succeed: A Case Study of One High School’s Extensive Intervention Program Anita Charles, Bates College, ([email protected]) Tracy Glazier, Bates College Recovering Out-of-School Youth: Promising Practices from Boston Public Schools’ Re-Engagement Center Lisa Famularo, Measured Progress, ([email protected]) Nina Zockoff, Rennie Center for Education Research & Policy Leadership in Urban Schools: Creating a Common Culture Patrick McQuillan, Boston College, ([email protected]) Sarah Enterline Laura Schall-Leckrone Brad Kershner


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1.5 Paper Session Thaxter Communities of Practice Session Chair/Discussant Kathy A. Miraglia, University of Massachusetts Dartmouth, ([email protected]) Cross-Cultural Community of Practice in an Early College High School Jack Leonard, University of Massachusetts Boston, ([email protected]) Examining a Community College Adjunct Faculty Professional Development Model Laurel Messina, Northshore Community College and Johnson & Wales University, ([email protected]) Pragmatics, Theory, and Research: Learning to Negotiate the Tensions in a Comprehensive University through Collaborative Self-study Julie Zoino-Jeannetti, Framingham State University,([email protected]) A Closer Look at Education Labor Reform: Surveying Recent Changes to Teacher Collective Bargaining Laws Mark Paige, UMass Dartmouth, ([email protected]) 1.6 Paper Session Gardner Examining the Practice of Teaching Session Chair/Discussant Julie Dellamattera, University of Maine, ([email protected]) Perceived Efficacy of Beginning Teachers to Differentiate Instruction Michelle Casey, Johnson & Wales University, ([email protected]) Robert K. Gable Factors of Teacher Preparation that Predict Continuous Teaching After Graduation Apryl Holder, Boston College, ([email protected]) Joseph Pedulla, Boston College Larry Ludlow, Boston College Preparing Teachers to Understand Conceptual Change Carol Meyer, Bennington College, ([email protected]) The Changing Definition of the “College Student:” Implications for Policy and Practice Sousan Arafeh, Southern Connecticut State University, ([email protected]) Paula Quenoy, Southern Connecticut State University


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1.7 Roundtable Session Harbor’s Edge Table 1 Faculty Curriculum Styles: Do Style Preferences Influence the Preparation of Aspiring Ralph Jasparro, Johnson & Wales University, ([email protected]) Felice D. Billups Experiential Curriculum as a means of Enhancing Cultural Competence in Nursing Teresa Twomey, University of Hartford, ([email protected]) Youth, Privacy, and Schools David Kritt, College of Staten Island-CUNY, ([email protected]) Table 2 Examining the Role of Professional Development in Culturally Responsive Practices: Tying Pedagogy and Practice to Students’ Metacognitive Development Jennifer Depto, Indiana University of Pennsylvania, ([email protected]) Description of Mathematics Content Knowledge [MCK] of Elementary Education Majors and the Relationship of this MCK to Success in Instruction, as Measured by Lesson Planning/Delivery in an Elementary Mathematics Methods Course Margaret Griswold, University of Maine at Farmington, ([email protected]) The Influence of Teacher Knowledge, Beliefs, and Instructional Practice on Teaching Elementary Mathematics and Student Achievement James Jones, Indiana University of Pennsylvania, ([email protected]) Table 3 Arts Integration and the Success of Disadvantaged Students: A Research Evaluation to Determine the Evidence Base A. Helene Robinson, St. John’s University, ([email protected]) Exploring the Experiences and Needs of Special Education Teachers in Rural Maine Heather Ball, University of Maine at Machias, ([email protected]) Assessing Pre-Service Teachers’ Cultural Sensitivity Qi Cui, Indiana State University, ([email protected]) The Mother-Daughter Dyadic in Literary Discourse: A Narrative Inquiry into the Literacy of Urban African American Adolescent Girls Alyce Roberts, University of Hartford, ([email protected])


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Table 4 Understanding the process of using interim data to inform mathematics instruction. Andrea (Drey) Martone, The College of Saint Rose ([email protected]) The Relationship between Student Creativity, Curiosity, and Academic Intrinsic Motivation: A Mixed Methods Study Jennifer L. Rinkevich., Indiana University of Pennsylvania, ([email protected]) University Students' Intrinsic Motivation: Do Instructors Make a Difference? Peizhen Wang, Indiana University of Pennsylvania, ([email protected])

Thursday, 10:15-11:45am 2.1 Symposium Amphitheatre Unpacking Curriculum Controversies: Frames and Ideologies Session Chair/Discussant Marilyn Cochran-Smith, Boston College, ([email protected]) Common Core State Standards: The Power of Alignment Keridan Doyle, Boston College, ([email protected]) Controversy or Common Sense? Selecting the “Best and Brightest” for Teachers Minori Nagahara, Boston College, ([email protected]) ¿MAS o no MAS? The Ethnic Studies Controversy in Tucson Christina Pavlak, Boston College, ([email protected]) College for All or Just for the Best and Brightest? Marla DeRosa, Boston College, ([email protected]) The Civic Curriculum: A Battle of Conflicting Views and Identities Rocío Sánchez Ares, Boston College Looking for the “Best Criteria” for Teacher Evaluation: The Never-Ending Debate around Using Test Scores Jina Ro, Boston College Jamaican vs. English: A Jamaican Education Debate Shawn Savage, Boston College


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2.2 Symposium Woodbury Emerging Themes in Framing Retention in Community Colleges Session Chair/Discussant Lisa D'Souza, Assumption College, ([email protected]) College Retention and Cultural-Historical Activity Theory Lara Beaty, LaGuardia Community College, CUNY ([email protected]) College Retention: A View Through the Lens of Comparative and International Education Adhiambo Okomba, LaGuardia Community College, CUNY, ([email protected]) Memory and Higher-Order Thinking Factors that Underlie Student Success Joanne Pierre-Louis, LaGuardia Community College, CUNY, ([email protected]) Student Retention: An Anthropological Perspective Maritza Straughn-Williams, LaGuardia Community College, CUNY, ([email protected]) 2.3 Paper Session Wentworth Factors Affecting Curriculum Session Chair/Discussant Julie Zoino-Jeannetti, Framingham State University,([email protected]) Educational and Community Issues Affecting Academic Performance of Maasai Students with Visual Impairments in Kenya: A Qualitative Case Study. Elizabeth Kalu, Indiana University of Pennsylvania, ([email protected]) Improving Group Talk in a 6th Grade Classroom Al Rudnitsky, Smith College, ([email protected]) Annika Amstutz, Smith College Malka Coburn, Smith College Alyssa Stanek, Smith College Ellie Theurer, Smith College Sarah Carlton, Smith College Unintended Consequences: The Journey from Alienated Teaching to Teacher Empowerment Amy Ryan, Boston College ([email protected]) Christine Power, Boston College William Gartside, St. Columbkille Partnership School A Study of the High School Contextual Characteristics that Influence Youth Civic Engagement and Mathematics Achievement John Stroup, Champlain College ([email protected])


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2.4 Paper Session Lear School Policy and Instruction Session Chair/Discussant Karen Case, University of Hartford, ([email protected]) Implementation of Building Blocks for Student Engagement: "Looking through the eyes of the Learner" Suzanne D’Annolfo, University of Hartford, ([email protected]) Jeffrey A. Schuman, Newington Public Schools Exploring the Relationship between College Student Leadership Experiences and the Practice of Effective Leadership Behaviors Jodie Frey, East Stroudsburg University of Pennsylvania, ([email protected]) Conceptualizing Instructional Leadership Through Case Studies of Success and Failure Vivian Shulman, College of Staten Island, CUNY, ([email protected]) Susan Sullivan The Constitutionality of State School Finance Systems: Lessons from Wisconsin Mark Paige, UMass Dartmouth, ([email protected]) 2.5 Paper Session Thaxter Instruction Session Chair/Discussant Anita Charles, Bates College, ([email protected]) International Cross-Disciplinary Collaboration: Using Web 2.0 Technology to Foster Pedagogical Exploration in the Higher Education Classroom Crystal Machado, Indiana University of Pennsylvania, ([email protected]) Courteny McLaughlin Messkher Hayat Communicating Effectively with Millennials; Why and How Balaguruprasad Narayanan, Indiana State University, ([email protected]) Protection Motivation Theory, Personality Factors, and Levels of Willingness to Adopt Emerging Technology Christine Perakslis, Johnson & Wales University, ([email protected]) Paul Boyd, Johnson & Wales University


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2.6 Paper Session Garnder Youth Development Session Chair/Discussant David Kritt, College of Staten Island-CUNY, ([email protected]) The Social Climate in Outdoor Adventure Education: A Context for Understanding Adolescents’ Social Motivation Benjamin Mirkin, University of New Hampshire, ([email protected]) Positive Youth Development Through Coaching: Achieving Positive Experiences Katlin Okamoto, Smith College, ([email protected]) Sam Intrator, Smith College Don Siegel, Smith College Online Learning and the Expanded Classroom: Integrating New Technologies into New York City Public Schools Kim Rybacki, ([email protected]) An Analysis of International Education Resources in Connecticut Sahaya Josephine, University of Hartford, ([email protected]) 2.7 Roundtable Session Harbor’s Edge Table 1 “New Literacies” without the Fancy Toys: the Digital Literacy Practices of Urban Youth Storey Mecoli, Boston College, ([email protected]) Can Social Justice and Accountability Co-exist?: Developing a Sense of Place for Students in an Urban Literacy Curriculum Patricia Paugh, University of Massachusetts Amherst, ([email protected]) Mary Moran, Boston Public Schools Becoming and Being a Social Justice Educator: A Life History Approach Jamie Burke, University of New Hampshire, ([email protected])


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Table 2 Principal Perceptions of Teacher Evaluations: Influence and Impact in an Era of Accountability. Principal Questionnaire, Schools and Staffing Survey (2007-2008) Vincent Connelly, University of New Hampshire, ([email protected]) Todd DeMitchell Douglas Gagnon Leadership’s Role in the Downsizing Process Ron A. DiBattista, Johnson & Wales University, ([email protected]) Not so Easy: A Critical Study of Local Policy Development Regarding Cell Phone use in a New England High School Karen Kusiak, Colby College, ([email protected]) A Study of the Motivational Effects of Electronic Reader Use Among Title 1 Reading Students Denise Skibinski, Indian University of Pennsylvania, (D.E. [email protected]) Table 3 How Preservice Teachers Beliefs About Mathematics Teaching and Learning Impact Practical Conceptual Change Silvy Brookby, Framingham State University, ([email protected]) Mary T. Grassetti, Framingham State University The Earth Education Program Sunship Earth: The long-term influence on environmental perceptions and attitudes Nancy Bires, Indiana University of PA, Hermitage School District, Thiel College, ([email protected]) Co-teaching in a Professional Development School Model: A case study of teacher candidates learning to teach Rebecca Maddas, Indiana University of Pennsylvania, ([email protected]) Multicultural Teacher Preparation: Courses to Classrooms Jessica Stephens, University of Massachusetts Boston, ([email protected])


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Table 4 Promise of Peril? Effects of Digital Writing on College Students’ Formal Writing Huachuan Wen, Indiana University of Pennsylvania, ([email protected]) Ying Jiang, Indiana University of Pennsylvania Crystal Machado, Indiana University of Pennsylvania Cheating Incidences, Perceptions of Cheating, and the Moral Development Level of College Students Leslie Williams, Johnson & Wales University, ([email protected]) The "Coaching Side" of Literacy Coaching Christine Woodcock, American International College, ([email protected]) Jason M. Woodcock, Co-Director Coaching Program, RSI

Thursday, 12:00 – 1:15pm

Ballroom

AWARDS LUNCHEON and

BUSINESS MEETING

Thursday, 1:30 – 3:00pm 3.1 Symposium Woodbury Measuring Growth and Change: Current Practice and Application, Future Direction Session Chair/Discussant Robert Keller, Measured Progress, ([email protected]) Differentiating Student Growth Models Katrina M. Crotts, University of Massachusetts Amherst, ([email protected]) Using a Modified Pre-Post Test Design to Evaluate Schools and Teachers Jerome C. Clauser, University of Massachusetts Amherst, ([email protected]) Efficacy of Projection Models Incorporating Demographic Information Kimberly Colvin, University of Massachusetts Amherst, ([email protected]) School Accountability and Growth Models: The School Leader Perspective Amanda Soto, University of Massachusetts Amherst, ([email protected])


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3.2 Paper Session Amphitheatre The Preservice Years: Issues and Challenges Session Chair/Discussant Deb Patterson, Western New England University, ([email protected]) Considering the Texts of Preservice Teacher Readiness: Deconstructing the Elementary Literacy TPA J. Camille Cammack, University of Massachusetts Amherst, ([email protected]) "I Feel Protective of the Profession:" Cooperating Teachers' Perspectives on the Student Teaching Experience Janet Johnson, Rhode Island College, ([email protected]) Perceptions and Benefits of Co-Teaching In The Student Teaching Experience: Teacher Candidates and Cooperating Teachers As Partners Eileen Sullivan, Rhode Island College, ([email protected]) Rainy Cotti, Rhode Island College Pat Cordeiro, Rhode Island College Factors Influencing Pre-service Teachers' Motivations for Choosing a Teaching Career Yong Yu, SUNY College at Plattsburgh, ([email protected]) George R. Bieger, Indiana University 3.3 Paper Session Lear Emerging Classrooms Session Chair/Discussant Julie Dellamattera, University of Maine, ([email protected]) “Everyone Texts All the Time”: Cell Phone Rule-Setting, Rule-Breaking, and Relationships in the Classroom Anita Charles, Bates College, ([email protected]) Moving Towards Idea-Centered Learning Al Rudinsky, Smith College, ([email protected]) Jill Krysil, Smith College Chelsea Mann, Smith College ‘Graduate Students’ Reactions to Digital Textbooks Jim Johnson, Indiana State University, ([email protected])


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3.4 Paper Session Wentworth Impact Evaluation Session Chair/Discussant Steve Stemler, Wesleyan University, ([email protected]) Structured Play and Kindergarten Student Learning: An Outcome Evaluation Moira S. Rodgers, Northeastern University, ([email protected]) Examining the Prevalence and Impacts of Social Media and Other Home Technology Uses Apryl N. Holder, Boston College, ([email protected]) James Burraston, Boston College Bercem Akbayin, Boston College Damian Bebell, Boston College With Hiccups and Bumps: An Innovation Measure of Student Understanding of the Nature of Science Shelagh M. Peoples, Boston College, ([email protected]) Katherine Shields, Boston College Laura O’Dwyer, Boston College Yang Wang, Boston College Evaluating the Effectiveness of Out-of-Field Teaching on Math and Science Achievement in Elementary School Chris Foster, University of Massachusetts Amherst, ([email protected]) 3.5 Paper Session Thaxter Science and Math Inquiry Session Chair/Discussant Christa Winter, Springfield College, ([email protected]) Planning for Inquiry Science: Case Studies of Two Effective Urban Elementary Teachers Elaine Silva Mangiante, University of Rhode Island, ([email protected]) An Investigation of Log-linear Model Procedure for the Detection of Differential Item Functioning Zhushan Li, Boston College, ([email protected]) Preservice Teacher Assessment: A Comparison Study Sarah Enterline, Boston College,([email protected]) Keriden Doyle, Boston College, ([email protected]) Fran Loftus, Boston College, ([email protected]) The Teacher Attitudes toward Homeless Students Assessment: Development & Validation Jessica Brown, Boston College, ([email protected])


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3.6 Paper Session Gardner Looking at Students Session Chair/Discussant Phillip A. Griswold, University of Maine at Farmington, ([email protected]) Framing Experiential Learning - Middle Level After School Programming Corinne McKamey, Rhode Island College, ([email protected]) Julie R. Horwitz “At risk means a minority kid:” Deconstructing deficit discourses in the study of risk in education and human services Cinzia Pica-Smith, Assumption College, ([email protected]) Carmen Veloria, Suffolk University Personal History and Present Practice: A Cross Cultural Study of the Influences on Arts Integration in the United States and Japan. Jana Silver, University of Massachusetts Amherst and Hampshire College, ([email protected]) A Passion for Service? The Motivations for Volunteerism among First Year College Students John Stroup, Champlain College, ([email protected]) 3.7 Roundtable Session Harbor’s Edge Table 1 Technology versus traditional writing: A mixed-methods comparative study examining elementary students' constructed responses on standardized narrative open-ended prompts Vickie Heath, Indiana State University, ([email protected]) Tanya Baker, Indiana State University Reading to learn: An examination of the metacognitive strategies elementary school students use before, during, and after reading Dana Keck, Johnson & Wales University, ([email protected]) Felice D. Billups E-readers: A study to determine their effect on high school students' attitude and motivation towards reading Karen Matis, University of Maine, ([email protected]) Malinda Merrill, University of Maine Allen Kristin, University of Maine College Students with Learning Disabilities: Experience with Using E-Texts Elizabeth Nee, Johnson & Wales University, ([email protected])


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Table 2 Implementation challenges during the adoption process of new curricula in elementary schools in Cyprus Georgina Tsangaridou, Southern Connecticut State University, ([email protected]) Research-based Revisions to Leadership Curriculum William Vasbinder, Bay State College, ([email protected]) Constructing the Process of Disengagement in the Lives of High School Dropouts Brenda Gammon, University of Maine, ([email protected]) Assessing the Impact of the Governor’s Institute on Asian Cultures China Program Jacqueline Drouin, University of Vermont, ([email protected]) Table 3 Reclaiming Community Sara Schupack, University of Massachusetts Amherst, ([email protected]) Academic Achievement and Self-Efficacy of Graduate Level Nursing Students: A Comparison of Continuing and Returning Students Claudia Pouravelis, Johnson & Wales University, ([email protected]) Understanding the Emergence of Spirituality as a Topic of Study in Higher Education Michelle Sterk Barrett, University of Massachusetts Boston, ([email protected]) Kevin Piskadlo, University of Massachusetts Boston Kimberly Russell, University of Massachusetts Boston Dwight Giles, University of Massachusetts Boston The Commuter Student Experience at a Mid-Sized Public College in New England Marissa Weiss, Rhode Island College, ([email protected]) Annemarie Vacarro


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Table 4 The role of effort in knowledge acquisition: What we can learn from practices and conceptualization of “effort” in other cultures Liqing Tao, College Staten Island-CUNY, ([email protected]) Vivian Schulman, College of Staten Island-CUNY Perceptions of Potential Adopters of Technology taking into Account Behavioral Motivators Paul Boyd, Johnson & Wales University, ([email protected]) Todd Harris, PIWorldwide, Inc. Christine Perakslis, Johnson & Wales University Exploring the Lived Experience of Adult Learners: A Study and a Guide Susan Buglione, University of Massachusetts Boston, ([email protected]) Amanda Wittman, Campus Compact University mentorship: Perceptions of faculty and Graduate Assistants Frank Corbett, Jr., Indiana University of Pennsylvania, ([email protected]) Lisa D'Souza, Assumption College Table 5 Exploring Student-Faculty Interactions in an Out-of-Classroom Setting Amy Gauthier, Connecticut College, ([email protected]) The Military and the Veteran Student: Supporting Service Members’ Transition to Community College Aynsley Diamond, Manchester Community College/Johnson & Wales University, ([email protected]) Student Centered Performance Based Education: Implications for Higher Education Douglas Lynch, University of New England, ([email protected]) The Relationship between Faculty and Administrators' Perceptions of Organizational Communication and Faculty and Administrators' Perceptions of Campus Climate Kelly Mckenzie, East Stroudsburg University, ([email protected])


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Thursday, 3:15 – 4:15pm

Ballroom

KEYNOTE PRESENTATION

Stephen Sireci University of Massachusetts, Amherst

How Should We Measure Teacher Effectiveness–Or Should We?

Thursday, 4:15 – 5:00pm 4.1 Posters Harbor’s Edge Cursive Writing Instruction in Schools Briana Chu, University of New England, ([email protected]) Susan J. Hillman, University of New England A Mixed-Methods Study: Raising Student Achievement Through the Lens of Hope and Collective Efficacy Jesse Haight, IUP, ([email protected]) New York State’s Technology Mandate Requires a Re-examination of Critical Media Literacy Ed Lehner, College of Staten Island-CUNY, ([email protected]) Organizational and Contextual Features of an After-school Digital Literacy Program Peter Mcdermott, Pace University, ([email protected]) Kathleen Gormley, Teacher Perceptions of What They do in Their Institutionalized Settings to Provide a Positive Learning Environment for Troubled Youth in Their Classroom Diane Haggis, University of Hartford, ([email protected]) Attitudes of College Students on Race/Racism Jenifer Goldman, Colby College, ([email protected]) Tarja Raag, Colby College Victoria Falcon, Colby College Reesa Kashuk, Colby College


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Exploring parenting behaviors and home environments of low-income Latino families: What mediates the associations between parenting and young children’s development? Youngok Jung, University of Vermont, ([email protected]) Teaching Social Justice: The Struggles of Two Teachers Kavita Venkatesh, Boston College, ([email protected]) Evaluating the Effectiveness of a Pro-Social Intervention Program for Preschoolers Madeline Caplan, Colby College, ([email protected]) More than Nonsense Verse?: The Language of Dr. Seuss and Children's Literacy Nicole Hewes, Colby College, ([email protected]) The Professional Interface of Intimate Partner Violence and Restorative Justice Chelsea Fifield, University of Vermont, ([email protected]) “Investigating Indicators of Success in Graduates of a Progressive, Urban Public High School, Part II: The Profile Study Data” Christine Kunkel, Rhode Island College, ([email protected]) Do You See Yourself as a Teacher Educator? Support for Cooperating Teachers Kelly Donnell, Roger Williams University, ([email protected]) A Comprehensive Effective Teaching Template for Planning, Observing and Reflection Suzanne D’Annolfo, University of Hartford, ([email protected]) Jeffery A. Schumann, Newington Public Schools Gregory Farley, East Stroudsburg University/Matawan-Aberdeen Regional School District ([email protected]) Pre-service Teachers’ Initial Views on Universal Design for Learning Elizabeth Dalton, Rhode Island College, ([email protected]) Susan Trostle Brand, University of Rhode Island Kristin Kaulas, Rhode Island College

Thursday, 5:00-7:00pm

Harbor’s Edge

NEERO GALA

Friday, May 4, 2012 NEERO 2012

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Friday, 8:00-9:00am

Harbor’s Edge

DISTINGUISHED PANEL BREAKFAST SESSION

Marilyn Cochran-Smith, Boston College

Tom Schram, University of New Hampshire Jerry Burnell, Great Works School, South Berwick, Maine

Moderator: Charlie DePascale, Center for Assessment

Friday, 9:15-10:45am 5. 1 Symposium Daniel Webster Rasch Measurement Symposium 1 5.2 Symposium Warner State Approaches to Teacher Evaluation Rhode Island Department of Education Massachusetts Department of Education New Hampshire Department of Education 5.3 Symposium Lear Exploring Student Participation in Real-world Dilemmas and Authentic Assessment Session Chair Erica Blatt, College of Staten Island, CUNY, ([email protected]) Discussant David Kritt, College of Staten Island, CUNY ([email protected]) A sociocultural exploration of teacher and student perspectives on real-world issue investigations in an Environmental Science course Erica Blatt, College of Staten Island, CUNY, ([email protected]) Making student work public: How one school’s culture of performance and assessment shaped student participation and the school-as-a-whole Alison Rheingold, University of New Hampshire, ([email protected]) Social interaction and inquiry-based science: How in-depth discussions shape student motivation and achievement Robin Ellwood, University of New Hampshire, ([email protected]) A Deweyan theory of motivation: Seeing “real world dilemmas” as “occupations” Jayson Seaman, University of New Hampshire, ([email protected])


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5.4 Paper Session Wentworth Technology in Practice Session Chair/Discussant Drey Martone, The College of Saint Rose, ([email protected]) Measuring Technology Acceptance in K-12 Educators: Adapting an Instrument Gary Ackerman, West Rutland School, ([email protected]) Generating Technology Self-Efficacy: The Effects of Sustained and Collaborative Professional Development on Teacher Use of the Interactive Whiteboard Josh DeSantis, Indiana University of Pennsylvania, ([email protected]) The Effects of Social Media Technology on Critical Reading Skills of a College Sophomore Education Class Larry Tinnerman, Indiana State University, ([email protected]) Instructional Supervision in Cyberschools Gregory Farley, East Stroudsburg University, ([email protected]) 5.5 Paper Session Thaxter Motivating and Retaining Teachers Session Chair/Discussant Kathy A. Miraglia, University of Massachusetts Dartmouth, ([email protected]) Inquiry into Assessment: A five-year analysis of one teacher’s practice Lisa D’Souza, Assumption College, ([email protected]) Maintaining an Alternative Certification Program in Challenging Times: The Development of a Residency Model Heather Reynolds, ([email protected]) Donna Mahar, SUNY-Empire State School Barbara Tramonte, SUNY-Empire State School National Board Certified Teachers in Pennsylvania: A Study of Motivation and Persistence Jay Starnes, East Stroudsburg University, ([email protected]) Impacting Graduation Rates through Resource Allocation: A Correlation Analysis of Institutional Expenditures and Six-year Graduation Rates at Private Colleges and Universities in New England Frederick Promades, Johnson & Wales University, ([email protected])


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5.6 Paper Session Gardner Faculty Session Chair/Discussant Karen Case, University of Hartford, ([email protected]) Mentors at the College Level: the Impact on Effective Instruction Audrey Quinlan, Seton Hill University, ([email protected]) Catherine Giunta, Seton Hill University The Balancing of Decisions: Academic Department Chairpersons and the University Mission Craig Hlavac, Southern Connecticut State University, ([email protected]) When A is B: Adjunct and Full-time Faculty Grading, Workload, and Evaluation Practices in Post-Secondary Education William Koehler, Bay State College, ([email protected]) Elena Swaim, Bay State College An Overview of Ethics Instruction in the Military Thomas Gibbons, US Naval War College, ([email protected])

Friday, 11:00-12:30pm 6.1 Symposium Daniel Webster Rasch Measurement Symposium 2 6.2 Symposium Thaxter Enabling Expressive Mathematical Discourse in Technology-Enhanced Classrooms Session Chair/Discussant Corey Brady, Inquire Learning LLC, ([email protected]) Frameworks to Design and Analyze Technology-Enhanced Learning Environments Stephen Hegedus University of Massachusetts Dartmouth, ([email protected]) Assessing Learning and Participation in Advanced Algebra Classrooms Sara Dalton, University of Massachusetts Dartmouth, ([email protected]) Analyzing Expressive Mathematical Discourse in Multi-Modal Learning Environments with Young Learners Ryan Robidoux, University of Massachusetts Dartmouth, ([email protected])


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6.3 Symposium Wentworth Learning and Researching through Visual Art Session Chair/Discussant Kathy A. Miraglia, University of Massachusetts Dartmouth, ([email protected]) Arts-based Research: Another Methodology Kathy A. Miraglia, University of Massachusetts Dartmouth, ([email protected]) Learning the Language of Art Meaghan Kacavich, University of Massachusetts Dartmouth, ([email protected]) Team up: An Arts-Based Literacy Partnership Yuganti Shirodkar, University of Massachusetts Dartmouth, ([email protected]) From Picture-Book to Play: An-Arts Based Program Anna Bacchiocchi, University of Massachusetts Dartmouth, ([email protected]) 6.4 Paper Session Lear Diverse Learners Session Chair/Discussant Julie Zoino-Jeannetti, Framingham State University,([email protected]) What's the Old Guy Doing Here: The Outgroup Experiences of Adult Undergraduate Students Suzanne Buglione, Worcester State University, UMass Boston, CommunityBuild ([email protected]) Veteran Students on Campus: Academic and Social Success Monica Darcy, Rhode Island College, ([email protected]) New Day, New Faces: Challenges to Educating Mobile Students Lisa Famularo, Measured Progress, ([email protected]) Alumni of Different Eras: Factors that Influence Feelings of Connectivity and Reasons for Giving Christopher Galligan, Administrator, ([email protected])


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6.5 Paper Session Warner Curriculum Session Chair/Discussant Deb Patterson, Western New England University, ([email protected]) Pictures of Reading: An Investigation of Relationships among Students’ and Teachers’ Constructs of Literacy Marilyn Narey, East Stroudsburg University of Pennsylvania, ([email protected]) Discourses in Children’s Literature: A Poststructural Feminist Analysis of Award-Winning Books Erin Quigley, Tufts University, ([email protected]) The jury is still out: A review of the literature on standards and assessments in history and social studies Dianna G. Terrell, Colby-Sawyer College, ([email protected]) “Where Are We Now?” Investigating Curriculum Rigor in Science from 1990 to 2009 Judy Tang, University of New Hampshire, ([email protected]) 6.6 Paper Session Gardner Critical Political Elements in Schooling Session Chair/Discussant Kelly E. Demers, St. Anselm College, ([email protected]) The Impact of a Social Will Formation on School Construction Bond Referendum Process in a Rhode Island Community Joseph da Silva, University of Massachusetts Dartmouth, ([email protected]) Supplemental Educational Services Another Altar of Neoliberal Language Deception and Citizen Salvation Ricardo Rosa, University of Massachusetts – Dartmouth, ([email protected]) Teachers March on Washington to Save Our Schools Sarah Stitzlein, University of New Hampshire, ([email protected]) Craig K. West, University of New Hampshire Strategic Plans and Globalization Discourses: Land-grant universities in New England as an institutional expression of globalization Sahaya Josephine, University of Hartford, ([email protected])

Mezzanine Level

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Sheraton Portsmouth Harborside Hotel250 Market Street n Portsmouth, New Hampshire 0380� n United StatesPhone (603) 43�-2300

Lobby Level

Lower Level

2


1

23

4

1. WOODBURY ROOM2. JOHN PAUL JONES ROOM3. DANIEL WEBSTER ROOM4. WARNER ROOM

MEZZANINE LEVEL

OPEN TOFIRST FLOOR

LOBBY

RIVERWATCHLOUNGE

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1

2

4 5

7

1A

1B

1C

1. GRAND BALLROOM 1A. LANGDON 1B. WHIPPLE 1C. ROBERTS2. BALLROOM LOBBY 3. HARBOR’S EDGE ROOM 4. THAXTER ROOM 5. GARDNER ROOM6. CONFERENCE LOBBY7. WENTWORTH ROOM8. LEAR ROOM9. AMPHITHEATER

LOBBY LEVEL

DRIVEWAY

HOTELLOBBY

3

6

8

9

HARBOR’S EDGE RESTAURANT

4


LOWER LEVEL

ELEVATORLOBBY

POOL

FITNESS ROOM

1. PRESCOTT ROOM

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program for the 44 annual meeting of the new england - neero

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