With the theme "Disciplined Inquiry: Education Research in the Circle of Knowledge," the American Education Research Association held its 91th Annual Conference in San Diego from April 13 through April 17, 2009. CCT participated in the proceedings. Members of our research staff presented papers and/or lead poster sessions that described our latest education technology research findings.

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This press kit contains our day-by-day schedule at the conference, links to staff in attendance and papers available for downloading or online reading.

Special Events

2009 Jan Hawkins Award was Announced Wednesday, April 11 at AERA
The 2009 recipient of the Jan Hawkins Award for early career contributions to humanistic research and scholarship in learning technologies was announced on Tuesday at 10:30am in Omni, Salon C. Following the announcement, the 2008 award winner presented her paper.
Mizuko Ito (University of California - Irvine) presented "Networked Publics and Peer-Based Learning."
The annual award is a memorial to late CCT Director Jan Hawkins, who passed away in 1998.

Monday, April 13

Monday, April 13
2:15pm - 3:45pm

Assessment of 21st-Century Skills: The Current Landscape

In Session: Teaching and Assessing 21st-Century Skills: Preparing Students to Succeed in Postsecondary Education, the Workplace, and the Global Community
Omni San Diego / Salon B

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Presented by Shelley Pasnik (chair)
Ilene Kantrov, discussant (EDC)

The presentation focused on the work commissioned by the Partnership for 21st Century Skills that undertook a review of educational assessments that support 21st century learning, both in the U.S. and abroad. The presentation described the key findings and implications of the review, described current activities, promised assessments, and strategized recommendations for current and future efforts to develop 21st century learning assessments.

Wednesday, April 15

Wednesday, April 15
10:35am - 11:15am

Remembering Math: The Design of Digital Learning Objects to Spark Professional Learning

In Session: Issues and Prioroties in Design and Education
San Diego Marriott Hotel & Marina / Marriott Hall Salon 4

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Co-Authors:
Richard R. Halverson (University of Wisconsin - Madison)
Moses Benjamin Wolfenstein (University of Wisconsin - Madison)
Caroline Cassie-Marie Williams (Indiana University - Bloomington)
Charles B. Rockman (CCT)

This paper described how the design of digital learning objects could spark professional learning.

Wednesday, April 15
12:25pm - 1:55pm

The Effectiveness of the Big Math for Little Kids Curriculum: Does It Make a Difference?
In Session: Math and Science Teaching and Learning in Early Childhood
San Diego Convention Center / Room 28A

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Co-Authors:
Peggy Clements
Ashley E. Lewis


This paper presented the results of a federally-funded, two-year randomized control trial that examinied the effectiveness of Big Math for Little Kids, a research-based, developmentally appropriate preschool mathematics curriculum. The study assessed the mathematics achievement scores of two groups of children (N=762) attending city-subsidized child care centers for their pre-kindergarten and kindergarten years. Children in the treatment group learned math using the BMLK curriculum while children in the control group learned using the centers’ existing curriculum. After two years of instruction, childrens’ mathematics achievement levels (as assessed by a nationally-normed standardized achievement test) were significantly higher in BMLK classrooms than control classrooms. Findings from this study were compared to findings from other federally-funded, rigorous studies of preschool mathematics curricula.

Wednesday, April 15
12:25pm - 1:55pm

Identifying Effective Practices for Supporting American Indian Students Within Statewide Reading Initiatives: Two Studies
In Session: Improving Students’ Reading Achievement and English Language Through Identifying Effective Factors and Literacy Strategies
Omni San Diego / Salon B

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Co-Authors:
Naomi Hupert
Lee Pearce (Black Hills State University)

This session presented findings from two studies that examined reading outcomes for Native American students attending elementary schools participating in state reading initiatives. The first described a study to evaluate the predictability of oral reading fluency on a state’s assessment of reading comprehension with Native American and Caucasian student cohorts. Information about the impact of oral reading fluency, ethnicity, socioeconomic status and gender within the regression models was shared. The second examined instructional factors that appear to support improved outcomes for Native American readers and provided descriptive statistics regarding the students’ progress within the project, as well as practical suggestions for working effectively with Native American youth within reading intervention programs.

Thursday, April 16

Thursday, April 16
1:15pm - 1:55pm

State Policy Supporting Adolescent Literacy Improvement: A Discussion of the Challenges and Opportunities
In Session: Current Issues in Education Policy and Politics
San Diego Convention Center / Ballroom 6A

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Co-Authors:
Naomi Hupert
Nicole Breslow
Lauren Bates

State policymakers have little information about the role state policy can play in supporting adolescent literacy improvement. This presentation described the policy activities of five states—Alabama, Florida, Kentucky, New Jersey, and Rhode Island—that have focused considerable attention and resources on developing and implementing adolescent literacy policy. Case studies based on policy documents and interviews with SEA staff addressed two main questions: (1) What policies and practices have states adopted to promote implementation of effective adolescent literacy practices at the school and district level?, and (2) What have SEA officials in case study states learned about the development and implementation of state policy supporting adolescent literacy? Commonalities across states, particularly challenges and lessons learned by state policy-makers, were also discussed.

Read the Report

Thursday, April 16
10:35am - 12:05pm

Relationship Between Proportions of Struggling Readers in Classrooms and Student DIBELS Performance: Surprising Findings
In Session: Reading Research Posters, Part 2
San Diego Convention Center / Sails Pavilion

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Co-Authors:
Naomi Hupert
Scott Strother
Lauren Bates

Research presented at AERA's 2007 meeting found that high proportions of struggling readers in Virginia Reading First classrooms correlated with lower individual student performances on reading measures. Researchers working with New Mexico Reading First performed a similar analysis of student outcomes and found the opposite relationship: students in classrooms with higher proportions of struggling readers were more likely to improve their performance on a reading measure by the end of the year than those with a lower proportion of struggling readers. This study demonstrated that teachers with high proportions of struggling readers in their classrooms can and may be more likely to lead their students to improved reading skills.