Objective

Evaluate the decision-making processes of pre-service special education teachers as related to technology integration

Project Description

In 2013-2014, the research team conducted a project at Starpoint School designed to provide pre-service special education teachers with an opportunity to develop technological, pedagogical, and content knowledge (TPACK) while integrating iPad applications into lessons. Participants included 12 junior-level pre-service early childhood special education majors who were enrolled in the course Academic Success in Special Education, which has a fieldwork component. Each pre-service teacher was paired with one or two students at Starpoint School, and for a five-week period, each student planned and implemented lessons that incorporated iPad applications. Data were collected from multiple sources, including lesson plans, weekly journals entries, focus group interviews, and field notes. Preliminary findings indicate (1) pre-service teachers selected and implemented apps that complemented their core instruction and (2) high student engagement levels in the iPad lessons.

Research Team

• Dr. Sue Anderson (Lead Researcher)
• Dr. Robin Griffith (Co-researcher)
• Dr. Lindy Crawford (Co-researcher)

Undergraduate Student Researcher

• Ms. Annie Duplechain

Presentations

Anderson, S., Griffith, R., & Crawford, L. App-lying TPACK: Integrating iPads into instruction for students with mild disabilities. Proceedings of Society for Information Technology & Teacher Education International Conference. Chesapeake, VA: AACE

Publications

Anderson, S., Griffith, R., & Crawford, L. (2014). App-lying TPACK: Integrating iPads into Instruction for Students with Mild Disabilities. Proceedings of the Society for Information Technology & Teacher Education International Conference 2014 (pp. 2427-2433). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).

Objective & Project Description

The purpose of the project was to examine the effectiveness of the simultaneous prompting procedure (SP) when teaching students with Down syndrome ages 5 and 6 to count objects (e.g., crayons, blocks, etc.) using accurate one-to one correspondence. Quantities ranged from 1 to 5. The students attended a university laboratory school that serves students with Down syndrome. A multiple-probe single subject research design across quantities and replicated across participants was implemented. Three of the four students learned to count quantities 1 – 5 and generalized across teachers within the classroom and on the playground. Limitations included undocumented changes in the independent variable.

Research Team

• Kay Stevens, Ed.D.

Graduate Student Researchers

• Rachel Ringnald

Objective & Project Description

This research reflects the results of a large-scale census method survey conducted by the Principle Investigators under contract with the CTDOE to determine outcome data for all students with disabilities one-year after exiting the public school system. Beginning in the early summer, individuals were mailed a survey sponsored by the Connecticut State Department of Education to obtain follow-up information on post-school outcomes at least one year after exiting public school. The survey included items in three broad categories: 1) Postsecondary Education and Training Status; 2) Employment Status; and 3) Additional Information. Three waves of mailings were conducted each year of the project. This research fulfills the Federal Indicator-14 requirement for the state of Connecticut.

Funded Research

Connecticut State Department of Education (CTDOE)

Research Team

• Michael Faggella-Luby, Ph.D.
• Joseph Madaus, Ph.D.

Graduate Student Researchers

• Laura Ruberto
• Yan Wei
• Justin Byron
• Xia Wei

Objective

The Math Learning Companion (MLC) is an online supplemental mathematics curriculum designed to increase the achievement of students with learning disabilities.

Project Description

The ANSERS Institute was awarded a Goal 2 Development grant from the Institute of Education Sciences to develop and validate the Math Learning Companion. The ANSERS Institute hired Digital Directions International to lead the development activities, and conducted ongoing research on the functionality and feasibility of the program. The research study was iterative, with an emphasis on the development and use of the intervention. After all the MLC components were developed, field-tested, and revised, the effects of the entire curriculum were evaluated via a single group, pre-post study. Results are being synthesized for publication.

Funded Research

Institute of Education Sciences ($1.5 million)

Research Team

• Dr. Lindy Crawford (principal investigator)
• Dr. Jacqueline D’Angelo (project manager)
• Dr. Kristina Higgins (lead statistician)
• Ms. Lindsay Hall (field-researcher)

Presentations

Crawford, L., &; Higgins, K. (2013, March). Assessing the effects of the Math Learning Companion. Institute of Education Sciences, U. S. Department of Education
Project Directors’ Conference. Interactive poster presentation. Washington, D. C.

Crawford, L. (2012, April). Researching the functionality and feasibility of the Math Learning Companion. American Educational Research Association, Roundtable
paper presentation, Vancouver, British Columbia

Crawford, L. (2011, April). The Math Learning Companion: Initial research into two curriculum components.. Society for Research on Educational Effectiveness – Fall
Conference, Paper presentation, Washington, D.C.

Crawford, L. (2011, February). The Math Learning Companion: An online intervention for students with math learning disabilities.. Pacific Coast Research Conference,
Poster presentation. San Diego, CA.

Crawford, L. & Hall, L. (2011, October). A middle-school math intervention: The Math Learning Companion. 33rd International Conference on Learning Disabilities-Council for Learning Disabilities. Panel Presentation, Austin, TX.

Crawford, L. & Freeman, B. (2010, April). The Math Learning Companion Institute of Education Sciences, U. S. Department of Education Project Directors’ Conference. Poster presentation. National Harbor, MD.

Freeman, B. & Crawford, L. (2010, October). The Math Learning Companion: An individualized intervention for students with math learning disabilities. Division for Learning Disabilities, Invited demonstration. National Harbor, Maryland.

Objective

To develop and validate a measure that provides information on accommodation assignment for students with learning disabilities.

Project Description

The purpose of this project was to develop a measure which identifies students for whom construct irrelevant variance (CIV) might obscure measurement of their knowledge, skills, and abilities in mathematics. This project is a culmination of more than a decade of research. This research has led us to understand that once students are identified as having risk factors that might interfere with accurate measurement of the tested construct, additional information can be collected to determine the most appropriate accommodations that will reduce the impact of construct irrelevant variance on their observed academic performance. Future research will consist of validating the measure through the use of focus groups.

Research Team

• Dr. LeAnne Ketterlin-Geller (Lead researcher, SMU)
• Dr. Lindy Crawford (Co-researcher)
• Dr. Jacqueline D’Angelo (Co-researcher)

Presentations

Ketterlin-Geller, L. & Crawford, L. (2011, October). Research methodology to support decisions in mathematics. Panel presentation at 33rd International Conference on Learning Disabilities-Council for Learning Disabilities, Austin, TX.

Ketterlin-Geller, L. & Crawford, L. (2011, April). Using Data to Support Teachers’ accommodation Decision Making. Paper presented at Annual Meeting of the American Educational Research Association, New Orleans, LA.

Crawford, L. & Ketterlin-Geller, L. (2010, April). Teachers and test accommodations: Accurate. assignment of test accommodations. Roundtable paper presentation, American Educational Research Association, New Orleans, Louisiana.

Crawford, L. (2010, December). Accommodations versus modifications: What’s the difference? Podcast presented to the National Center for Learning Disabilities.

Objective & Project Description

Project faculty, in partnership with Providence Public School District (PPSD) staff and administration, have worked during the last four years (2010-2013) to support PPSD efforts to design and build a K-12 English language arts curriculum that is aligned to the Common Core State Standards (CCSS) and PARCC content frameworks. The curriculum has been designed to support PPSD teachers in differentiating instruction for all students, including English language learners, students with disabilities, and students who are gifted and talented. Research Scientists provide guidance, technical assistance and on-the ground support in the form of curriculum analysis and mapping, professional development for teacher-leader curriculum writing teams, and development of unit planning guides.

Funded Research

Providence School Department/Federal Programs (Race to the Top)

Research Team

• Michael Coyne, Ph.D.
• Michael Faggella-Luby, Ph.D.
• Natalie Olinghouse, Ph.D.
• Project Coordinator: Ann Knowles

Graduate Student Researcher

• Sally Drew
• Yan Wei
• Keith McLaren
• Dawne Goodwin
• Sarah Latham

Presentations

• Faggella-Luby, M., & Drew, S. (2011, April). PPSD ELA third quarter unit evaluation: Research-based design of learning objectives, instructional strategies and assessment. A workshop presented to the secondary ELA Curriculum Writing Teachers, Providence, RI.
• Faggella-Luby, M., & Drew, S. (2011, January). PPSD ELA second quarter unit evaluation: Research-based design of learning objectives, instructional strategies and assessment. A workshop presented to the secondary ELA Curriculum Writing Teachers, Providence, RI.
• Faggella-Luby, M., & Olinghouse, N., (2010, December). PPSD ELA first quarter unit evaluation: Research-based design of reading and writing strategies to inform assessment design. A workshop presented to the secondary ELA Curriculum Writing Teachers, Providence, RI.
• Coyne, M., Olinghouse, N., & Faggella-Luby, M. (2010, April). PPSD ELA resource evaluation review: Examining options through a research-based lens. A two-day workshop presented to the ELA Curriculum Writing Teachers, Providence, RI.
• Faggella-Luby, M., Olinghouse, N., & Coyne, M. (2009, November). PPSD ELA resource evaluation review: Examining options through a research-based lens. A two-day workshop presented to the ELA Curriculum Writing Teachers, Providence, RI.