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Society for Research on Educational Effectiveness Spring 2020 SREE Conference; Crystal City, VA - CANCELLEDSociety for Research on Educational Effectiveness Spring 2020 SREE Conference; Crystal City, VA - CANCELLED
Event Date: March 11, 2020 to March 14, 2020
Sponsoring Organization: Society for Research on Edcuational Effectiveness (SREE)
Due to the COVID-19 pandemic, this conference is cancelled.
To learn more, visit https://www.sree.org/spring-2020.
DRK-12 Prepared Conference Materials:
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Building Statistical Thinking with Social Justice Investigations and Social Science DataPoster | This poster provides an overview of the Strengthening Data Literacy across the Curriculum (SDLC) project, which is developing and studying curriculum modules for non-AP high school statistics classes to promote interest and skills in statistical thinking and data science among diverse high school populations. This early-stage design and development project aims to engage students with data investigations that focus on issues of social justice, using large-scale socioeconomic data from the U.S. Census Bureau and student-friendly online data visualization tools. Primary social justice topics are income inequality and immigration in the U.S. This poster was created for the SREE Spring 2020 Conference.
Grade Level(s): High
Discipline(s): Mathematics, Statistics
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How Do Balance Scales Shape K–2 Students' Understandings of Equations?Poster | This poster shares data from a Grades K–2 cross sectional study that examined how students' thinking about equations and the meaning of the equal sign were shaped by their experiences exploring equations with pan balances and number balances. The study found that these tools afforded students opportunities to reconsider their initial interpretations of equations, connect the idea of a balancing scale to a balancing equation, and notice structure in equations. In addition, these tools helped reveal student difficulties with the ways in which they interpreted equations and the meaning of the equal sign. This poster was created for the SREE Spring 2020 Conference.
Grade Level(s): Elementary
Discipline(s): Mathematics
DRK-12 Presenters:
- Susan M. Kowalski and Jeffrey Snowden, BSCS Science Learning
- Josephine Louie, Education Development Center (EDC); Beth Chance and Soma Roy, Cal Poly State University; Emily Fagan and Jennifer Stiles, Education Development Center (EDC); Willian Finzer, Concord Consortium
- Jessica Young, Kristen Reed, Deborah Schifter, and Lindsay Clements, Education Development Center (EDC)
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Society for Research on Educational Effectiveness Spring 2020 SREE Conference; Crystal City, VA - CANCELLEDSociety for Research on Educational Effectiveness Spring 2020 SREE Conference; Crystal City, VA - CANCELLED
Event Date: March 11, 2020 to March 14, 2020
Sponsoring Organization: Society for Research on Edcuational Effectiveness (SREE)
Due to the COVID-19 pandemic, this conference is cancelled.
To learn more, visit https://www.sree.org/spring-2020.
DRK-12 Prepared Conference Materials:
-
Building Statistical Thinking with Social Justice Investigations and Social Science DataPoster | This poster provides an overview of the Strengthening Data Literacy across the Curriculum (SDLC) project, which is developing and studying curriculum modules for non-AP high school statistics classes to promote interest and skills in statistical thinking and data science among diverse high school populations. This early-stage design and development project aims to engage students with data investigations that focus on issues of social justice, using large-scale socioeconomic data from the U.S. Census Bureau and student-friendly online data visualization tools. Primary social justice topics are income inequality and immigration in the U.S. This poster was created for the SREE Spring 2020 Conference.
Grade Level(s): High
Discipline(s): Mathematics, Statistics
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How Do Balance Scales Shape K–2 Students' Understandings of Equations?Poster | This poster shares data from a Grades K–2 cross sectional study that examined how students' thinking about equations and the meaning of the equal sign were shaped by their experiences exploring equations with pan balances and number balances. The study found that these tools afforded students opportunities to reconsider their initial interpretations of equations, connect the idea of a balancing scale to a balancing equation, and notice structure in equations. In addition, these tools helped reveal student difficulties with the ways in which they interpreted equations and the meaning of the equal sign. This poster was created for the SREE Spring 2020 Conference.
Grade Level(s): Elementary
Discipline(s): Mathematics
DRK-12 Presenters:
- Susan M. Kowalski and Jeffrey Snowden, BSCS Science Learning
- Josephine Louie, Education Development Center (EDC); Beth Chance and Soma Roy, Cal Poly State University; Emily Fagan and Jennifer Stiles, Education Development Center (EDC); Willian Finzer, Concord Consortium
- Jessica Young, Kristen Reed, Deborah Schifter, and Lindsay Clements, Education Development Center (EDC)
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Society for Research on Educational Effectiveness Spring 2020 SREE Conference; Crystal City, VA - CANCELLEDSociety for Research on Educational Effectiveness Spring 2020 SREE Conference; Crystal City, VA - CANCELLED
Event Date: March 11, 2020 to March 14, 2020
Sponsoring Organization: Society for Research on Edcuational Effectiveness (SREE)
Due to the COVID-19 pandemic, this conference is cancelled.
To learn more, visit https://www.sree.org/spring-2020.
DRK-12 Prepared Conference Materials:
-
Building Statistical Thinking with Social Justice Investigations and Social Science DataPoster | This poster provides an overview of the Strengthening Data Literacy across the Curriculum (SDLC) project, which is developing and studying curriculum modules for non-AP high school statistics classes to promote interest and skills in statistical thinking and data science among diverse high school populations. This early-stage design and development project aims to engage students with data investigations that focus on issues of social justice, using large-scale socioeconomic data from the U.S. Census Bureau and student-friendly online data visualization tools. Primary social justice topics are income inequality and immigration in the U.S. This poster was created for the SREE Spring 2020 Conference.
Grade Level(s): High
Discipline(s): Mathematics, Statistics
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How Do Balance Scales Shape K–2 Students' Understandings of Equations?Poster | This poster shares data from a Grades K–2 cross sectional study that examined how students' thinking about equations and the meaning of the equal sign were shaped by their experiences exploring equations with pan balances and number balances. The study found that these tools afforded students opportunities to reconsider their initial interpretations of equations, connect the idea of a balancing scale to a balancing equation, and notice structure in equations. In addition, these tools helped reveal student difficulties with the ways in which they interpreted equations and the meaning of the equal sign. This poster was created for the SREE Spring 2020 Conference.
Grade Level(s): Elementary
Discipline(s): Mathematics
DRK-12 Presenters:
- Susan M. Kowalski and Jeffrey Snowden, BSCS Science Learning
- Josephine Louie, Education Development Center (EDC); Beth Chance and Soma Roy, Cal Poly State University; Emily Fagan and Jennifer Stiles, Education Development Center (EDC); Willian Finzer, Concord Consortium
- Jessica Young, Kristen Reed, Deborah Schifter, and Lindsay Clements, Education Development Center (EDC)
more
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Society for Research on Educational Effectiveness Spring 2020 SREE Conference; Crystal City, VA - CANCELLEDSociety for Research on Educational Effectiveness Spring 2020 SREE Conference; Crystal City, VA - CANCELLED
Event Date: March 11, 2020 to March 14, 2020
Sponsoring Organization: Society for Research on Edcuational Effectiveness (SREE)
Due to the COVID-19 pandemic, this conference is cancelled.
To learn more, visit https://www.sree.org/spring-2020.
DRK-12 Prepared Conference Materials:
-
Building Statistical Thinking with Social Justice Investigations and Social Science DataPoster | This poster provides an overview of the Strengthening Data Literacy across the Curriculum (SDLC) project, which is developing and studying curriculum modules for non-AP high school statistics classes to promote interest and skills in statistical thinking and data science among diverse high school populations. This early-stage design and development project aims to engage students with data investigations that focus on issues of social justice, using large-scale socioeconomic data from the U.S. Census Bureau and student-friendly online data visualization tools. Primary social justice topics are income inequality and immigration in the U.S. This poster was created for the SREE Spring 2020 Conference.
Grade Level(s): High
Discipline(s): Mathematics, Statistics
-
How Do Balance Scales Shape K–2 Students' Understandings of Equations?Poster | This poster shares data from a Grades K–2 cross sectional study that examined how students' thinking about equations and the meaning of the equal sign were shaped by their experiences exploring equations with pan balances and number balances. The study found that these tools afforded students opportunities to reconsider their initial interpretations of equations, connect the idea of a balancing scale to a balancing equation, and notice structure in equations. In addition, these tools helped reveal student difficulties with the ways in which they interpreted equations and the meaning of the equal sign. This poster was created for the SREE Spring 2020 Conference.
Grade Level(s): Elementary
Discipline(s): Mathematics
DRK-12 Presenters:
- Susan M. Kowalski and Jeffrey Snowden, BSCS Science Learning
- Josephine Louie, Education Development Center (EDC); Beth Chance and Soma Roy, Cal Poly State University; Emily Fagan and Jennifer Stiles, Education Development Center (EDC); Willian Finzer, Concord Consortium
- Jessica Young, Kristen Reed, Deborah Schifter, and Lindsay Clements, Education Development Center (EDC)
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National Association for Research in Science Teaching 2020 Annual International NARST Conference; Portland, OR - CANCELLEDNational Association for Research in Science Teaching 2020 Annual International NARST Conference; Portland, OR - CANCELLED
Event Date: March 15, 2020 to March 18, 2020
Sponsoring Organization: National Association for Research in Science Teaching (NARST)
Due to the COVID-19 pandemic, this conference is cancelled.
To learn more, visit https://narst.org/conferences/2020-annual-conference.
DRK-12 Prepared Conference Materials:
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A Study of the Impact of an Early Childhood Intervention on STEM Learning
Slides | These presentation slides were prepared for the 2020 Annual International NARST Conference. The context for this study was an intervention that provided professional development (PD) for preschool (pre-K) and kindergarten (K) teachers and science engagement activities for families. The research sought to determine the impact of the intervention and the extent to which parent engagement adds to student learning.
Grade Level(s): Pre-K, Elementary
Discipline(s): Measurement, Science, Professional Development
DRK-12 Presenters:
- Carrie D. Allen*, University of North Texas
- Devarati Bhattacharya, Kim Caroll Steward, and Cory Forbes, University of Nebraska-Lincoln; Mark Chandler, NASA-GISS
- Alison Billman, University of California, Berkeley; Amelia Gotwals, Michigan State University
- Melissa Braaten*, University of Colorado Boulder
- Allison Bradford, Libby Gerard, and Jennifer King Chen*, University of California, Berkeley
- Shondricka Burrell*, Duquesne University
- Daniel Capps and Ayca Fackler, University of Georgia; Jonathan Shemwell, University of Alabama; Ayca Fackler, University of Georgia; Carlson Coogler*, University of Alabama
- Dante Cisterna, Educational Testing Service (ETS); Allison Bookbinder, Columbia University
- Charlene M. Czerniak, Peter Paprzycki, Grant Wilson, and Jeanna Heuring, University of Toledo
- Emily Care and Joshua Ellis, Florida International University; Elizabeth Ring-Whalen, St. Catherine University; Gillian Roehrig, University of Minnesota
- Deborah Hanuscin, Emily Borda and Josie Melton*, Western Washington University; Jamie Mikeska*, Educational Testing Service (ETS)
- Christa Haverly*, Northwestern University
- Susan M. Kowalski, Betty Stennett*, and Lindsey Mohan, BSCS Science Learning; Catherine Stimac and Heather Young, Oregon Public Broadcasting
- David McKinney, University of Nevada, Las Vegas; Katy Nilsen, WestEd; Pei Pei Liu, Michigan State University
- Jamie Mikeska*, Educational Testing Service (ETS); Heena Lakhani, University of Washington
- Emily Reigh*, Stanford University
- Gail Richmond, Michigan State University; Tali Tal, Technion; Irene Bayer and Kara Haas, Michigan State University
- Minjung Ryu, University of Illinois at Chicago; Mavreen Rose Tuvilla* and Casey Wright, Purdue University
- Jennifer Schellinger*, Lama Z. Jaber, and Sherry A. Southerland, Florida State University
- Michelle Sinapuelas, California State University, East Bay; Corinne Lardy, California State University, Sacramento
- Edna Tan, Aerin Benavides, and Ti'Era Worsley*, University of North Carolina at Greensboro
- Brit Toven-Lindsey, California State University, East Bay; Christine Bae, Virginia Commonwealth University; Kathryn Hayes, California State University, East Bay; Dawn O'Connor, Alameda County Office of Education
- Elizabeth Xeng de los Santos and Candice Guy-Gaytán*, University of Nevada, Reno
*Denotes CADRE Fellow or Fellows alumnus
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National Association for Research in Science Teaching 2020 Annual International NARST Conference; Portland, OR - CANCELLEDNational Association for Research in Science Teaching 2020 Annual International NARST Conference; Portland, OR - CANCELLED
Event Date: March 15, 2020 to March 18, 2020
Sponsoring Organization: National Association for Research in Science Teaching (NARST)
Due to the COVID-19 pandemic, this conference is cancelled.
To learn more, visit https://narst.org/conferences/2020-annual-conference.
DRK-12 Prepared Conference Materials:
-
A Study of the Impact of an Early Childhood Intervention on STEM Learning
Slides | These presentation slides were prepared for the 2020 Annual International NARST Conference. The context for this study was an intervention that provided professional development (PD) for preschool (pre-K) and kindergarten (K) teachers and science engagement activities for families. The research sought to determine the impact of the intervention and the extent to which parent engagement adds to student learning.
Grade Level(s): Pre-K, Elementary
Discipline(s): Measurement, Science, Professional Development
DRK-12 Presenters:
- Carrie D. Allen*, University of North Texas
- Devarati Bhattacharya, Kim Caroll Steward, and Cory Forbes, University of Nebraska-Lincoln; Mark Chandler, NASA-GISS
- Alison Billman, University of California, Berkeley; Amelia Gotwals, Michigan State University
- Melissa Braaten*, University of Colorado Boulder
- Allison Bradford, Libby Gerard, and Jennifer King Chen*, University of California, Berkeley
- Shondricka Burrell*, Duquesne University
- Daniel Capps and Ayca Fackler, University of Georgia; Jonathan Shemwell, University of Alabama; Ayca Fackler, University of Georgia; Carlson Coogler*, University of Alabama
- Dante Cisterna, Educational Testing Service (ETS); Allison Bookbinder, Columbia University
- Charlene M. Czerniak, Peter Paprzycki, Grant Wilson, and Jeanna Heuring, University of Toledo
- Emily Care and Joshua Ellis, Florida International University; Elizabeth Ring-Whalen, St. Catherine University; Gillian Roehrig, University of Minnesota
- Deborah Hanuscin, Emily Borda and Josie Melton*, Western Washington University; Jamie Mikeska*, Educational Testing Service (ETS)
- Christa Haverly*, Northwestern University
- Susan M. Kowalski, Betty Stennett*, and Lindsey Mohan, BSCS Science Learning; Catherine Stimac and Heather Young, Oregon Public Broadcasting
- David McKinney, University of Nevada, Las Vegas; Katy Nilsen, WestEd; Pei Pei Liu, Michigan State University
- Jamie Mikeska*, Educational Testing Service (ETS); Heena Lakhani, University of Washington
- Emily Reigh*, Stanford University
- Gail Richmond, Michigan State University; Tali Tal, Technion; Irene Bayer and Kara Haas, Michigan State University
- Minjung Ryu, University of Illinois at Chicago; Mavreen Rose Tuvilla* and Casey Wright, Purdue University
- Jennifer Schellinger*, Lama Z. Jaber, and Sherry A. Southerland, Florida State University
- Michelle Sinapuelas, California State University, East Bay; Corinne Lardy, California State University, Sacramento
- Edna Tan, Aerin Benavides, and Ti'Era Worsley*, University of North Carolina at Greensboro
- Brit Toven-Lindsey, California State University, East Bay; Christine Bae, Virginia Commonwealth University; Kathryn Hayes, California State University, East Bay; Dawn O'Connor, Alameda County Office of Education
- Elizabeth Xeng de los Santos and Candice Guy-Gaytán*, University of Nevada, Reno
*Denotes CADRE Fellow or Fellows alumnus
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National Association for Research in Science Teaching 2020 Annual International NARST Conference; Portland, OR - CANCELLEDNational Association for Research in Science Teaching 2020 Annual International NARST Conference; Portland, OR - CANCELLED
Event Date: March 15, 2020 to March 18, 2020
Sponsoring Organization: National Association for Research in Science Teaching (NARST)
Due to the COVID-19 pandemic, this conference is cancelled.
To learn more, visit https://narst.org/conferences/2020-annual-conference.
DRK-12 Prepared Conference Materials:
-
A Study of the Impact of an Early Childhood Intervention on STEM Learning
Slides | These presentation slides were prepared for the 2020 Annual International NARST Conference. The context for this study was an intervention that provided professional development (PD) for preschool (pre-K) and kindergarten (K) teachers and science engagement activities for families. The research sought to determine the impact of the intervention and the extent to which parent engagement adds to student learning.
Grade Level(s): Pre-K, Elementary
Discipline(s): Measurement, Science, Professional Development
DRK-12 Presenters:
- Carrie D. Allen*, University of North Texas
- Devarati Bhattacharya, Kim Caroll Steward, and Cory Forbes, University of Nebraska-Lincoln; Mark Chandler, NASA-GISS
- Alison Billman, University of California, Berkeley; Amelia Gotwals, Michigan State University
- Melissa Braaten*, University of Colorado Boulder
- Allison Bradford, Libby Gerard, and Jennifer King Chen*, University of California, Berkeley
- Shondricka Burrell*, Duquesne University
- Daniel Capps and Ayca Fackler, University of Georgia; Jonathan Shemwell, University of Alabama; Ayca Fackler, University of Georgia; Carlson Coogler*, University of Alabama
- Dante Cisterna, Educational Testing Service (ETS); Allison Bookbinder, Columbia University
- Charlene M. Czerniak, Peter Paprzycki, Grant Wilson, and Jeanna Heuring, University of Toledo
- Emily Care and Joshua Ellis, Florida International University; Elizabeth Ring-Whalen, St. Catherine University; Gillian Roehrig, University of Minnesota
- Deborah Hanuscin, Emily Borda and Josie Melton*, Western Washington University; Jamie Mikeska*, Educational Testing Service (ETS)
- Christa Haverly*, Northwestern University
- Susan M. Kowalski, Betty Stennett*, and Lindsey Mohan, BSCS Science Learning; Catherine Stimac and Heather Young, Oregon Public Broadcasting
- David McKinney, University of Nevada, Las Vegas; Katy Nilsen, WestEd; Pei Pei Liu, Michigan State University
- Jamie Mikeska*, Educational Testing Service (ETS); Heena Lakhani, University of Washington
- Emily Reigh*, Stanford University
- Gail Richmond, Michigan State University; Tali Tal, Technion; Irene Bayer and Kara Haas, Michigan State University
- Minjung Ryu, University of Illinois at Chicago; Mavreen Rose Tuvilla* and Casey Wright, Purdue University
- Jennifer Schellinger*, Lama Z. Jaber, and Sherry A. Southerland, Florida State University
- Michelle Sinapuelas, California State University, East Bay; Corinne Lardy, California State University, Sacramento
- Edna Tan, Aerin Benavides, and Ti'Era Worsley*, University of North Carolina at Greensboro
- Brit Toven-Lindsey, California State University, East Bay; Christine Bae, Virginia Commonwealth University; Kathryn Hayes, California State University, East Bay; Dawn O'Connor, Alameda County Office of Education
- Elizabeth Xeng de los Santos and Candice Guy-Gaytán*, University of Nevada, Reno
*Denotes CADRE Fellow or Fellows alumnus
more
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National Association for Research in Science Teaching 2020 Annual International NARST Conference; Portland, OR - CANCELLEDNational Association for Research in Science Teaching 2020 Annual International NARST Conference; Portland, OR - CANCELLED
Event Date: March 15, 2020 to March 18, 2020
Sponsoring Organization: National Association for Research in Science Teaching (NARST)
Due to the COVID-19 pandemic, this conference is cancelled.
To learn more, visit https://narst.org/conferences/2020-annual-conference.
DRK-12 Prepared Conference Materials:
-
A Study of the Impact of an Early Childhood Intervention on STEM Learning
Slides | These presentation slides were prepared for the 2020 Annual International NARST Conference. The context for this study was an intervention that provided professional development (PD) for preschool (pre-K) and kindergarten (K) teachers and science engagement activities for families. The research sought to determine the impact of the intervention and the extent to which parent engagement adds to student learning.
Grade Level(s): Pre-K, Elementary
Discipline(s): Measurement, Science, Professional Development
DRK-12 Presenters:
- Carrie D. Allen*, University of North Texas
- Devarati Bhattacharya, Kim Caroll Steward, and Cory Forbes, University of Nebraska-Lincoln; Mark Chandler, NASA-GISS
- Alison Billman, University of California, Berkeley; Amelia Gotwals, Michigan State University
- Melissa Braaten*, University of Colorado Boulder
- Allison Bradford, Libby Gerard, and Jennifer King Chen*, University of California, Berkeley
- Shondricka Burrell*, Duquesne University
- Daniel Capps and Ayca Fackler, University of Georgia; Jonathan Shemwell, University of Alabama; Ayca Fackler, University of Georgia; Carlson Coogler*, University of Alabama
- Dante Cisterna, Educational Testing Service (ETS); Allison Bookbinder, Columbia University
- Charlene M. Czerniak, Peter Paprzycki, Grant Wilson, and Jeanna Heuring, University of Toledo
- Emily Care and Joshua Ellis, Florida International University; Elizabeth Ring-Whalen, St. Catherine University; Gillian Roehrig, University of Minnesota
- Deborah Hanuscin, Emily Borda and Josie Melton*, Western Washington University; Jamie Mikeska*, Educational Testing Service (ETS)
- Christa Haverly*, Northwestern University
- Susan M. Kowalski, Betty Stennett*, and Lindsey Mohan, BSCS Science Learning; Catherine Stimac and Heather Young, Oregon Public Broadcasting
- David McKinney, University of Nevada, Las Vegas; Katy Nilsen, WestEd; Pei Pei Liu, Michigan State University
- Jamie Mikeska*, Educational Testing Service (ETS); Heena Lakhani, University of Washington
- Emily Reigh*, Stanford University
- Gail Richmond, Michigan State University; Tali Tal, Technion; Irene Bayer and Kara Haas, Michigan State University
- Minjung Ryu, University of Illinois at Chicago; Mavreen Rose Tuvilla* and Casey Wright, Purdue University
- Jennifer Schellinger*, Lama Z. Jaber, and Sherry A. Southerland, Florida State University
- Michelle Sinapuelas, California State University, East Bay; Corinne Lardy, California State University, Sacramento
- Edna Tan, Aerin Benavides, and Ti'Era Worsley*, University of North Carolina at Greensboro
- Brit Toven-Lindsey, California State University, East Bay; Christine Bae, Virginia Commonwealth University; Kathryn Hayes, California State University, East Bay; Dawn O'Connor, Alameda County Office of Education
- Elizabeth Xeng de los Santos and Candice Guy-Gaytán*, University of Nevada, Reno
*Denotes CADRE Fellow or Fellows alumnus
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Social Network Analysis - An Introduction Social Network Analysis - An Introduction
Event Date: March 26, 2020
Sponsoring Organization: American Institutes for Research (AIR)
View Slides | Watch Webinar Recording
Social network analysis is an analytical approach – including theoretical perspectives and methodological techniques – that focuses on the relationships among actors in a system using quantitative or qualitative data. Researchers using social network analysis aim to explore and understand patterns and structural properties of relationships and their implications for social action (Borgatti, Everett, & Johnson, 2013; Scott, 2017). This method allows researchers to explore an array of topics at multiple levels of the education system relevant to STEM education, including student discourse, teacher professional learning, and large-scale education reform.
The first webinar in a 2-part series, this presentation will provide an introduction to social network analysis. Researchers Kyle Fagan, PhD, and Ben Kalina from the American Institutes for Research will provide an introduction to social network analysis, including an overview of key considerations for data collection, analysis, and network visualization. They will review the kinds of research questions that can be answered with social network analysis, present the merits and limitations of this method, and share tools and resources to help the DRK-12 community apply this method to their projects.
The second webinar, held on April 20 at 1pm ET, will feature a panel of researchers. They will share how they used social network analysis in their work and discuss challenges they faced when using this method and the strategies they applied to overcome these challenges. Both webinars in the series are designed to be interactive. There will be time for audience participation and questions. Participants are encouraged to attend both sessions but may elect to attend just one of the two webinars in this series.
Who should attend?
The webinars are designed for past, current, and aspiring DRK-12 principal investigators and project teams interested in learning more and applying social network analysis. The webinar swill be geared toward those who do not have much experience with the research method, though participants more familiar with social network analysis may also benefit from joining.
Presenter(s):
- Kyle Fagan, PhD, is a researcher at the American Institutes for Research who works with state, regional, and local agencies on projects at the intersection of educational and community change. His work is primarily focused on addressing issues of equity through collaborative research, evaluation, and technical support, with a concentration in collaboration between education, health, and social services. Dr. Fagan is the technical lead for multiple projects using social network analysis, leading the design, data collection, analysis, and communication of findings. He also leads AIR’s efforts to build capacity for social network analysis through staff training, resource development, and thought partnership. He holds a MA in Applied Developmental and Educational Psychology and a PhD in Leadership, Policy, and Educational Change from Boston College.
- Ben Kalina is a Senior Researcher at the American Institutes for Research. His research experiences include developing and implementing qualitative research approaches and study designs, including social network analysis. Mr. Kalina studies the health of networks in education systems and uses network analysis to study interventions in education systems and how networks affect intended outcomes. Mr. Kalina served as a project director for studies to analyze social networks of Teach For America alumni and Education Pioneers alumni and how these networks may impact local education policies. Mr. Kalina holds a Master’s degree in Education and Politics from Teachers College, Columbia University.
Objectives:
Following participation, audience members will:
- Understand social network analysis terminology
- Identify the importance and benefits of social network analysis
- Understand key considerations for data collection, analysis, and network visualization
- Consider ways social network analysis might be useful in future research in STEM education
Questions?
Email Sarah Rand at srand@air.org
These webinars are supported by a grant from the National Science Foundation (DRL-1813777). Opinions, findings, and conclusions or recommendations expressed do not necessarily reflect the views of the National Science Foundation.
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National Council of Supervisors of Mathematics 2020 NCSM Annual Conference; Chicago, IL - CANCELLEDNational Council of Supervisors of Mathematics 2020 NCSM Annual Conference; Chicago, IL - CANCELLED
Event Date: March 30, 2020 to April 1, 2020
Sponsoring Organization: National Council of Supervisors of Mathematics (NCSM)
Due to the COVID-19 pandemic, this conference is cancelled.
To learn more, visit https://www.mathedleadership.org/events/conferences/IL/index.html.
DRK-12 Presenters:
- Cynthia D. Carson and Genie Foster, University of Rochester; Ryan Gillespie and Julie Amador, University of Idaho
- Caroline Ebby and Lindsay Goldsmith-Markey, University of Pennsylvania; Chris Powers and Regina Johnson Barr, School District of Philadelphia
- Johannah Nikula, Education Development Center (EDC)
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National Council of Supervisors of Mathematics 2020 NCSM Annual Conference; Chicago, IL - CANCELLEDNational Council of Supervisors of Mathematics 2020 NCSM Annual Conference; Chicago, IL - CANCELLED
Event Date: March 30, 2020 to April 1, 2020
Sponsoring Organization: National Council of Supervisors of Mathematics (NCSM)
Due to the COVID-19 pandemic, this conference is cancelled.
To learn more, visit https://www.mathedleadership.org/events/conferences/IL/index.html.
DRK-12 Presenters:
- Cynthia D. Carson and Genie Foster, University of Rochester; Ryan Gillespie and Julie Amador, University of Idaho
- Caroline Ebby and Lindsay Goldsmith-Markey, University of Pennsylvania; Chris Powers and Regina Johnson Barr, School District of Philadelphia
- Johannah Nikula, Education Development Center (EDC)
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