Session I: Tanya R. Rutner Room

Session I Oral Presenters - Tanya R. Rutner (from left): Jenna Tague, Maretha Dellarosa, Dinglei Huang & Theodoto Ressa

Session I Oral Presenters – Tanya R. Rutner (from left): Jenna Tague, Maretha Dellarosa, Dinglei Huang & Theodoto Ressa

Xiangquan Yao, Ali Fleming & Jenna Tague
Teaching And Learning, STEM
Patricia Brosnan & Azita Manouchehri, Advisors

Title: PARCC: What Is Assessed In Grades 4-6?
Abstract: This study evaluated 850 items on released achievement tests from six different states in an attempt to compare the content and competencies measured on these exams with those on released PARCC practice tests. Analysis of items for grades 4, 5, and 6 indicated some differences among the tests in content, form, and the knowledge they elicit from children.

Maretha Dellarosa
Teaching And Learning, Rethinking Early Childhood And Elementary Education
Laurie Katz, Advisor

Title: Learning Mathematics: Implementing Intertwinement On The Concepts Of Accumulating And Measuring Length
Abstract: The purpose of this research was to investigate the impact of local instructional theory for fourth grade Indonesian students that were taught the concepts of accumulating and measuring length through activities that intertwined the two concepts.

Dinglei Huang
Teaching And Learning, STEM
Azita Manouchehri, Advisor

Title: Students’ Reasoning About The Relationship Among Three Measures Of Center

Abstract: This study examines students’ relational reasoning regarding the three measures of central tendency. Using mixed methods, responses from 138 students were analyzed on two problems of measures of center. Results show students were more likely to reason about mean and mode, but had limited view of data distribution.

Theodoto Ressa
Teaching And Learning, Multicultural And Equity Studies In Education
Laurie Katz, Advisor

Title: The Path To College: Narrative Experiences Of Students With Disabilities
Abstract: Federal disability laws have led to increased school enrollment of children with special needs. Yet their transition to college remains low in comparison to peers without disabilities. Initial study findings indicate that participants use various strategies to navigate K-12 school systems as well as transition to college/university, including self-advocacy, development of positive thinking, and creating and nurturing close bonds with significant people.