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Education Research @ Purdue |
Spring 2012 |
From the Dean
Maryann Santos de Barona
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In This Issue |
Research and Project Highlights HOPE+ to Serve Gifted/Talented Native Americans
NMRSD Helping Students Learn to Multiply
Understanding How to Prepare Teachers to Teach Algebra
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Faculty Awards
Faculty PRF Grant Recipients Faculty applications for year-long research grants and summer faculty research grants from the Purdue Research Foundation (PRF) underwent a peer review process this spring. PRF year-long research grants provide support for a .50 FTE doctoral research assistant to work on the faculty member's project for a year. Recipients of these awards for 2012-13 are: Laura Bofferding, Ayse Ciftci, Luciana de Oliveira, Marcia Gentry, Erik Malewski, Jennifer Richardson, Heather Servaty-Seib, Melanie Shoffner, Oliver Wendt, and Aman Yadav. PRF summer faculty research grants fund a faculty member for two months of research during the summer. The recipient of a summer PRF faculty research grant for 2012 is Yukiko Maeda.
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7th Annual Graduate Student Education Research Symposium The 7th Annual Graduate Student Education Research Symposium (AGSERS) was held on March 27, 2012. The keynote speaker was Michael W. Apple, the John Bascom Professor of Curriculum and Instruction and Educational Policy Studies at the University of Wisconsin-Madison. A total of 57 poster presentations were made by graduate students from departments all across the Purdue campus. Four posters were selected by a panel of faculty judges to receive awards. The outstanding posters and their graduate student authors were:
Graduate Student Awards Graduate students award winners are being recognized at the annual College of Education Awards Ceremony to be held in April. This year's winners of awards related to research and scholarship are:
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AERA Reception
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AERA Presentations Here is a list of presentations by College of Education faculty, staff, and graduate students at the 2012 AERA annual meeting in Vancouver, BC.
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| Purdue University | College of Education | 100 North University Street | West Lafayette, IN 47907-2098 Phone: 765-494-2341 | Fax:765-494-5832 | education@purdue.edu | www.education.purdue.edu An equal access, equal opportunity university. |
Please enjoy this edition of our electronic newsletter, Education Research @ Purdue. In this issue you'll find news and informa-tion about research in the College of Education at Purdue University. We are pleased that recognition of the good work of our faculty, students, and staff continues to grow! Although we think rankings are not the best way to judge the quality of colleges of education, we can't help but be pleased that the 2013 US News and World Report rankings of Best Education Schools have us climbing once again, now up to #37! We also completed our NCATE accreditation visit and have received positive feedback from the Board of Examiners. We continue to seek ways to grow, improve, and make an impact by launching the future through discovery and the development of human potential.
Native American students are among the most underserved populations of gifted and talented individuals across the country. Purdue's Gifted Education Resource Institute (GERI) has undertaken a major project in partnership with the Jack Kent Cooke Foundation to help address the problem. The program, HOPE+ (Having Opportunities Promotes Excellence), is led by Marcia Gentry, Professor of Gifted, Talented, and Creative Studies. Beginning this July and continuing for the next three summers, Native American students in grades 6 through 12 from the Navajo, Ojibwe, and Lakota tribes will be brought to Purdue to participate in the GERI Summer Residential gifted enrichment program. Special attention will be paid to the particular social and emotional 
needs of these students, many of whom have little experience outside of their reservations. Jean Peterson, Professor of School Counseling, and her staff will meet with them daily to discuss pertinent issues, using an affective curriculum currently in development. In addition, these students will be followed longitudinally to study the effects of the experience on their educational trajectories and career pathways. The project also seeks to validate the HOPE Nomination Scale (Gentry, Peters, & Peterson, 2008) for use with Native American students. The HOPE Scale, developed as part of a previous project with the Jack Kent Cooke Foundation, has shown usefulness to identify giftedness among underserved populations of children from low-income families, from African American families, and /or from Hispanic families. The HOPE Scale is a teacher rating instrument with two subscales that measure academic and social aspects of giftedness. To view the HOPE Scale and the research associated with it, visit the following website: 
Nurturing Multiplicative Reasoning in Students with Learning
Difficulties (LD) in a Computerized Conceptual-Modeling Environment (NMRSD), an NSF project directed by Yan Ping Xin, Associate Professor of Special Education, is currently undergoing another round of field-testing of the intelligent tutor, PGBM-COMPS, being developed by the project team. PGBM stands for “Please Go and Bring Me…,” a game that students engage in as part of the intelligent tutoring system that uses concrete modeling of objects such as cubes and towers to facilitate students’ understanding of fundamental mathematical concepts. COMPS, the other part of the intelligent tutor, stands for “Conceptual Model-based Problem Solving” (Xin, 2008; Xin, Wiles, & Lin, 2008). About 20 students with LD in math are currently enrolled in the NMRSD after-school programs at Glen Acres Elementary School in Lafayette, IN. Results of a preliminary field-test of the PGBM-COMPS tutor last spring indicated that participating students showed significant gains on a measure of multiplicative reasoning, a norm-referenced achievement test, and a statewide test of achievement (i.e., ISTEP+). The project was featured in Purdue's Office of the Vice President for Research 2011 Annual Report Global Footprint, noting “Principal investigator Yan Ping Xin’s premise is that conceptual understanding needs to go above and beyond concrete level of operations; children with learning difficulties must transition, at their own pace, from concrete operations—such as counting cubes in towers or apples in baskets—to abstract reasoning through algorithm and/or mathematical models” (
SLED, Science Learning through Engineering Design, is an NSF Math Science Partnership project being co-directed by Brenda Capobianco, Associate Professor of Science Education, and Alyssa Panitch, Professor of Biomedical Engineering. SLED's aim is to improve science learning in grades 3-6 through implementation of engineering design in the classroom. The project brings together faculty from Purdue's Colleges of Education, Engineering, Science, and Technology; the Discovery Learning Research Center; and teachers and administrators from the Lafayette, Tippecanoe, Taylor Community, and Plymouth school districts in Indiana. The project is wrapping up its first year of classroom implementation of engineering design-based curriculum and activities, which were developed by teams of faculty members in science and engineering to address state and national science standards for the targeted grade levels. A total of 33 teachers of grades 5-6, who participated in a two-week summer institute on Purdue's campus in June, have been implementing the design-based approaches in their classrooms. The project will study the impact of the approach on teachers' practices and the learning of their students. The project is also creating linkages to Purdue's elementary teacher preparation program. As part of the project, Professor Capobianco is teaching a special version of EDCI 36500, Teaching Science in the Elementary School, focusing on the engineering design approach. Pre-service teachers in this section of the course learn about engineering design as a vehicle for teaching elementary science, and they are teamed with one of the SLED teachers for the field experience component of the course. Several of the students also participated with the practicing teacher in the SLED summer institute. Another summer institute will take place this June for current project teachers as well as new teachers from the participating schools. Going forward, the project will expand its focus to include grade 3-4 teachers and eventually schools outside of the partnership. For more information, visit 
Jill Newton, assistant professor of mathematics education, and 
Luciana de Oliveira, associate professor of literacy and language education, has been awarded the AERA Bilingual Education Research-SIG: Early Career Award for 2012. This award will be presented at the Bilingual Education Research Meeting at 6:15 pm on Friday, April 13 during the annual AERA conference in Vancouver. Professor de Oliveira specializes in research and practice related to English language learners (ELLs).
gifted, talented, and creative studies, is the recipient of the Dean's Award for Outstanding Faculty Scholarship, which is given in recognition of exceptional scholarly contributions. JoAnn Phillion, is the recipient of the Outstanding Graduate Faculty Mentor Award, which is given in recognition of sustained and significant contributions to graduate education.
The College of Education will hold a reception at the American Educational Research Association (AERA) annual meeting, jointly with the schools of education at Ball State University and Indiana State University, on Saturday, April 14, from 7:00-9:00 p.m. in the Vancouver Convention Center, West Room 121 & 122. You are cordially invited to attend!