College of Education & Human Development
Spring 2013 Colloquium Series
Faculty, staff and graduate students are invited to join us this spring to learn about research underway in the fields of education and human development. Presentations are from 3:30 to 5:00 p.m.
Thursday, February 21 – 207 Willard Hall
Yuliya Ardasheva, University of Louisville will present: English Language Learners in focus.
Thursday, February 28 – 104 Gore Hall
Linda S. Gottfredson, Professor of Education, University of Delaware and Kathy Stroh, Diabetes Prevention and Control Program, Delaware Division of Public Health will present: Teaching diabetes self-management – what’s possible in 4 hours or less (a year)?
Thursday, April 4 – 104 Gore Hall
Iva Obrusnikova, Associate Professor of Behavioral Health & Nutrition, University of Delaware, will present: Using therapy dogs to increase physical activity and engagement levels in children with autism spectrum disorders.
Friday, April 12 – Clayton Hall
Steele Symposium – Held from 8:30 a.m. – 2:00 p.m., this symposium will feature research presentations by CEHD graduate and undergraduate students.
Thursday, April 25 – 205 Kirkbride Hall Cancelled as of 4/23/2013. Will be rescheduled in the fall.
Adrienne M. Lucas, Assistant Professor of Economics, University of Delaware will present: Improving Primary School Quality across Countries: Experimental Evidence from Kenya and Uganda.
Primary school enrollments have increased rapidly in sub-Saharan Africa, spurring concerns about low levels of learning. We analyze field experiments in Kenya and Uganda that assessed whether the Reading to Learn program, implemented by the Aga Khan Foundation in
both countries, improved early-grade literacy as measured by common assessments. We found that Ugandan literacy increased by 0.2σ, however Kenyan literacy in Swahili only increased by 0.08σ) . We find no evidence that differential effects are explained by baseline differences in students or classrooms, or by implementation fidelity and conclude that
differences between countries can likely be attributed to differential effective exposure to the literacy treatment in the tested languages.
Thursday, May 9 – 104 Gore Hall
Jennifer Cromley, Associate Professor of Educational Psychology, Temple University. Presentation – Teaching middle school students how to better understand diagrams in scientific text
Despite much rhetoric about the 21st Century Learner, students in middle and high school have even more difficulty making sense of science diagrams than making sense of science text. I will present on two studies in which we taught middle school students how to better understand the diagrams in their science textbooks. In the first study, students used laptops to answer a structured series of questions about diagrams in their textbooks; exercises and discussion were embedded in the regular science curriculum.
In the second study, students completed partial diagrams presented via the CogSketch intelligent tutoring system as a review of previously-covered material. For both studies, we present results of pre- to post-test growth in science knowledge and diagram comprehension, as well as analyses of students’ thinking processes while learning.
Jennifer Cromley is an Associate Professor of Educational Psychology, Temple University. Her research focuses on cognition and motivation in STEM learning and retention.