Steele Research Symposium

1:00 to 1:50 | Panel 1B: Education Reform and Special Populations

Chaired by Dr. Florence Xiaotao Ran
Room 101B

---

Discussant: Nefetaria Yates
Ph.D. in Education student (Sociocultural and Community-based Approaches)

---

Hojung Lee
Ph.D. in Education and Social Policy student
Closing the College Success Gap for Underprepared Students: Evidence from a State-Wide Remedial Education Reform
In response to the ineffectiveness of the traditional remedial education, many states have implemented corequisite remediation, which allows underprepared students to take college-level courses immediately upon college enrollment with concurrent academic support. In this study, we will examine the heterogeneous effects of corequisite vs. prerequisite remediation by academic preparedness, demographic characteristics, and corequisite delivery methods, using data from the Tennessee Board of Regents from 2010 to 2019. Preliminary results suggest that corequisite remediation improved first-year gateway completion to various extents by students’ prior preparedness.

---

Haobai Zhang
Ph.D. in Education student (Learning Sciences)
Exploring growth in number competencies among students at risk of mathematics learning difficulties
Early Number sense predicts math achievement across elementary school. The present study used the Screener for Early Number Sense to examine growth in number competencies from kindergarten to first grade for children designated at-risk for math learning difficulties (MLD) at kindergarten entry. 150 children were assessed in kindergarten (K) and then first grade (G1). Using d-based cut-scores, they were categorized as: a) consistently at-risk, b) at-risk in K only, c) at-risk in G1 only and, d) non-at-risk. Both group a and b entered formal schooling designated as at-risk but showed significantly different growth after one-year instructions, especially in the knowledge of number operations. Younger children from lower-income families were more likely to be in group a than group b.

---

Fan Zhang
Ph.D. in Education student (Literacy)
A Review of Writing Interventions for English Learners (ELs) in the Elementary Grades
English learners (ELs) have been identified as being at risk for lower writing skills. This paper reviewed 16 published English articles using single-case, experimental, or quasi-experimental design to investigate the effects of writing interventions for kindergarten through fifth grade ELs in the United States.  The interventions, generally, focused on multicomponent writing skills including text generation, self-regulation, and/or transcription. Overall, the writing interventions yielded moderate to strong effects on EL students’ written English conventions, quantity, and quality across genres. The implications and future directions for practice and research are discussed.

2:00 to 2:50 | Panel 2A: Methodology

Chaired by Dr. Ken Shores
Room 120

---

Kamal Chawla
Ph.D. in Educational Statistics and Research Methods student
Multiple Imputation with Artificial Intelligence: Missing Data in Propensity Score Analysis
Propensity score analysis helps educational scientists’ control for selection bias in observational research. Besides selection bias, observational research is particularly prone to missing values in covariates. Straightforward approaches such as extracting all observations with missing values may introduce more bias in estimates of treatment effects. And predictive mean matching with a regression model, a more modern method, fails when data is missing not at random (MNAR). Our two-part study compared strategies for handling missingness in covariates. Additionally, we propose imputation with deep neural networks as an optimal alternative to previously studied methods.

---

Matthew Myers
Ph.D. in Educational Statistics and Research Methods student
The role of text length in an automated writing evaluation model: Building score trajectories at the sentence-level
This paper examines the role that text length plays in an automated writing evaluation (AWE) scoring model. Sentence-level scoring trajectories are constructed for persuasive essays (N=3764) written by students in seventh and eighth grade. The resulting 92,803 component essays are scored with AWE. Controlling for the length of the sentence most recently appended, a multiple logistic regression estimates the probability of yielding score increases at all possible text lengths. Results indicate that some scoring traits are more “word-hungry” than others. Finally, a scoring model with text length as the single predictor is utilized to predict scores for a novel sample of essays (N=2,537). Results indicate that text length alone predicts AWE scoring with significantly high precision.

---

Pragya Shrestha
Ph.D. in Education student (Education Evaluation, Measurement, and Statistics)
A Comparison of Three Effect Size Indices for Count-Based Outcomes in Single-Case Design Studies
Single-Case Designs (SCDs) are a form of interrupted time-series design that provide a rigorous methodological evaluation of treatment effects. Most of the existing effect size (ES) indices for SCDs assume outcome variable to be normally distributed. However, some form of count outcome data is most common. The purpose of this research is to compare three recently proposed ES indices for count-based outcomes in a SCD study. Though all three ES methods are for count outcome data, they either use different statistical modeling or a different estimation framework (Bayesian or Frequentist), and may assume the presence or absence of  autocorrelation, which is frequently present in SCD data. These fundamental differences call for a closer examination and comparison of the methods and estimates.

2:00 to 2:50 | Panel 2B: Teacher Professional Development and Coaching

Chaired by Dr. Lynsey Gibbons
Room 101B

---

Discussant: Julien Corven
Ph.D. in Education student (Mathematics Education)

---

Bataul Alkhateeb
Ph.D. in Education student (Learning Sciences)
From Professional Development to Pedagogy: Examining How Computer Science Teachers Conceptualize and Apply Culturally Responsive Pedagogy
Pedagogical and instructional changes are needed to promote meaningful and equitable learning that engages students with rigorous and inclusive curricula in computer science. We developed an equity-focused professional development program for teachers that promotes culturally responsive pedagogy in the context of computer science education. This paper provides an overview of our culturally responsive framework and a qualitative examination of how teachers (n=9) conceptualized and applied culturally responsive pedagogy in their classrooms. Following their participation in professional development, teachers were consistently planning to implement a wide range of culturally responsive instructional and pedagogical practices capable of promoting diversity, equity, and inclusion in CS.

---

Ethan Smith
Ph.D. in Education student (Mathematics Education)
Alignment and Divergence of Teacher and Coach Experiences in Curriculum-Embedded Mathematics Professional Learning Programs
Instructional coaching has increasingly become a key component of mathematics professional learning (PL) programs. However, the ways that coaching supports programmatic goals, and how the interaction between teachers and their coach impacts such outcomes, is less understood. This study investigates the teacher-coach relationship in the context of six math PL programs. We examine differences in how teachers and coaches experience the PL and curriculum and investigate potential drivers of the teacher-coach relationship that may foster stronger teacher support of the PL attributes. Findings indicate the value of coaching as a component of math PL programs while also cautioning about the complexity of how the teacher-coach relationship relates to programmatic goals.

---

Kateri Sternberg
Ph.D. in Education student (Mathematics Education)
Mathematics Coaches’ Perspectives on Professional Development
Instructional coaches are a key source of professional learning for teachers, but they too need professional development. To better understand characteristics of professional development experiences math coaches find both salient and impactful, we interviewed math coaches six months after they engaged in professional development sessions. The most salient and impactful components of the professional development aligned with coaches’ needs to deepen their knowledge of mathematics content, pedagogical skills, and coaching itself.

3:00 to 3:50 | Panel 3A: Motivation, Belonging and Engagement

Chaired by Dr. Teo Paoletti
Room 120

---

Discussant: AJ de Coteau
Ph.D. in Education student (Sociocultural and Community-based Approaches)

---

Casey Griffin
Ph.D. in Education student (Mathematics Education)
Factors Contributing to Female Students’ Increased Sense of Belonging in Active Learning Calculus
Women continue to be underrepresented in undergraduate science, technology, engineering, and mathematics (STEM ) majors, presenting a lack of diversity that limits the field of scientific inquiry. Prior studies identify low sense of belonging as a key contributor to women’s decisions to leave STEM. Incorporating active learning into introductory STEM courses offers promise in increasing female students’ sense of belonging, and in turn, their persistence in STEM. The purpose of the current study is to explore to what female students in an active learning Calculus course attribute an increased sense of belonging. Findings from two student interviews suggest that opportunities for class participation as well as a comfortable learning environment contributed to increased sense of belonging.

---

Amanda Mohammad Mirzaei
Ph.D. in Education student (Mathematics Education)
Using Teacher and Student Noticing to Understand Engagement During Secondary Mathematics Lessons
This talk presents a framework illustrating ways of noticing mathematical engagement. Teachers may benefit from understanding students’ perspectives when creating engaging mathematics lessons. Results from 30 sets of high school math teacher and student focus groups interviews show how noticing of engagement between teachers and students can be shared. Cases of partially/minimally shared noticing of engagement suggest ways for teachers to learn about students’ perspectives or how to communicate with students about their intentions regarding engagement. This framework helps us to understand the complexities of mathematical engagement by considering three elements of engagement: evaluation of its presence, description of its nature, and features of the classroom that support or constrain it.

---

Ye Shen
Ph.D. in Education student (Literacy)
Different Role of Family Socioeconomic Status in Academic Trajectories between Emergent Bilinguals and Their Peers Across Primary Years
The study compared academic growth trajectories of Emergent Bilinguals (EBs) and non-EBs and how ELL status and socioeconomic status (SES) intersect to shape trajectories of academic achievement from kindergarten through fifth grade. EBs showed lower achievement in reading, math, and science skills in kindergarten but grew faster than their non-EB peers in math and science. Household income and parental education showed different relations to trajectories in three academic skills. Math gaps narrowed slightly as income increased but were more consistent across parental education levels. Reading gaps widened at higher levels of parental educational attainment, but the science gaps narrowed. Thus, SES plays different roles in shaping academic trajectories in EB and non-EB children.

3:00 to 3:50 | Panel 3B: Social Issues and Automated Writing Evaluation

Chaired by Dr. Heather Farmer
Room 101B

---

Yue Huang
Ph.D. in Education Educational Statistics and Research Methods student
Teachers’ Perceptions of The Validity of an Automated Writing Evaluation System
We explored teachers’ perceptions of the validity of feedback from an automated writing evaluation (AWE) system. Focus groups were conducted among upper-elementary teachers (N = 13). Findings revealed that teachers perceived of AWE feedback to be generally reliable and valid, but feedback may not be appropriate for all students.

---

Xueli Qiu
Ph.D. in Human Development and Family Sciences student
When did intimate partner abuse survivors call the police? A Narrative Review
In the United States, one in three women reports experiencing intimate partner violence and abuse (IPV/A). However, IPV/A remains underreported to formal agencies, including the police (Kaukinen et al., 2013). Drawing on the Empowerment Process Model, which treats empowerment as an interactive process where survivor help-seeking behavior is examined within their social context (e.g., Cattaneo & Chapman, 2010; Cattaneo & Goodman, 2015), this study reviews under what circumstances female survivors would call the police when they experience IPV/A and what factors affect their decision-making. Furthermore, this study examines whether women’s use of force plays a role in the decision of whether to contact the police.

---

Jenna Roche
M.Ed. in Literacy student
The Power of Touch: Establishing Personal Boundaries and Educating Middle School Students in a Post-Pandemic World
The events of the past two years have shaped us all. At home, in safe, yet chaotic isolation, students of all ages have learned that you never quite know what you have until it is taken from you. In order for students to learn, they must feel safe physically, mentally, and emotionally. Today, students need that lesson as well as that structure more than ever. Here is where teachers come in. As the adults, both veteran and novice, educators have adapted to our world. We have created new classroom tools, virtual lessons, adapted schedules, socio-emotional support systems. However, we have also peered into the other lives of our students, and we did so without wanting to. I hope to share what I have learned now, so we are always ready for what is to come in Education.

---

Majd Subih
Ph.D. student in Education (Sociocultural and Community-based Approaches)
The Intersectionality of Disability, Religion, Ethnicity, and Gender in the Muslim Arab World
The diversity in disability experience in the United States calls for an intersectional approach that takes religion, ethnicity, and gender seriously. Individuals can belong to groups, which can create multiple systems of disadvantage and privilege. To analyze the experience of disabled people, it is necessary to look at the intersectionality of the different categories that individuals claim and belong to. Thus, this qualitative review of literature utilized an analytic approach similar to Interpretative Phenomenological Analysis (IPA) to investigate the complex intersectionality of disability, religion (Islam), ethnicity (Arab), and gender (females and males) among this population in the Arab world.

5:00 to 5:30 | Poster Session

---

Michelle Bailey
Ph.D. student in Education (Sociocultural and Community-based Approaches)
Student-Designed College and Career Curriculum and Student Perceptions of Agency and Autonomy in Postsecondary Planning for Adolescent Mothers (In Progress)
Although students with dependents are enrolling in postsecondary institutions at higher rates than ever before, teen moms are still underrepresented in higher education. Further, most college and career readiness materials do not adequately address the unique position of teen moms. I am currently partnering with Delaware Adolescent Program, Inc. (DAPI), a statewide non-profit that provides a standards-based education for pregnant and parenting teens, to facilitate a student-led college and career curriculum specific to DAPI students. Using a Youth Participatory Action Research framework, this project explores the relationship between student ownership of college and career readiness materials and student feelings of agency and autonomy in their postsecondary planning process.

---

Lauren Baran
Senior, Neuroscience
Sleep Disparities in Adolescents: Do Stress and Sleep Alter Brain Connectivity?
Low sleep duration during adolescence results in an increased risk of developing psychiatric disorders, cognitive problems, and diminished academic performance (Cheng et al., 2020). These findings are concerning for racial and ethnic minority adolescents due to their increased risk of low sleep duration (Singh et al., 2013). The current work aims to elucidate how the physiological impact of stress on sleep impacts the brain differentially by race and ethnicity.  Using data from the ABCD Study, resting-state connectivity was used to examine the intrinsic connectivity of the brain. Results provide evidence that stress and sleep are jointly and independently linked with intrinsic connectivity. The next step is to determine if low sleep differentially impacts minority adolescence.

---

Ariel Chavers
Ph.D. in Education student (Literacy)
Peer Victimization and Literacy: Is bullying linked with literacy achievement?
Low literacy is well-linked to students’ academic achievement (NAEP, 2019). Yet, the consequence of struggling to comprehend and write grade-level texts pervades students’ social and emotional well-being. Students with low literacy often display internalizing (negative emotions) and externalizing (aggression) behaviors (e.g., Arnold et al., 2005), increasing students’ risk of experiencing peer victimization (Cook et al., 2010). Research has examined the link between peer victimization and academic performance; however, the connection between peer victimization and students’ literacy remains less well understood. The current systematic literature review focused on how peer victimization impacted students’ literacy, and if poor literacy skills increased the likelihood of peer victimization.

---

Kamal Chawla
Ph.D. in Educational Statistics and Research Methods student
Textbook Analysis of High School Geometry texts in the United States, Singapore, and India
Within the current textbook analysis, we analyzed worked examples and practice problems within high school geometry textbooks from three countries: the United States (US), Singapore, and India. This descriptive study compares students’ learning opportunities offered by each text along four parameters: dimensional features, contextual features, response types, and cognitive demands. The preliminary results showed that the US and Singaporean textbooks contained more problems and worked examples than the Indian textbook overall. Chi-squared analyses showed that there is a significant difference in the proportion of different representations, contexts, dimensions, and cognitive demands across the three books. For example, the Singapore book had more multi-step practice problems than the other two.

---

Tania Cruz
Ph.D. in Educational Statistics and Research Methods student
Middle-school writing motivation profiles: Differences in writing performance and demographic composition
Students’ writing motivation is highly predictive of their writing performance. The present study identifies writing motivation profiles in a sample of 2119 middle-school racially and linguistically diverse students. At the beginning of the school year, students reported their beliefs about their self-efficacy as writers, attitudes towards writing, and beliefs about the recursive writing process. Argumentative writing samples were collected and scored using an AWE system. Four motivation profiles were identified using latent profile analysis. Differences in writing performance between profiles and the sociodemographic composition of each profile are explored. As a future direction, we will use a latent transition analysis to explore changes in profiles at the end of the school year.

---

Sarah Clerjuste
Ph.D. in Educational Statistics and Research Methods student
A Meta-analysis of the Worked Examples Effect on Mathematics Performance
This meta-analysis quantifies the average effect of worked examples on mathematics performance from elementary grades to postsecondary settings and to assess what moderates this effect. Thousands of worked examples studies have been conducted to date, yet a corresponding meta-analysis has yet to be published. Exclusionary coding was conducted on 7499 abstracts from published and grey literature to yield a sample of 40 articles reporting on 49 studies and 186 effect sizes. Using robust variance estimation (RVE) to account for clustered effect sizes, the average effect size was g = 0.39. Moderators assessed included the type of worked example, administration format, participants school level, and content area/topic covered. No moderators significantly varied the effect of worked examples.

---

Amanda Delgado
Ph.D. in Education student (Learning Sciences)
Investigating How Young Children’s Identification of a Visual Alphabet Relates to Their Spatial and Mathematical Skills
A new tool born from art and design – the Pattern Alphabet (pABC; Wolf, 2015) – identifies 32 concepts and forms found in nature (e.g., symmetry, circle). We explore the relation between 4- and 5-year-old children’s (n = 11 thus far) recognition of these forms and their performance on spatial and numeracy measures. We hypothesize that children’s recognition of pABC forms will correlate with their performance on spatial and numeracy tasks. Pearson correlations did not show a statistically significant relation between children’s performance on the pABC task and WJ Spatial Relations (r = .21, p = .265), but did show a marginally significant relation between children’s performance on the pABC task and PENS-B (r = .57, p = .054). Differences may appear with a larger sample size.

---

Allison Gantt
Education Mathematics Education
Learning to symbolize: A case study of interactions in classroom context
Fluency with symbolic notation (e.g., y=2x+5) is an essential component of algebraic reasoning and participation in school algebra. In the following poster, I investigate how one eighth-grade student, Tyrone, developed meanings for symbolic notation over time and in relation to his classroom interactions. Specifically, I will show how Tyrone came to link abstract, mathematical concepts to the letters “x” and “y” during an instructional unit about linear functions. I describe how these meanings emerged from his prior meanings for symbols as he interacted in a classroom participatory context that largely rejected his mathematical contributions. I discuss the implications of this case in understanding the processes that may influence mathematical learning in the classroom.

---

Taylor-Paige Guba
Ph.D. in Education student (Learning Sciences)
A preliminary investigation of how attentional momentum can be leveraged to increase arithmetic fluency
A key skill to prepare students for higher-level math is understanding math equivalency. Unfortunately, research shows that equivalency is a difficult concept for students to grasp. This is because the traditional format of arithmetic problems (4+2=6) is so entrenched into students’ minds that changing the orientation of a problem leads to several types of incorrect answers. The study I propose will extend pilot work rooted in math equivalency, the SNARC effect, mental number line representations, and attentional momentum literature. The present experiment will investigate how building attentional momentum through multiple methods affects undergraduates’ reaction time on an addition verification task in which participants are shown traditional and non-traditional addition problems.

---

Maeve Kolenik
Senior, Linguistics and Cognitive Science
Motor Development in the Unaffected Siblings of Individuals with ADHD
Research shows that adults with ADHD and the unaffected siblings of individuals with ADHD show delays or deficits in motor development (e.g., van Rooij et al., 2015). Over 450 adults (18-35 years) complete a developmental questionnaire, the Behavioral Rating Inventory of Executive Function (Roth et al., 2005), and a spelling assessment (Fidler et al., 2011). This study focused on motor development differences between 22 adults with ADHD, 24 unaffected siblings of adults with ADHD, and 24 matched typically developed adults. ANOVAs tested for a statistically significant group difference in reaching developmental milestones and determined if an interaction between groups and reaching these milestones predicted later adult spelling performance.

---

Ariadni Kouzeli
Ph.D in Human Development and Family Sciences student
‘But we are not an online preschool’: How early childhood teachers adapted to remote programming during the Covid-19 pandemic
The COVID-19 forced all early childhood programs to quickly adapt teaching practices, expectations, and modes of communication in order to meet children’s needs while coping with the evolving pandemic. This poster presents a qualitative case study of a Laboratory School and how the teachers sustained their commitment to high-quality programming during the initial months of the COVID-19 pandemic.  Using a sociocultural framework, researchers examine how a Lab School adapted to remote programming in the initial months of the COVID-19 pandemic. Teachers’ multi-vocal iterative process of reflection is discussed as are types of curriculum and instruction that emerged.

---

Latrice Marianno
Ph.D. in Educational Statistics and Research Methods student
Planning For Improvement: Examining the Implementation of School Improvement Planning
School improvement planning serves as the primary policy mechanism for motivating and organizing school-wide improvement (Duke, 2015). Yet, research (e.g., Meyers & VanGronigen, 2019) suggests that many school leaders treat the process as a compliance mechanism rather than a mechanism to realize lasting changes within their schools. Given that the quality of school improvement plans (SIPs) has been associated with improvement in academic achievement (Fernandez, 2011), the disconnect between policy and practice regarding the SIP process needs to be examined. The proposed mixed methods study will draw on surveys and interviews to understand how the school improvement planning process is implemented, and what factors shape school leaders’ engagement.

---

Mia Mazal
M.S. in Human Development and Family Sciences student (Early Education and Inclusive Education)
and
Ethel Sticinski  
Ph.D. in Human Development and Family Sciences student
Investigating the Impact of Covid-19 on Future Financial Planning for People with Disabilities
People with disabilities in the U.S. have historically been underemployed and underpaid, limiting their ability to save for their futures. The National Leadership Consortium interviewed 40 adults and family members of people with disabilities to investigate the impact of the COVID-19 pandemic on the spending and saving habits of people with disabilities and how it affected their future financial planning. Findings showed that the pandemic intensified existing economic standings, with some facing more systemic and personal barriers that negatively impacted their ability to engage in future financial planning, while others were afforded more time and money to plan for their futures. Recommendations for government entities and the financial, legal, and disabilities fields are presented.

---

Sarah Minacci
Senior, Biological Sciences
Genetics Knowledge: Have we moved beyond Jurassic Park?
Over the past decades, the field of genetics has rapidly advanced. However, genetics literacy is low (Galen et al., 2019). Students at the high school and postsecondary level have difficulty understanding genetics content (Chu & Reid 2012), and teaching genetics presents challenges (Ouyang et al., 2019). This disparity between genetics advancements and knowledge is problematic as an understanding of genetics is increasingly important for receiving medical care. This systematic literature review aimed to determine if current genetics education is sufficient for making educated personal health decisions. Genetics education was examined at the high school, postsecondary, and graduate levels, as was the role of genetics knowledge and genetic counselors in health decision making.

---

Amanda Nolte
Ph.D. student in Education (Sociocultural and Community-based Approaches)
Talking Race: K-12 Teachers’ Experiences in the Classroom
Legislation banning various forms of race talk in schools has reinforced the need for further understanding of how teachers approach race talk, particularly in K-12 classrooms that have been the primary targets of legislation. Amongst studies that have documented characteristics of race talk in the classroom, literature addressing the unique experiences of K-12 teachers is not abundant. The present study employs semi-structured interviews to explore how K-12 teachers 1) recollect and assign meaning to race talk in the classroom, and 2) describe the factors that influence their approaches to race talk. Greater knowledge of teachers’ first-hand experiences will be crucial as educators navigate the current socio-political climate.

---

Ekaterina Novikova
Ph.D in Human Development and Family Sciences student
Nature-based home-school learning connections during COVID-19
Early childhood educators regularly strive to foster home-school connections to support family engagement in children’s learning and development. The shift from in-person to online learning during the pandemic required that teachers and families work collaboratively in new ways in order to support young children’s growth and development. This qualitative case study examines how teachers from a University-affiliated preschool program supported family engagement in nature-based education activities during lockdown in Spring 2020. Data include school-wide communications and classroom documentation. Findings provide insight into innovative practices and have implications for future home-school collaboration.

---

Raymond Patt
Ph.D. in Education student (Learning Sciences)
Can students successfully learn at home? Learning environment predicts math performance.
As remote learning persists, questions about its merits proliferate (Mandel, 2020; Sonnenschein et al., 2021). Pre-pandemic data of gameplay performance in a math game at home and in school may prove insightful. We examine if playing a math game at home or in school predicts performance and if motivation moderates this relationship. We ask: 1) Does play environment predict level performance? 2)Does student motivation moderate this prediction? Playing at home was associated with a greater likelihood of passing levels. No moderation between environment and motivation was found. Perhaps caregivers are able to give more individualized feedback or schools are noisy, distracting environments. School leadership should consider these findings as they incorporate remote learning.

---

Annette Pic
HDFS Early Childhood Policy & Systems
“No! I’m the driver!”: Unpacking peer conflict during outdoor and indoor free play in a nature-based preschool.
This study explored peer conflict among preschoolers during outdoor and indoor free play in a nature-based preschool. Video recorded observation data were collected for each participant (n=15) during 30 minutes of both their outdoor and indoor free play. Data was analyzed and coded using event sampling method. Peer conflict occurrences in both the outdoor and indoor setting were coded for conflict location, catalyst, interventionist type, and resolution pattern. Data analysis revealed that in the nature-based preschool, 1) conflict events varied by setting, 2) conflict catalyst type occurred at different rates between indoor and outdoor setting, 3) conflict resolution patterns varied by setting, and 4) conflict resolution in both settings were more likely to be initiated by children.

---

Elena Silla
Ph.D. in Education student (Learning Sciences)
The relationship between belonging, math identity, and math achievement in elementary-aged students
Students’ sense of belonging and math identity are positively associated with math achievement in middle school (Barbieri & Miller-Cotto, 2021). Yet research has not shown whether these associations are also present at elementary ages. Using data from the ECLS-K:2011 dataset, I will 1) conduct an exploratory factor analysis to define the latent constructs of math identity and belonging, and 2) fit the data to a Multiple Indicators Multiple Causes (MIMIC) model to examine the relationship between these constructs and determine whether math identity, classroom belonging, or both are predictive of students’ math achievement. Findings will inform future research on students’ sense of belonging in the math classroom and how students’ identity interfaces with this construct.

---

Kati Tilley
Ph.D. in Educational Statistics and Research Methods student
What’s the problem (and does it matter)? Exploring the relationship between problem-framing and external research use
This paper documents an investigation into the nature of the relationship between problem-framing and engagement with research evidence in school-based decision-making. This study serves as an important first attempt to explore and describe this potential relationship and its implications for the use of research in schools. Situated within the context of a larger knowledge utilization research center, the current study uses qualitative and quantitative data from a large-scale survey administration. Specifically, this study asks the following research question: What is the relationship between problem-frame and the likelihood of the respondent indicated external research use was used in the decision-making process?

• Students can present their research in graphic form during the poster session and select from participating in the judging process or simply presenting their posters at the Symposium. Registration is due by March 28 for this option.
• For students who will participate in the prize competition, they will need to submit their poster files by March 28.
• For students who do not want to participate in the poster judging process, they need to have their posters ready to present at the Symposium on April 29.

Poster details:

• It is required to develop your poster using one of the UD templates. You may download a CEHD template or a UD template.
• Students are responsible for having their posters printed. Printing may be done through UD’s Information Technologies, University Printing or Morris Library Multimedia center or by an off-campus vendor. Printing a large format poster can take 24 hours (or more), so please plan accordingly.
• At the event, you will be provided an easel, a foam poster board (36 x 48 inches) and clips to display your poster.
• It is highly recommended you have your poster printed on paper 36 x 48 inches. This can be rolled up for easy transport.

• The role of discussant is possible for advanced graduate students who have previously presented a paper at the Steele Symposium and would like a new role. Advanced graduate students who want to be considered for a discussant role, please indicate that on the registration form (due March 28) and we will assign you to a session based on submissions and your area of expertise.
• We will notify those who applied to be discussants by March 30. If you are not accepted as a discussant but still required to participate, you may submit a late entry for paper or poster presentation, which will be due April 8.
• For students who are accepted as discussants, plan to receive summaries of papers by April 15, giving you two weeks to prepare your remarks for the Symposium.
• Discussants synthesize the papers to draw on common themes. Discussants typically provide critiques of the papers, pointing out strengths, areas that would improve the paper, and suggestions for future study. Some resources for discussants can be found here.

Graduate Student Guidelines for Paper Submission	Undergraduate Student Guidelines for Paper Submission
Graduate-level papers have a 5-page limit. All submissions must be double-spaced, in Times New Roman font, 12-point size, with 1-inch margins, top, bottom, right, and left.	Undergraduate-level papers have a 3-page limit. All submissions must be double-spaced, in Times New Roman font, 12-point size, with 1-inch margins, top, bottom, right, and left.
May submit 2 additional pages of tables or figures.	May submit 2 additional pages of tables or figures.
A research report should provide background, rationale, questions, methodology, results, and implications of a completed study. A theoretical or policy paper should provide a brief overview of the issue to be addressed, related research findings, conclusions, and implications.	A research report should provide background, rationale, questions, methodology, results, and implications of a completed study. A theoretical or policy paper should provide a brief overview of the issue to be addressed, related research findings, conclusions, and implications.

1. To be considered for an award, the student’s paper or poster submission must be the original work of the student. Co-authors may submit for award consideration, as long as the co-authors are UD students. Papers or posters co-authored with faculty may not be submitted for award consideration. Students can acknowledge a faculty member’s lab. Please discuss any questions with your faculty advisor or sponsor.
2. Papers and posters that are being considered for awards must be blinded by the student prior to submitting the document with the registration form by March 28. Please ensure that you have removed all identifying information. Only the poster file needs to be uploaded by March 28.