Steele Research Symposium

Moderators:

• Elizabeth Farley-Ripple, professor in the School of Education and Director of the Partnership for Public Education
• William Woelki, Ph.D. student in Human Development and Family Sciences

Panelists:

• Teya Rutherford, associate professor in the School of Education
• Sarah Curtiss, assistant professor in the School of Education
• Ruth Fleury-Steiner, associate professor in the Department of Human Development and Family Sciences
• Roberta Michnick Golinkoff, Unidel H. Rodney Sharp Chair and professor in the School of Education
• Amanda Jansen, professor in the School of Education
• Allison Karpyn, professor in the Department of the Human Development and Family Sciences

Panel 1A Chair: Christina Budde, Assistant Professor, School of Education

Discussant: Samantha Akridge, Ph.D. in Education (Socio-Cultural Approaches) student

Amanda Pickett, Ph.D. in Education (Socio-Cultural Approaches) student
First-Generation Graduate Student: Navigating Personal and Academic Experiences, Challenges, and Obligations
This qualitative case study examines how first-generation graduate students, with intersectional identities historically underrepresented in graduate programs, navigate both personal and academic experiences, challenges, and obligations. Moreover, the purpose of this study is to gain a comprehensive understanding of first-generation graduate student experiences that can inform 1) future generations of students about the graduate experience, challenges, and obligations, and 2) institutional support services and programs on how to support and serve first-generation students’ needs and address their challenges.

April Vazquez, Ph.D. in Education (Socio-Cultural Approaches) student
A Small-Town Book Club as a Safe Space for Teen Girls with Intersectional Identities
This study explores the experiences of three adolescent girls with intersectional identities participating in a mental health-themed book club at a small-town public library in the mid-Atlantic region. The study examines the role of young adult literature in the participants’ lives, their motivations for attending book club meetings, and their interest in other literacy-based activities. Findings reveal that the book club functions as a vital safe space, offering the participants a platform for open dialogue, self-reflection, and identity exploration—opportunities often lacking in their school ELA classes. The study underscores the value of diverse representation in literature and highlights the potential of book clubs as safe spaces that foster community and empowerment for girls.

Sophia Sunshine Vilceus, Ph.D. in Education (Socio-Cultural Approaches) student
“I Leave Stuff Better Than How I found It”: A Case for Black Girl Joy
The purpose of this qualitative case-study is to explore the ways that Black girls articulate what joy is to them and the ways in which they find joy in and outside the context of school. The hope is that this qualitative case-study will ideally point practitioners to concrete ways that schooling cultures and practices can be amended in order to make schools a more joyous space for students. This research extends beyond exclusively academic spaces and is a call for Black people, in particular, to be intentional about the ways that we harness and cultivate joy for Black girls out in the world. The research questions guiding my dissertation study are: – How do Black girls define and describe joy inside and outside of school? -How do Black girls experience joy inside and outside of school?

Panel 1B Chair: James Bridgeforth, Assistant Professor, School of Education

Sophia Giordano, Human Relations Administration (HRA) junior
Corporate Influence on the Digital Access Divide
The Digital Access Divide has affected Americans with low socioeconomic status since the debut of the World Wide Web over 30 years ago. The digital access divide is a subcategory of the broader digital divide, referring to a gap between people with access to technology and those without. Research clearly shows corporate employment practices have exacerbated this gap. Furthermore, there is a key theme that is seen in all studies. There is a correlation between race, income, geographical location, and the digital access divide that can not be ignored.

Man Jiang, Ph.D. in Education (Literacy) student
Argumentative Writing in Secondary and Higher Education: Predictors and Instructional Approaches
The ability to construct and evaluate arguments is essential for academic success, informed decision-making, and civic engagement. This literature review examines key predictors of argumentative writing quality and explores effective instructional approaches in secondary and higher education. Findings highlight the importance of linguistic features (e.g., cohesion, language sophistication) and argument structure (e.g., the structural relationships among argument elements) in influencing writing quality. Effective instructional strategies include the use of cognitive tools, socio-cognitive supports, and sociocultural approaches. This review underscores the need for integrated frameworks that connect linguistic sophistication, rigorous argumentation, nuanced assessment models, and disciplinary expectations to enhance students’ writing development.

Bita Moradi, Ph.D. in Education (Literacy) student
A Systematic Review on Professional Development Studies Addressing Multilingual Learners in K-12 STEM and Humanities Classrooms
Surveys show teachers are not prepared enough to teach multilinguals. This suggests reviewing empirical studies on professional developments (PD) addressing MLs. Despite a number of systematic reviews on professional developments, PD studies addressing MLs’ learning needs in K-12 classrooms of STEM and humanities subjects have not been reviewed. Accordingly, 3253 articles were screened for eligibility, and 48 studies met the inclusion criteria. Findings indicated that past PDs showed great promise in positively changing teacher and student outcomes. Furthermore, it was revealed that in PDs, teachers were instructed in eight teaching practices that were implemented in both humanities and STEM classrooms in addition to two teaching practices that were specifically used for teaching STEM.

Andrew Rodrigues, Ph.D. in Education (Learning Sciences) student (co-presenter)
Elena Silla, Ph.D. in Education (Learning Sciences) student (co-presenter) 
Taylor-Paige Guba, Ph.D. in Education (Learning Sciences) student (co-presenter)
Ogochukwu Anisiobi, Ph.D. in Education (Learning Sciences) student (co-presenter)
Alex Scanniello, Ph.D. in Education (Learning Sciences) student (co-presenter)
A Systematic Review of Mathematical and Motivational Relations with Algebra Performance
Algebra serves as a critical gateway to advanced mathematics and STEM opportunities, yet many students in the U.S. struggle with its concepts. We conducted a systematic review to identify mathematical and motivational factors related to success in algebra. We also investigate whether these relations vary depending on the type of algebra measure. We identified 33 studies that highlighted mathematical and/or motivational factors related to success in algebra. We elaborate on five factors that emerged as more prevalent in the literature. These results underscore the need for future research and instructional practices that address both cognitive and motivational dimensions of algebra learning. By bridging these perspectives, educators and policymakers can design more effective interventions to support students’ success in algebra.

Panel 1C Chair: Sanford Student, Assistant Professor, School of Education

Discussant: Lien Vu, Ph.D. in Educational Statistics and Research Methods student 

Jesse Eze, Ph.D. in Educational Statistics and Research Methods student
Clustered and Complex: Decoding Item-Level Heterogeneity in Randomized Trials
Randomized Controlled Trials (RCTs) often rely on aggregated outcomes, masking variation in how individual items respond to treatment. This study explores item-level treatment effect heterogeneity in clustered designs, including Cluster Randomized Trials (CRTs) and Multisite Trials (MSTs), using item response theory within a Differential Item Functioning framework. Real and simulated datasets were analyzed to assess how clustering impacts item-level sensitivity and effect estimation. A leave-one-out approach and heterogeneity index were applied to advance methodological insight and improve evaluation precision in educational and soFscial science research.

Yubin Jang, Ph.D. in Education and Social Policy student
Examining Title II Education Spending: Descriptive National Portraits of Funding Allocation and Professional Learning Types
Title II, Part A is a key federal funding source for principal support, yet its allocation and impact remain understudied. This study analyzed ESEA Consolidated State Plans and Title II funding reports to examine states’ planned versus actual Title II spending. Findings revealed significant heterogeneity in states’ allocation and use of funds, with only 12 states amending Title II plans post-ESSA. Discrepancies between plans and spending highlight implementation gaps. Applying policy implementation theory, the study underscores the need for clearer alignment between policy design and practice, offering insights for policymakers on enhancing principal support.

Hojung Lee, Ph.D. in Education and Social Policy student
Supplanting or Supplementing: The Stickiness of Title I Revenues in Post-Adequacy Era
This paper examines how school districts adjust their financial behavior in reponse to federal Title I funding. Using a stacked regression discontinuity design that leverages multiple discontinuities in the Title I formula, this study estimates the effects of Title I eligibility on district revenues and expenditures, providing insights into fiscal federalism. The findings indicate no substantial evidence of crowding out local or state funding efforts in response to Title I allocations, suggesting that recent institutional changes have successfully prevented the substitution of federal educational grants.

Arielle Lentz, Ph.D. in Educational Statistics and Research Methods student
Conceptualizing Evidence in Out-of-School Time
Out-of-school time (OST) programs offer a safe space for young people to grow and develop outside of the school day, and must must apply for funding to operate. However, many funders require programs to use “evidence” to obtain funding, but do not always define this term. This can pose issues of inequity, because if professionals understand “evidence” differently than funders, they might face challenges in aligning their plans for evidence-use to funders expectations, and as a result might systematically receive less funding than other programs. In this qualitative study, I conduct interviews with OST professionals and review funding documents to critically examine how OST professionals conceptualize evidence and how this aligns or diverges to calls for evidence in funding sources.

Panel 2A Chair: Benjamin James, Assistant Professor, School of Education

Discussant: Jonathan Kittle, Ph.D. in Education (Literacy) student

Daniel Osgood, Ph.D. in Educational Statistics and Research Methods student
Operational Definitions of Reading Disability in Practice and Research: A Review and Implications
I conducted a literature review to explore alignment between educator and research conceptualizations of reading disabilities and the extent to which variability in definitions of reading disability affect estimates of prevalence, classification stability, and intervention effects across studies. Results of this review suggest that low achievement in reading is central to both educators’ conceptualizations and operational definitions in research of reading disability. Although simple definitions result in poor classification stability, results from meta-analyses find that effects of interventions are robust to variation in operational definitions of reading disability. These results are discussed with respect to the alignment of reading disabilities definitions in research and practice.

Irene Post, Ph.D. in Education (Literacy) student
Unpacking the Relationship Between Oral Language and Reading Comprehension in Elementary Spanish-English Multilingual Learners
This systematic review examines the relationship between oral language and reading comprehension among elementary-aged, Spanish-English multilingual learners (MLs). Synthesizing 48 empirical studies (2000–2024), the results identify vocabulary as a consistent predictor of reading comprehension, while effects from morphological awareness and syntactic skills varied. Furthermore, within-language associations were stable, whereas cross-linguistic transfer showed mixed results. Findings offer important insights for theory, instructional practice, and future research.

Brittany Powell, Ph.D. in Education (Socio-Cultural Approaches) student
From Literary Societies to Classrooms: The Enduring Legacy of Black Literacy Practices in Contemporary Education
This literature review examines historical Black literary societies through the lens of a “Blackprint” that could inform community-driven literacy interventions that affirm Black children’s identities. Research highlights the impact of literacy integrating culturally relevant texts to enhance engagement, comprehension, and racial identity formation. While community partnerships with Black educators and families offer promising models, systemic barriers persist. This review argues for sustaining the approaches of our ancestors and provides concrete recommendations for integrating culturally responsive literacy practices in schools to empower Black students as engaged readers.

Panel 2B: Chair, Florence Ran, Assistant Professor, School of Education

Discussant: Srujana Acharya, Ph.D. in Education (Mathematics Education) student

Andrew Rodrigues, Ph.D. in Education (Learning Sciences) student
Using AI to Increase Students Positive Emotions and Achievement through Personalized Course Content
This self-study examines the researcher’s dual role as both a teaching assistant (TA) and primary participant in integrating ChatGPT-generated, interest-based content into a graduate-level statistics course. The study explores how aligning course materials with individual student interests using ChatGPT impacts student emotions and academic performance. Student interest survey data was used to generate personalized statistical problems, revealing both the benefits and limitations of large language models (LLMs) in course content creation. Although ChatGPT effectively incorporated student interests into questions, its understanding of statistical concepts often required refinement. Ensuring pedagogical alignment necessitated iterative prompt adjustments and collaboration with the course ins

Julie Snipes, Ph.D. in Educational Statistics and Research Methods student
Investigating Score Inflation in a Contemporary U.S. Multi-state Testing Program
Score inflation refers to gains on state tests that do not represent equivalent gains in underlying learning. This topic received a great deal of attention from the late 1980s through the NCLB era of federal educational accountability, but research in this area has been lacking since the end of NCLB. This study compares trends in overall and subgroup-level scale scores on state tests and the NAEP test from states in the Smarter Balanced Assessment Consortium in 2015, 2017 and 2019. We find evidence that trends on SBAC may mildly overstate gains in student learning, especially in ELA, and that results differ across racial/ethnic and SES subgroups. Somewhat consistent with prior findings, we find that inflation is present for underserved and minoritized subgroups, though not exclusively.

Faezeh Vahdat Nia, Ph.D. in Education (Learning Sciences) student
Spatial Toys in Children’s Rooms: Exploring Gender Differences by the Toy Categories and Spatial Skills, Moderating Role of Parents’ Spatial Anxiety
This study explores gender stereotypes in children’s toy ownership and their relation to spatial skills, considering parents’ spatial anxiety as a moderator. Using quantitative analyses, we examined correlational relationships based on surveys and spatial cognitive sub-tests. Specifically, we investigated (a) whether gender predicts toy category ownership, (b) how the number of STEM-related toys and time spent playing with them predict children’s spatial skills, and (c) whether parents’ spatial anxiety moderates the relationship between STEM toy ownership and children’s spatial skills. Results and implications will be discussed.

Panel 2C Chair: Heather Farmer, Assistant Professor, HDFS

Discussant: Michele Bailey, Ph.D. in Education (Socio-Cultural Approaches) student

Ariel Chavers, Ph.D. in Education (Literacy) student
Trajectories of Literacy Growth Among Children Born to Adolescent Mothers
Children born to adolescent mothers (CAM) are at increased risk of low literacy. Multilevel-growth analyses determined the impact of adolescent mothers’ childbearing age, race, and socioeconomic status (SES) on children’s literacy at three developmental timepoints (n = 108, Mage = 9.9-years-at-baseline; 45.4% Black; 52.8% male). Results revealed a significant vocabulary decline over time (p < .001) and that higher SES was associated with greater vocabulary (p < .01) and oral reading (p < .01). When Black and White adolescent mothers’ children were compared, Black mothers’ children had poorer vocabulary (p < .001) and oral reading (p < .05), while White mothers’ children experienced greater decline in vocabulary (p < .05). Findings underscore nuanced literacy trajectories among CAM.

Cara Cuccuini-Harmon, Ph.D. in Public Policy and Administration student
School Readiness Profiles of Head Start Children: Stability and Within-Profile Variation
Kindergarten entry shapes children’s developmental and academic trajectories, with differences in school readiness levels contributing to educational inequalities tied to sociodemographic factors. This study examines Head Start prekindergartner’s readiness, focusing on skills like emotion knowledge, social skills, executive function, and preacademics. Using latent profile analysis, five distinct readiness profiles are identified, showing variations in functioning. Over the school year, 65% of children change profiles, while strength (78%) and high-needs (55%) profiles are more stable. Findings highlight the importance of integrated, multidomain instruction and assessment to align with children’s unique school readiness skills and diverse backgrounds.

Tamara Turski, Ph.D. in Education (Learning Sciences) student
Relational uncertainty: Does parental perception of adopted children’s academic success change over time?
Some research suggests adoptees perform worse academically, but findings are inconsistent. The lagging view argues they need to “catch-up” to non-adopted peers, with younger adoptees facing fewer challenges. However, this view overlooks relational uncertainty, the family adjustment period. This study examines how parental perceptions of adoptees’ achievement changes over time, accounting for age of adoption. 

Using a national dataset, findings suggest that time in the adoptive home predicted parental perceptions, which initially remained stable but declined over time. Factors such as pre-adoptive residence, SES, sex, and first language remained significant. These findings highlight the need to reassess parent-reported academic outcomes and provide better support for adoptees’ education.

William Woelki, Human Development and Family Sciences student
Co-Researchers, Co-Creators: Empowering Youth with Foster Care Experience through Participatory Action Research
This presentation shares an ongoing participatory action research (PAR) project that explores how youth with foster care experience (YFCE) navigate postsecondary education systems. By engaging youth as co-researchers and co-creators, this project uncovers systemic barriers to access, retention, and graduation, while elevating supports that foster academic success, socioemotional well-being, and belonging. Early insights highlight the power of student voice in reshaping institutional practices and policies. Ultimately, this work aims to inform transformational change and amplify lived experience expertise to drive equity and inclusion across postsecondary spaces.

Panel 3A Chair: Leigh McLean, Associate Professor , School of Education

Discussant: Busra Sumeyye Kurutas, Ph.D. in Education (Mathematics Education) student

Megan Botello, Ph.D. in Education (Learning Sciences) student (co-presenter)
Elena Silla, Ph.D. in Education (Learning Sciences) student (co-presenter)
The Role of Mathematical Beliefs and Motivation in Engagement and Fraction Learning
In this study, we examine the relationships between middle-school students’ (N = 162) mathematical beliefs and motivation for mathematics, their mathematical engagement, and their critical fraction concepts. Results indicated that sense of belonging, self-concept, interest, and cost were significant predictors of mathematical engagement. Self-concept also positively predicted fraction arithmetic understanding and fraction magnitude understanding. These findings highlight the complex interrelations between motivation, engagement, and mathematical understanding. Future interventions should account for the nuanced ways students’ mathematical beliefs and motivations influence their engagement and learning outcomes.

Taylor-Paige Guba, Ph.D. in Education (Learning Sciences) student
Computation in Context: A Comparison of Fraction Word Problems and Symbolic Arithmetic
Fraction arithmetic is an essential skill for students to advance to higher level math, but it is also important for daily life. The current study examines how sixth grade students with math learning difficulties perform on symbolic arithmetic problems and analogous word problems to determine what makes some fraction arithmetic easier for students to solve when given symbolic notation, and others easier to solve when problems are embedded in word problem contexts. We found that students make similar errors on both symbolic arithmetic problems and word problems, and they also struggle to identify the correct operation for a word problem. These results highlight the need for middle-school mathematics interventions focusing on sense-making in fraction arithmetic.

Rebecca Memmolo, Ph.D. in Education (Mathematics Education) student
Making Sense of Evolving Instructional Visions For Mathematics Classroom Discussion in an Elementary School Context
This study investigates how two elementary teachers make sense of mathematics classroom discussion during their first year in a professional learning series. Using a qualitative case study design, I explored shifts in their instructional visions and perceptions of classroom discussions in their school context. In this presentation, I report on the case of Leah, first grade teacher, to illustrate the larger analysis. I found subtle changes in Leah’s vision for mathematics instruction around the role of the teacher. She navigated tensions around curriculum use to make sense of classroom discussions in practice. These findings contribute to understanding the incremental progress teachers make toward developing more sophisticated instructional visions and implementing instructional reform.

Sarah Ryan, Ph.D. in Human Development and Family Sciences student
The Activities Start the Conversation: A Case Study of the Anytime, Anywhere Family Math Intervention
Disparities in young children’s math achievement have prompted efforts to increase family math engagement. To design appropriate interventions for a wide range of families and effective delivery mechanisms, stakeholders need in depth understandings of how parents experience and respond to interventions. This small, exploratory, case study (n = 4) examined parents’ experiences of and responses to a six-week family math intervention delivered via videos and text messages. Findings indicate that the activities were engaging for children with a range of prior knowledge and interest in math, participants increased the quality and/or quantity of their math talk with children, participants learned more about their children’s mathematical thinking, and the text-based delivery was feasible.

Panel 3B Chair: Joy Esboldt, Assistant Professor, School of Education

McKenna Halverson, Ph.D. in Human Development and Family Sciences student
Food Insecurity-Related Stigma in the United States: A Scoping Review
Objective: To examine individual- and structural-level stigma associated with U.S. government (SNAP, WIC) and emergency food programs.

Methods: A scoping review of five databases (June 2024) identified peer-reviewed U.S. studies (2004–2024) on food insecurity, food assistance participation, and stigma. Data were extracted and analyzed using descriptive statistics and thematic analysis.

Results: Of the 99 articles identified, 57.4% examined individual-level stigma, 62.6% used qualitative methods, and 21.2% focused on college students. Anticipated stigma (29.8%) was most reported type of stigma, deterring participation.

Conclusion: Addressing stigma is crucial to improving food assistance effectiveness. Future research should develop quantitative measures and evaluate interventions.

Kejda Llana, Ph.D. in Public Policy and Administration student
Building Futures: The Impact of Affordable Housing on Educational Outcomes
This dissertation interrogates the extent to which exposure to LIHTC developments engenders shifts in school composition/diversity and K-12 public school students’ academic and behavioral outcomes. By disentangling the mechanisms through which subsidized housing permeates the educational landscape, this project seeks to elucidate the (in)direct, yet integral role that housing stability, neighborhood- and school-level resources, as well as peers, play in shaping student academic trajectories. This dissertation adopts a Difference-in-Differences (DiD) approach, utilizing publicly available datasets and student-level administrative data to contribute to the housing policy and education-related literature by shedding light on the (in)direct role of housing policy in academic outcomes.

John Oluwadero, Ph.D. in Education and Social Policy student
Food is Medicine: The Effectiveness of Delaware’s Feeding Families Program in Managing Chronic Conditions
The “Food is Medicine” (FIM) practice integrates healthcare and food access to mitigate chronic health conditions and address social determinants of health. This study assesses the impact of the Feeding Families (FF) program, a FIM initiative by Westside Family Healthcare in Delaware, which was conducted between February 2023 and February 2024 and designed to support individuals with diabetes, hypertension, and obesity. Using a quasi-experimental design, we assessed the program’s implementation and effectiveness over 12 months. Participants received nutrient-dense food, biweekly nutrition counseling, and behavioral support. Data on body mass index (BMI), glycated hemoglobin (A1C), fruit and vegetable intake, dietary behaviors, and food security were collected from 43 participants at base

Vandeka Rodgers, Ph.D. in Education and Social Policy student
Between the Streets and Shelter: Housing Instability, Survival Strategies, and Methodological Challenges
A plethora of literature on low-income Black renters exists, but not on the sub-population of street identified Black renters. This presentation will focus on study development and processes utilized to examine the housing experiences and challenges of low-income street-identified Black renters. This paper will present methodological challenges related to qualitative inquiry that adequately uncover the housing experiences of low-income street id populations.

A secondary data analysis utilizes qualitative interviews from Payne et. al.’s (2018) Street Participatory Action Research study in Wilmington DE, while a scoping review examines the intersection of street identity and housing within the academic literature. Preliminary findings suggest adaptive strategies used to maintain shelter.

Panel 3C Discussant: Ethan McCormick, Assistant Professor, School of Education

Amanda Nolte, Ph.D. in Education (Socio-Cultural Approaches) student

Arun Chaudhary, Ph.D. in Education and Social Policy student
When Family Names Determine Opportunities: Labor Market Inequalities in Nepal
Historically, the hierarchical caste system framework was used for labor division in the Indian subcontinent. The institutionalization of caste-based labor division and the restriction of socio-economic rights for marginalized caste and ethnic groups suppressed their upward social mobility. This paper examines whether occupational segregation and wage inequality persist in Nepal despite policies promoting anti-discrimination and equality. This study finds little evidence of occupational segregation among caste and ethnic groups, but wage inequality between privileged and non-privileged groups persists. Wage inequality can be attributed to differences in human capital and unequal returns on human capital, indicating labor market discrimination against disadvantaged groups.

Chelsia Douglas, Ph.D. in Public Policy and Administration student
“While In No Sense A Reformatory”: A Critical Examination Of Paternalism At A Mid-Atlantic Historically Black University
Historically, higher education institutions have acted “in loco parentis” or “in lieu of parents” to educate and socialize students in holistically developing ways. Historically Black Colleges and Universities (HBCUS) are particularly regarded for their paternalistic approach to education, cultivating a nurturing, familial campus environment for their students. This project employs a critical race case study to examine Delaware State University’s (DSU) student handbooks from 1893 to 1963 to identify paternalistic actions, policy outputs, and potential racialization using critical method document analysis. Identifying paternalism and agency helps explain how HBCUs engage in racial uplift, balancing moral and civic development with academic and professional training for Black students.

Christy Metzger, Ph.D. in Education (Learning Sciences) student
“We’re all pretty much the same, whether we’re male or female”: A Critical Examination of How Physics Professors Describe Women in Physics
This study explores how physics professors describe women in physics and what they suggest would help more women become physics majors. Feminist Standpoint Theory is used as a critical approach to explore how power is gendered within physics departments. The data was collected utilizing a qualitative methodology of semi-structured interviews with 18 professors from 10 different universities and colleges. Findings show three major themes: (1) some professors adopt a gender-blind philosophy; (2) some professors see their role as changing the culture while others see their role as equipping women for the culture; and (3) women in physics feel less competent than their male classmates. Implications are discussed for how these findings contribute to physics departments that privilege men.

Ogochukwu Anisiobi, Ph.D. in Education (Learning Sciences) student
Examining Errors in Fraction Arithmetic Among Sixth-Grade Students with Mathematics Difficulties
Proficiency in fraction arithmetic is essential for daily tasks; however, many students struggle with basic fraction problems. The present study examines errors in basic fraction arithmetic among sixth-grade students with mathematics difficulties (MD). The participants in the study consist of 251 sixth-grade students with MD. The students were assessed on addition, subtraction, and multiplication problems of a fraction by a fraction with common and uncommon denominators. An inductive coding approach was used to analyze students’ errors, resulting in the identification of seven distinct errors. The results revealed that the most prevalent error was operating across both the numerators and denominators. The findings can inform regular classroom instruction and targeted intervention.

Daria Batalova, M.Ed. in Educational Technology student
Evaluating the Quality of Educational Applications for Language Learning Purposes
The research aims to analyze the quality and educational value of the most popular language learning apps available on app stores, with popularity determined by the number of downloads. Language learning mobile apps are defined as educational apps designed and developed for touch-screen tablets and smartphones, marketed to young adults (18-24 years old) for the purpose of learning a second or foreign language. The selected apps are assessed using the Four Pillars of Learning framework (Hirsh-Pasek et al., 2015). The findings provide insights into identifying whether the apps are designed according to the principles of how people learn.

Arun Chaudhary, Ph.D. in Education and Social Policy student
States of Health: Examining the Role of State Safety Net Supports on Low-Income, Single Mothers’ Health and Health Equity
Material hardship is a strong social determinant of health, but safety net supports (SNS) can mitigate the risk of adverse health outcomes by providing necessary resources. This paper explores how the generosity of benefits and inclusiveness of nine SNS are collectively associated with low-income single mothers’ health. We use the 1994-2022 Social Safety Net Policy dataset and the 1994-2022 Behavioral Risk Factor Surveillance System data for our analyses. We employ two-way fixed effects models to estimate the association between generosity and inclusiveness of SNS and different health outcomes. Preliminary results show that income and in-kind SNS do not equally benefit low-income single mothers’ health.

Kristin Chisholm, Ph.D. in Educational Statistics and Research Methods student
Syed Ali Asif (co-presenter)
Empowering Teens in Metaverse Cybersecurity: A Culturally Responsive, Participatory Design Approach
This study examines an afterschool program where marginalized teens co-design a metaverse cybersecurity curriculum. The metaverse, a shared VR space, presents risks like cyberbullying, phishing, and privacy violations, highlighting the need for cybersecurity education. Using participatory design (PD), students create cybersecurity stories, fostering engagement and ownership. Culturally responsive pedagogy (CRP) integrates their identities to address systemic inequities. Findings suggest culturally relevant discussions enhance understanding and participation. This study highlights PD and CRP’s role in engaging marginalized youth in cybersecurity education. Future steps include collecting data, expanding stories, and sharing methods for collaborative learning.

Hollis Christopherson, Psychology/English student, senior
Julianna Ashley, Taylor-Paige Guba, Megan Botello, Heather Suchanec, Nancy Dyson, Nancy Jordan (co-presenters)
The Types of Ruler Measurement Errors made by Sixth-Grade Students having Mathematical Difficulties
The proper usage of rulers is important in progressing other mathematical skills such as fractions, and can be beneficial in many aspects of daily life. Many students struggle to use a ruler properly. The study we conducted analyzes how sixth-grade students with math learning difficulties (MD) interacted with questions regarding linear measurement. We identified errors in ruler measurements for students with MD and found several common errors involving misuse or misidentification of whole numbers, use of decimals instead of fractions, and counting partitions for numerators and denominators. We hope that our findings can assist teachers in ruler instruction in the future.

Victoria Coons, Ph.D. in Education (Learning Sciences) student
Amanda Delgado (co-presenter)
“There’s Something Beyond Just Being Able To Identify Hexagon”: Teachers’ Use and Perceptions of a Novel Visual Alphabet
Preschoolers know basic shape names (triangle) by age 2 (e.g., Verdine et al., 2016) and can learn shape properties with adult scaffolding (Fisher et al., 2013). Yet, they do not consistently discuss shape properties or apply shape terms to non-canonical shapes (isosceles triangle) until elementary school (e.g., Satlow & Newcombe, 1998). Using inductive thematic analysis, we analyzed interviews from 7 elementary teachers using the Pattern Alphabet (pABC), a set of 32 shapes found in nature. Findings explore pABC-based activities and teachers’ reported experiences regarding its impact on students’ language, math, and spatial skills. This study could inform early elementary shape curricula, offering strategies to promote conceptual shape understanding over rote memorization.

Justin Damsker, Psychology student, sophomore
Taylor-Paige Guba, Megan Botello, Heather Suchanec, Nancy Dyson, Nancy Jordan
Fraction Word Problems Difficulties for ELLs (co-presenters)
The status of “English Language Learner” (ELL) is a label for children who do not speak English as a first language. Prior research has shown an achievement gap between ELLs and non-ELLs in math. This study set out to find if being an ELL can predict proficiency on fraction based word problems. The data that was used was taken from the pretest of a Fraction Sense Intervention for students with mathematics difficulties (MD), with n=214. With a p-value of p<.05, the results report a significant effect that ELL status negatively predicts word problem performance. This means that ELLs with MD would typically score lower on fraction word problems, compared with non-ELLs who also have MD. This research furthers the current literature on the achievement gap between ELLs and non-ELLs in math.

Amanda Delgado, Ph.D. in Education (Learning Sciences) student
Exploring Playful Parent-Child Interactions with a Novel Visual Alphabet
Integrating non-canonical shapes in spatial play (e.g., puzzles) enhances both parents’ (Eason et al., 2022) and children’s (Verdine et al., 2019) spatial talk, promoting spatial development. In a within-subjects design, we explored how parents and their 3- to 5-year-olds engaged in guided play sessions with two shape sorter toys: one featuring the Pattern Alphabet (pABC), a visual alphabet composed of 32 shapes found in nature, and another featuring shapes commonly found in children’s toys (Resnick et al., 2016). Preliminary data will compare dyads’ spatial language, questions, and gestures when interacting with pABC versus “common” shapes. This study could inform toy design to better promote spatial language development and offer strategies for parents teaching children new shapes.

Donatus Doe, Ph.D. in Educational Statistics and Research Methods student
Sarah K. Bruch, Calaia S. Jackson, Donatus Doe
Organizing Authority and Discipline in Philadelphia High Schools
This study examines how the School District of Philadelphia organizes authority and discipline. We draw on theories of authority and use a relations-focused organizational conceptual model to identify key organizational features and relational dimensions (vertical/authority and horizontal/peer) that capture how authority and discipline are organized in schools. Using measures derived from student and teacher climate survey and administrative data, we conduct descriptive, correlational, and Latent Profile Analysis to characterize patterns of discipline and authority climates of schools. We find not only wide variation in how schools organize authority and discipline, but approaches that align to different disciplinary logics (punishment-oriented practices vs. positive relations practices).

Joshua Gonzales, Neurosciences student, junior
Taylor-Paige Guba, Megan Botello, Heather Suchanec, Nancy Dyson, Nancy Jordan
Students with Special Education Status and Fractions Skills
Fractions proficiency is an important indicator for how well children will perform in higher levels of math, but many students with math difficulties struggle to understand them. Some students with math difficulties are also designated as having special education status. The purpose of this study is to determine if students with a special education designation performed differently from other students with math difficulties. Surprisingly, we found that students with special education status did not statistically significantly differ in performance when compared to the whole population of students with math learning difficulties.

Emmanuel Gyimah, M.Ed. in Educational Technology student
The Effect of Classroom Seating Arrangements on Student Participation
This study investigates how different classroom seating arrangements impact student participation. The research compares traditional row seating with cluster seating and explores their influence on engagement, peer interactions, and learning comfort. A mixed-methods approach was used to collect data via classroom observations and student surveys. The results indicate that cluster seating enhances student participation (65% engagement compared to 30% in traditional rows). The findings suggest that educators should adopt flexible seating strategies to optimize classroom dynamics for active learning.

Andromeda Henderson, Psychology senior
Emotional regulation in individuals with reading difficulties: A preliminary investigation.
Many adolescents with reading difficulties face challenges other than academic performance, yet the broader emotional and cognitive implications remain under-explored. Guided by the Motivational Dimensional Model of Cognitive Scope—suggesting motivational direction and intensity influence cognitive and perceptual scope—I hypothesized early reading difficulty would reduce motivation, impair emotional regulation, and narrow cognitive scope. I examined 129 adolescents, including 17.5% with reading difficulties. Preliminary findings show a significant group difference only on the Emotional Control Scale of the Behavioral Rating Inventory of Executive Function. This suggests that adolescents with reading difficulties struggle with emotional regulation despite comparable executive function.

Kamila Holzmann, Visiting Scholar, Jordan Lab
Number Sense in Practice: a Case Study in Brazilian Kindergarten
This study analyzes the occurrence and distribution of the subdomains of number sense in mathematical practices in Brazilian Kindergarten. To this end, a case study research was conducted through the observation of one school week in the final preschool stage (five to six years old) of both a private and a public school in Brazil. To systematize the collected information, an observation diary was used, along with a form designed to describe the mathematical practices offered. The results show that both schools had the same number of mathematical activities and that the subdomains of number sense were explored with different emphases. Numbers were more frequent than Relations and Operations in the practices.

Tamika Hudson, M.Ed. in Educational Technology student
Librarians’ Lack of Access to Professional Developments, Resources, and Technological Advancements.
Librarians face challenges in providing digital literacy tools to prepare students for future programming and digital citizenship skills. Factors such as limited access to professional development, inconsistent growth across districts and grade levels, connectivity issues, and scarce financial resources make it difficult for both librarians and students to stay updated with the latest educational technology advancements.

Jada Lawrence, Psychology senior
What is the Role of Computer-Assisted Intervention on Reading Comprehension in Children with Reading Disabilities?
Assisted Interventions (CAIs) provide individualized and evidence-based online instruction for multiple domains of learning, with a strong emphasis placed on reading. While CAIs have been widely recognized for their effectiveness in improving reading-related outcomes, research has largely focused on typically-developing children. The current systematic literature review investigated the potential value of CAIs as an intervention tool for neurodiverse learners. The following research questions were assessed: (1) To what extent does CAI improve reading comprehension in children with reading disabilities, and (2) what characteristics of CAI are associated with reading improvement in these children?

Ursular Koranteng, M.Ed. in Educational Technology student
Impacts of Flipped Classroom Models on Student Motivation and Performance.
This research investigates the effects of flipped classroom models on student engagement and academic performance. The main objective is to assess how reallocating instructional delivery, moving lectures outside the classroom and utilizing in-class time for interactive learning affects students’ motivation and achievement. Utilizing an online survey methodology, this study gathers data on students’ experiences, perceptions, and academic performances. Initial findings suggest that flipped classrooms significantly enhance student motivation  and understanding of complex concepts through active learning. The study provides practical strategies for educators to boost engagement and optimize academic outcomes.

Amanda Man, Ph.D. in Education (Socio-Cultural Approaches) student
There’s Everything to See Here: Crisis Meaning Making for Educators
Acute community crises often require an urgent reaction from educators with limited time, space, and guidance to respond and support their students. However, these crisis often magnify complex power and sociohistorical dynamics, further challenging the response capacities. Using qualitative document analysis of books, essays, media, and other artifacts, this study investigates  Black Lives Matter at School and Mní Wičhóni Nakíčižiŋ Wóuŋspe, two school-based movements that grew as a reaction to an acute community crisis. This study puts their work in conversation with theories of praxis, healing pedagogy, and intersectional paradigms to inform a series of guidepost, reflective questions educators can use to transform a crisis into meaningful action.

Rosa Mykyta-Chomsky, Ph.D. in Human Develoment and Familiy Sciences student
Lauren Strickland (co-presenter)
Educator-focused racial literacy interventions: A scoping review.
As the student population in the United States grows more diverse, SEL interventions will need to address racial equity and cultural differences. This study was a scoping review to summarize what is available in the literature concerning school-based interventions that involve SEL that support educators in promoting racial equity and to identify future directions for this work.

Ekaterina Novikova, Ph.D. in Human Develoment and Familiy Sciences student
Immigrant Families’ Early Care and Education Participation in the United States
Children from immigrant families are less likely to participate in early care and education (ECE) programs than children of U.S.-born parents due to constraints such as parents’ limited English language proficiency, confusion with eligibility and the application process, and fear of immigration enforcement. Additionally, little is known about immigrant families’ ECE participation over time. This study aimed to identify patterns of immigrant families’ ECE participation across the early years and examine whether socio-demographic characteristics predicted the ECE participation patterns. Results showed that immigrant families grouped into four classes, while factors such as state immigration climate, parents’ immigration status, education, race, and income predicted class membership.

Allison Olshefke-Clark, Ph.D. in Education (Mathematics Education) student
Students’ Developing Understandings of Accumulation
This study examines how two pre-service middle math school teachers’ meanings for rate served as a foundation for their developing meanings of the definite integral. Drawing on data from a teaching experiment, I analyzed their activity on the Drag Race Task. Findings highlight that different meanings for rate were productive as the pre-service teachers constructed and refined an accumulation function that described the distance traveled by the race car with respect to time based on a given velocity function. I also share implications for task design and discuss incorporating critical perspectives.

Allena-Monet Pollard, Ph.D. in Education (Learning Sciences) student
Assessing the Remote Capabilities of a Game-Like Language Screener for Toddlers
The Quick Interactive Language Screener for Toddlers (QUILS:TOD) assesses the vocabulary, syntax, and word-learning skills of 24-to 36-month-olds in a fun, game-like format. Although the QUILS:TOD is valid and reliable for in-person use (Jackson 2023), its effectiveness for remote use is unknown. Using a within-subjects design, we will explore toddlers’ performance on the QUILS:TOD in both in-person and remote settings. Based on preliminary data with preschoolers (Craig et al., 2024), we predict the QUILS:TOD will remain reliable across formats. Remote administration of an early language screener may be especially beneficial for identifying language delays in geographic areas with limited clinical care or when parents cannot easily travel.

Wyatt Read, Ph.D. in Educational Statistics and Research Methods student
Are Interval Scales Using the Rasch Model Plausible for Researchers?
Are the variables we use in educational research interval-scaled, and how would we know? Using Domingue (2014)’s Bayesian method for evaluating an item response dataset’s adherence to the cancellation axioms of additive conjoint measurement, we explore the extent to which one can differentiate item responses compatible with a claim of interval scaling under the Rasch model from responses that are incompatible with this claim at sample sizes frequently encountered in educational and psychological research. We develop and evaluate procedures for bootstrapping null distributions of violation rates, and investigate the extent to which common rules of thumb for filtering items based on Rasch fit statistics support the estimation of interval-scaled scores.

Chelsey Rivera, Cognitive Science & Psychology, senior student
Taylor-Paige Guba, Megan Botello, Heather Suchanec, Nancy Dyson, Nancy Jordan (co-presenters)
Decoding Fraction Word Problems:  Common Denominator vs Uncommon Denominator
Fraction word problems can be challenging for students who have MD as they require both mathematical and language skills. This study investigates the types of errors students make when solving fraction word problems, looking specifically at subtraction, addition, and multiplication. Our findings showed that students make many errors, with the most common error being operating across both the numerator and the denominator. Students often misunderstand what the problem is asking for and choose the wrong operation as well. Understanding the nature of student errors when confronted with fraction word problems will help inform students with MD. Identifying frequent errors can guide future research on improving problem components.

Nana Esi Sackey, M.Ed. in Educational Technology student
The Impact of Positive Reinforcement on Student Behavior
This project examines how positive reinforcement shapes classroom behavior and learning. By rewarding desired behaviors, it minimizes disruptions and boosts engagement. Using a mixed-methods approach quantitative behavior tracking and qualitative feedback it evaluates reinforcement strategies in fostering a productive environment. Findings show positive reinforcement motivates students and cultivates a cohesive, thriving classroom. This research provides educators with practical strategies to promote respect, collaboration, and continuous improvement.

Ali Can Saglam, M.Ed. in Educational Technology student
Integrating AI into Education: Teacher Training
This study examines the integration of AI in education, emphasizing the critical role of teacher training in its effective and ethical implementation. Educational technology has progressed from basic media use to AI-driven systems that enhance learning experiences. As AI tools like ChatGPT become increasingly prevalent in classrooms, educators must develop the necessary skills for responsible integration. Grounded in the TPACK framework, this study explores AI’s potential in personalized learning, classroom management, and collaboration. Ethical considerations, including data privacy and academic integrity, are also addressed. The findings underscore the need for comprehensive teacher education programs to foster AI literacy and meaningful technology integration.

Seoyeon Sohn, Ph.D. in Education (Learning Sciences) student
Amanda Delgado, Roberta Michnick Golinkoff (co-presenters)
Exploring Children’s Spatial Development and Executive Function Through a Book Reading Intervention
Spatial skills are crucial for STEM success and everyday tasks (e.g., Uttal et al., 2013) and can be improved by using spatial language in playful activities (e.g., Bower et al., 2020). Here we explore whether incorporating spatial talk into dialogic reading sessions can improve 3- to 4-year-old’s spatial and executive function (EF) skills. Parent-child dyads will be randomly assigned to read books either with spatial talk (“Which one is the tallest?”; experimental condition) or without k(control condition). Children’s language, spatial, and EF skills will be assessed at pre-, post-, and delayed post-test. By investigating the mechanisms underlying spatial development, this study could inform evidence-based strategies to promote spatial and cognitive development in young children.

Sofina Shekhar, Ph.D. in Human Development and Family Sciences student
“It’s Not A Bad School, It’s Just The Teachers”: Understanding The Role Of Teacher Relationships And Culturally Relevant Pedagogy In Black Students’ Perceived Mattering
The Black Lives Matter movement has emphasized addressing Black students’ experiences in school and inspired educators and administrators to look beyond test scores to evaluate whether Black students are experiencing a sense of “mattering”, or their perceived significance. The culture gap between the predominately white educator workforce and the increasingly diverse student population raises questions about the efficacy of their pedagogy for all students. By examining Black students’ articulations of their relationships with educators, experiences of culturally relevant pedagogy, and perceptions of mattering, through semi-structured interviews, this study identifies practices that foster positive school experiences and outcomes for Black students.

Olushola Soyoye, Ph.D. Educational Statistics and Research Methods student
Automated Item Analysis and Refinement
Item analysis is a crucial process in exam development, providing insights into the quality and performance of individual test items. It helps identify items that may be too difficult, too easy, or ineffective in discriminating between high and low-performing test-takers. However, conducting comprehensive item analysis and refining problematic items can be time-consuming and labor-intensive, especially for large-scale exams. To what extent can we leverage NLP techniques to automate the item analysis process and suggest refinements for problematic items?

Lauren Strickland, Ph.D. in Human Development and Family Sciences student
Tia N. Barnes, Rosa Mykyta-Chomsky, Melissa Stoffers (co-presenters)
Special educator collaboration in supportive positive classrooms for students with disabilities
This project explores the current literature on teacher-paraeducator collaboration in special education and inclusive settings’ relationship to teacher well-being, classroom dynamics, and student outcomes. We then present an adapted prosocial classroom model to inform future research and practice.

Ruocong Sun, M.Ed. in Educational Technology student
Incorporating Learner-Centered Design Principals with Digital Tools
This research investigates the meaning of learner-centered design, highlighting its potential to increase engagement, improve learning outcomes, enhance critical thinking, and foster a positive classroom culture. By focusing on student development, learner-centered design enables educators to provide students with the skills and knowledge they need to succeed.

Sarah Wardwell, Neuroscience, sophomore 
Emily Mavroudakis, Taylor-Paige Guba, Megan Botello, Heather Suchanec, Nancy Dyson, Nancy Jordan (co-presenters)
Working Memory and Fraction Abilities
Fraction proficiency is an important skill to possess in order to succeed at everyday tasks. This study explores the predictive power of working memory on fraction performance in sixth graders with math learning difficulties (MD) in order to determine how a student’s working memory capacity is linked to fraction skill. After analyzing data collected from 214 students throughout 32 classrooms, we found that working memory is a statistically significant predictor of fraction abilities. This suggests that students are more likely to perform better on fraction-related problems when they have a higher working memory capacity, implying that it would be beneficial for students to receive working memory support.

Luyao Wei, M.Ed. in Educational Technology student
Supporting Teachers to Design Learning Experiences Using Digital Tools
With the rapid advancement of educational technology (EdTech), many teachers require additional support to effectively integrate technology into their classrooms. This research examines the impact of EdTech and digital equity on educators while providing recommendations to help bridge the digital design gap. The primary research question explores ways to assist educators in creating learning experiences using digital tools to reduce these design gaps.

William Woelki, Ph.D. in Human Development and Family Sciences student
Sephora Cain, Julia Novelle, Vandeka Rodgers
Exploring the Utility of Participatory Action Research (PAR) for Transformative Change in the Child Welfare System: A Scoping Review
Participatory Action Research (PAR) emphasizes collaborative knowledge creation that centers the experiential knowledge of marginalized individuals and communities directly impacted by the topic(s) under study. This scoping review examines PAR’s role in transforming the child welfare system into a framework centered on child, family, and community well-being. Findings reveal that PAR is most effective when individuals, in particular, youth impacted by child welfare policies, hold real decision-making power in shaping research, programs, services, and policies.

Charlotte Yourk, Neuroscience, sophomore
Megan Botello, Taylor-Paige Guba, Heather Suchanec, Nancy Dyson, Nancy Jordan (co-presenters)
Self Efficacy of Sixth Grade Students in Math
Self efficacy is an important part of our daily lives at every age, as it guides our actions. During developmental years, this can be especially predictive of learning, specifically in math. This study examined how 6th grade students with math learning difficulties rated their self efficacy in math, fractions, and reading (on scale 1-4). We looked at how those ratings predicted their achievement on a fractions test and overall math. We found that math self efficacy is predictive of overall math achievement, however it is not predictive of fraction achievement specifically. Additionally, fraction self efficacy was not predictive of fraction skill. This suggests that improving students’ self efficacy overall and in specific subjects may lead to overall increased academic achievement.

Zhixian Zhuang, Ph.D. in Education (Literacy) student
National Community Consciousness and Identity Among Ethnic Minority in China from the Perspective of Cross-Cultural Adaptation Theory of the University Students
Ethnic minority university students in inland higher education institutions face cross-cultural challenges involving their native cultures, Chinese national culture, and host local cultures. Based on “U-Curve Theory” of cross-cultural adaptation, this paper analyzes the cultural adaptation process of ethnic minority university students and the changes in their awareness of the Chinese national community. The findings aim to assist universities in adjusting educational management strategies and implementing targeted language and educational initiatives to reinforce the sense of the Chinese national community at specific stages of adaptation.

• 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 19 for this option.
• For students who will participate in the prize competition, they will need to submit their poster files by March 19.
• 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 11.

• It is required to develop your poster using one of the UD templates. You may download a CEHD template or a UD template. Links are at the top of this page by the registration buttons.
• 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, students will be provided with an easel, a foam poster board (36 x 48 inches) and clips to display your poster.
• It is highly recommended to have posters printed on paper 36 x 48 inches. This can be rolled up for easy transport. Other materials are acceptable, but please keep the size above in mind.
• The poster presentation area will be accessible for set up the entire event, but we would recommend arriving in enough time to allow you to be set up no later than 4:45 pm. There are no assigned spaces so poster presenters can set up at any empty easel.

• 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 20) 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 25. 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 March 28.
• For students who are accepted as discussants, plan to receive summaries of papers by March 28, 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, plus references.	May submit 2 additional pages of tables or figures, plus references.
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.

• 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.
• 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 19. Please ensure that you have removed all identifying information. Only the poster file needs to be uploaded by March 19.