Measurement

First Name: 
Peters Burton Erin
Professional Title: 
Assistant Professor of Educational Psychology and Science Education
Organization/Institution: 
George Mason University
About Me (Bio): 
Dr. Peters Burton's experience as an engineer and a secondary science teacher for 15 years helps her relate research to practice in science and engineering education. She has won several state and national awards for her work in secondary science education and holds a National Board Certification in Early Adolescent Science. In 2005, Dr. Peters Burton was selected as an Albert Einstein Distinguished Educator Fellow for the NASA where she advised the agency in their development of curriculum for teachers across the United States. Her work at NASA led her to be chosen as a member of the committee developing the first K-12 National Engineering Standards. In addition to her work with science education in Virginia and nationally, she spends time doing classroom research in developing student scientific epistemologies. Her work has shown promise in demonstrating a connection between content knowledge and nature of science knowledge. She continues to develop research projects that investigate ways that students and teachers can utilize self-regulation not only to learn scientific knowledge but also to learn how scientific knowledge is developed and validated.
URL: 
http://cehd.gmu.edu/people/faculty/epeters1/
Measurement

Evaluating and Improving a Learning Trajectory for Linear Measurement in Elementary Grades 2 and 3: A Longitudinal Study

Submitted by Jeffrey Barrett on Tue, 04/24/2012 - 8:47pm
in
Author(s): 
Clements, Douglas
Barrett, Jeffrey
Sarama, Julie
Cullen, Craig
McCool, Jenni
Witkowski-Rumsey, Chepina
Klanderman, David
Contact Info: 
jbarrett@ilstu.edu
Publication Type: 
Journal
Publication Date: 
In Press
Access Link: 
http://dx.doi.org/10.1080/10986065.2012.625075

We examined children’s development of strategic and conceptual knowledge for linear measurement.
We conducted teaching experiments with eight students in grades 2 and 3, based on our hypothetical
learning trajectory for length to check its coherence and to strengthen the domain-specific model for
learning and teaching.We checked the hierarchical structure of the trajectory by generating formative
instructional task loops with each student and examining the consistency between our predictions
and students’ ways of reasoning. We found that attending to intervals as countable units was not
an adequate instructional support for progress into the Consistent Length Measurer level; rather,
students must integrate spaces, hash marks, and number labels on rulers all at once. The findings have
implications for teaching measure-related topics, delineating a typical developmental transition from
inconsistent to consistent counting strategies for length measuring. We present the revised trajectory
and recommend steps to extend and validate the trajectory.

A Longitudinal Examination of Children's Developing Knowledge of Measurement: Mathematical and Scientific Concept and Strategy Growth from Pre-K through Grade 5

Submitted by Jeffrey Barrett on Wed, 12/08/2010 - 1:43pm
in
Presenter(s): 
Jeff Barrett
Doug Clements
Contact Info: 
jbarrett@ilstu.edu
Event: 
2010 DR K-12 PI Meeting
Year: 
2010
Month: 
December
File: 
application/pdf icon
DRK12 conf PI 2010 Poster JB2.pdf

Poster describing current results of some of our work.

First Name: 
Qiu Wang
Professional Title: 
Assistant Professor
Organization/Institution: 
Purdue University
URL: 
http://www.edst.purdue.edu/faculty_profiles/wang/index.html
Measurement
First Name: 
Patrick Kimani
Professional Title: 
Assistant Professor
Organization/Institution: 
California State University-Dominguez Hills
Algebra, Assessment, Classroom Practice, Calculus, Curriculum, Geometry, Mathematics, Measurement, Number Sense, Professional Development, Standards, Statistics

New Measurement Paradigms

New Measurement Paradigms

The use of technology in measurement of learning presents new opportunities for better understanding of what students know and can do. It vastly expands the range of variables that may be measured, and allows for measurement in real time. But these advantages also bring psychometric challenges because the majority of methods we have used in educational measurement to date have grown out of paper and pencil technologies and are not well suited to the complex, multidimensional, on-the-fly scoring and reporting that are required in cutting edge technology-based assessments.

This group will focus on how technologies can be applied to enhance what we know about students’ knowledge and abilities and explore what methods of assessment development, scoring and reporting are needed to make those assessments as effective as possible. It will examine what reliability and validity mean in the new contexts created by advanced use of technology, and what methods might be applied in determining those qualities.

First Name: 
Bruce Frey
Measurement
First Name: 
Cathy Farrar
Organization/Institution: 
Normandy High School
About Me (Bio): 
Cathy Farrar is a co-PI on the grant and the Science Department Chair at Normandy High School (MO) in the Normandy School District. She has taught Physics, Chemistry, Biology and Forensics. Currently, she is enrolled at the UMSL as a Doctoral student in the Teaching and Learning Division of the College of Education.
Measurement
First Name: 
Amanda Miller
Organization/Institution: 
Illinois State University
Measurement
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