Students have the opportunity to present their research at annual conferences including the American Educational Research Association (AERA) and the New England Educational Research Organization (NEERO) conferences. Here is an example of MESA students presenting at NEERO 2016. In addition, students can also present at the Graduate Research Forum, sponsored by the BC Graduate Education Association.
Wen-Chia Claire Chang
Raquel Magidin de Kramer
Does Content Knowledge Matter for New Teachers?
Terrence Lee St. John
The Causal Impact of Systematic, Elementary School Student Support On Middle School Grade Retention
What Matters to Student-Athletes in College Experiences
The Teacher Attitudes toward Homeless Students Scale: Development and Validation
Modeling Science Achievement Differences between Single-sex and Coeducational Schools: Analyses from Hong Kong, SAR and New Zealand from TIMSS 1995, 1999, and 2003.
The Nature of Science Instrument-Elementary (NOSI-E): Using Rasch Principles to Develop a Theoretically-grounded Scale to Measure Elementary Student Understanding of the Nature of Science.
Using TIMSS 2007 Data to Examine STEM School Effectiveness in an International Context
Yang (Caroline) Wang
Measuring Value-Added in Noncognitive Learning Outcomes in Higher Education Institutions: A Civic Engagement Perspective
Modeling Teacher Attrition: Teacher Characteristics and Working Conditions
An International Policy Analysis of School-Level Decision Making and Student Achievement
Octavio Suarez Munist
The Impact of Differential Item Functioning of MCAS Mathematics Exams on Immigrant Students and Communities
Emilie N. Mitescu Reagan
Examining the Relationships among Undergraduate Teacher Candidate Experiences, Perceptions, and Beliefs about Teaching for Social Justice
A comparison of equating/linking using the Stocking-Lord method and concurrent calibration with mixed-format tests in the non-equivalent groups common-item design under IRT
The Relationship Between Computer Use and Standardized Test Scores: Does Gender Play a Role?
Lisa O’Leary Shuler
Paths to Active Citizenship: The Development of and Connection between Civic Engagement Involvement and Attitudes in College Students
Using TIMSS and PIRLS to Construct Global Indicators of Effective Environments for Learning
Novice Teachers’ Mathematics Practices: Do School Demographics and Teaching Pathway Matter?
Online Teacher Professional Development: The Importance of Training to Deliver PD Online
Analyzing Turkey’s Data from TIMSS 2007 to Investigate Regional Disparities in Eighth Grade Science Achievement
Measuring Student Growth with the Conditional Growth Chart Method
Kathleen L. Trong
Using PIRLS 2006 to Measure Equity in Reading Achievement Internationally
Ethnic Differences in Achievement Growth: Longitudinal Data Analysis of Math Achievement in a Hierarchical Linear Model Framework
Using the Score-based Method to Accommodate Local Item Dependence in Health Surveys
The Effects of Using Likert vs. Visual Analogue Scale Response Options on the Outcome of a Web-based Survey of 4th through 12th Grade Students: Data from a Randomized Experiment
Creating a TIMSS 2003 Problem-Solving Scale and Examining the Problem-Solving Achievement of United States Eighth-Grade Students in TIMSS 2003
Of Seeds and Soils: The Overall, Relative, and Differential Impact of Student Involvement on Postformal Reasoning Development
The Effects of Supplemental Educational Services on Student Achievement
Socio-Cultural Diversity in Elementary Classrooms: The Relationship between Structural and Curricular Diversity and Motivation
The Effect of Response Format and Test-Taking Strategies on Item Difficulty: A Comparison of Stem-Equivalent Multiple Choice and Constructed Response Test Items
Course Evaluation Surveys: In-class Paper Surveys Versus Voluntary Online Surveys
Predictors of Technology Use for Elementary School Teachers in Massachusetts: A Multilevel SEM Approach
The Donald J. White Teaching Excellence Awards program was established to underscore and reinforce the importance of the pursuit of teaching excellence of graduate Teaching Fellows and Teaching Assistants.
2007 Emilie Mitescu
2008 Yi Shang
2009 Matthew Cannady
2010 Jessica Brown
2011 Lauren Chapman
2012 Apryl Holder
2014 Caroline Vuilleumier
2015 Ryan Auster
2016 Wen-Chia Chang
2017 Courtney Castle
I’m a second year doctoral student in the ERME program, working as a research assistant with professors Dr. Henry Braun and Dr. Laura O’Dwyer. With Dr. Braun, we are working on a policy paper about the role of dynamic complementarity in opportunities to accumulate relevant human capital and looking at persistence in the impacts of educational interventions. With Dr. O’Dwyer, we are working on the impact of the Transition to Algebra, a year-long course, by using a quasi-experimental pre-post research design, combined with propensity score analysis. My responsibilities for both of the projects mostly include analyzing data and reviewing the literature.
Prior to the ERME program, I worked as a measurement and evaluation specialist at Educational Volunteers Foundation of Turkey (TEGV) in Istanbul for three years. I conducted both quantitative and qualitative analyses to foster development of evidence-based programs, developed various measurement tools, and coordinated program and impact evaluation studies for education programs implemented across the country. My research interests mainly focus on impact evaluation, achievement data analysis, science assessment, large-scale assessment, and education policy.
I am a fourth year doctoral candidate in the ERME program and I work as the District Student Data Manager for the Newton Public Schools. In this role, I work collaboratively with other central departments and with school leaders to help answer questions using data and manage the assessments for the district. I also work collaboratively within my department to project future enrollment in the school system. My research interests are focused on how teachers use data to inform their classroom instruction, so this role has been a great opportunity for me. In my first two years of the program, I worked with Dr. Lowenhaupt in the Educational Leadership and Higher Education Department on a variety of projects that included both qualitative and quantitative components, which was a beneficial addition to my coursework. I also worked with the Director of Assessment and Accreditation at the Lynch School to analyze survey results for incoming and graduating students and alumni of the Lynch School. Prior to joining the ERME program, I worked as a Data Analyst for the Boston Public Schools in the Office of Data and Accountability and was previously a high school math teacher in the New York City Public Schools.
I am a doctoral candidate in my fifth year in the ERME program, and I work as Assistant Director for Questionnaire Development and Policy Studies at the TIMSS & PIRLS International Study Center at Boston College.
Working at the TIMSS & PIRLS International Study Center has been an excellent fit for me. I coordinate the development of the context questionnaires for these assessments—a role that has included co-authoring the context questionnaire frameworks, developing questionnaire items and their associated scales, and analyzing the psychometric properties of these item response theory scales. I am also involved in the TIMSS reporting process, coordinating the exhibit development for the International Reports and editing the technical report, Methods and Procedures.
In addition to working at the TIMSS & PIRLS International Study Center at Boston College, I have worked as a teaching assistant for the ERME courses Large Scale Assessment: Methods and Practice, taught by Professor Ina Mullis, Psychometrics I, taught by Professor Larry Ludlow, and Design of Experiments, taught by Professor Laura O’Dwyer. My research interests include large-scale assessment methodologies, psychometric theory, and quasi-experimental designs.
I am a 3rd year doctoral student in the ERME department, working as a research assistant for Dr. Zhushan Li. I have broad research interests in psychometrics and educational measurement, especially in differential item functioning (DIF). We are now working on anchor selection strategies in DIF analysis, including conducting a comprehensive literature review, running simulation studies comparing different approaches, and applying the optimal anchor selection method to real dataset. Also, I’m interested in different parameter estimation methods for IRT models, and the performance of unidimensional and multidimensional IRT models on large-scale assessment data.
I'm a second year doctoral student working as a graduate research assistant for City Connects at Boston College. The primary goal of City Connects is to examine and address out-of-school factors that impact student learning. As part of the research and evaluation team, my job is to assist in the cleaning, management, and analysis of educational data, helping senior quantitative analysts estimate the impacts of City Connects treatment effects on student outcomes. Additionally, my work as a graduate research assistant has allowed me to further develop strong syntax programming skills, as I frequently help oversee large datasets that require cleaning and merging. I develop syntax to transform scales, identify and correct problematic cases, and analyze missing data in order to then merge and create new datasets for analysis. I also work with a team of analysts to employ regression models using various software packages (e.g. Stata, SPSS, HLM). The research team and I are then responsible for reporting these results back to City Connects Leadership and team members, with the aim of supporting and informing evidence-based practice.
Jorge Alberto Mahecha Rodriguez
As a Ph.D student at ERME, I provide support to the Center for teaching Excellence (CTE) in the measurement and evaluation of educational innovations using technology. In particular, I support CTE personnel in research design issues, survey design and data analysis, both quantitative and qualitative. I am particularly interested in using of rigorous qualitative techniques (like Thematic Analysis), in combination with standard quantitative techniques in order to produce evaluative reports that are useful at guiding CTE personal and faculty in understanding how to improve educational innovations.
I have 18 years of professional experience in education; During this time I have served in several leadership, research, teaching and consultancy positions. I have a Masters in Curriculum and Teaching from Boston University and a Masters in Educational Administration from Los Andes University in Bogotá, Colombia, my native city. My professional interests include the improvement of educational quality in public schools, the professionalization of the School Teaching Profession and methodologies for Social Program Evaluation. I am a board member and co-founder of Teach for Colombia.
I am a 4th year doctoral candidate, working as a research assistant with Dr. Laura O'Dwyer. Over the past two years we have focused our work on evaluating a foreign language immersion program in a local elementary school, collaborating with a team in the Curriculum and Instruction department on a curriculum intervention in Boston Public Schools for English Language Learners, and serving as external evaluators for an NIH-funded career initiative at a local graduate institution. Through these projects I have had the opportunity to collaborate with different types of students, professors, and stakeholders, all the while using a wide array of statistical and research techniques - everything from classroom observations to multidimensional scaling. Now that I'm in my 4th year I am focusing more deeply on my dissertation interests in the education-career transition, and I look forward to drawing on the strategies and techniques I've learned in my assistantship experiences to help me along that journey.