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Scaling Up Social Psychological Interventions to Address Achievement Gaps in Education
Fri, April 4, 2:15 to 3:45pm, Convention Center, Floor: 100 Level, 113ASession Type: Symposium
Abstract
Several randomized field experiments have produced striking effects on student motivation, reducing achievement gaps for minority students, and/or improving performance for students with low performance expectations. Given the promise of the initial studies, educators hope to incorporate these interventions on a widespread basis, raising questions about how they can be “scaled up” to district-wide contexts in secondary education, or to large-enrollment science courses in college settings. Can these simple interventions be successfully exported, and what is necessary for effective implementation? The symposium participants are testing these interventions on a larger scale in middle school and college courses. They will present research findings and engage in a panel discussion of the challenges of scaling up interventions and implications for educational practice.
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Papers
Challenges for Scaling Up Student Motivation Interventions in Education: Fidelity and Individual Differences - Chris S. Hulleman, University of Virginia
Scaling Up a Self-Affirmation Intervention in Saint Paul - Geoffrey D. Borman, University of Wisconsin - Madison; Jeffrey A. Grigg, Johns Hopkins University; Dominique Bradley, University of Wisconsin - Madison
Closing Achievement Gaps in Undergraduate Biology and Chemistry Courses With Value Interventions - Judith Harackiewicz, University of Wisconsin; Elizabeth Ann Canning, University of Wisconsin - Madison; Yoi Tibbetts, University of Wisconsin; Janet S. Hyde, University of Wisconsin - Madison
Scaling Social-Psychological Interventions: Three Approaches - Gregory Mariotti Walton, Stanford University; Christine Logel, University of Waterloo; David Paunesku, Stanford University; David Scott Yeager, Stanford University; Carissa Romero, Stanford University; Ezgi Akcinar, Stanford University; Shannon Brady, Stanford University; Peach Jennifer, Stanford University; April House, Stanford University; Steven Spencer, University of Waterloo; Geoffrey L. Cohen, Stanford University; Carol Dweck, Stanford University