BEGIN:VCALENDAR VERSION:2.0 METHOD:PUBLISH PRODID:-//Telerik Inc.//Sitefinity CMS 15.4//EN BEGIN:VTIMEZONE TZID:Central Standard Time BEGIN:STANDARD DTSTART:20251102T020000 RRULE:FREQ=YEARLY;BYDAY=1SU;BYHOUR=2;BYMINUTE=0;BYMONTH=11 TZNAME:Central Standard Time TZOFFSETFROM:-0500 TZOFFSETTO:-0600 END:STANDARD BEGIN:DAYLIGHT DTSTART:20250301T020000 RRULE:FREQ=YEARLY;BYDAY=2SU;BYHOUR=2;BYMINUTE=0;BYMONTH=3 TZNAME:Central Daylight Time TZOFFSETFROM:-0600 TZOFFSETTO:-0500 END:DAYLIGHT END:VTIMEZONE BEGIN:VEVENT DESCRIPTION:Emma Mercier\, Assistant Professor\, Curriculum and Instruction \, Faculty Fellow 2014-2015\nTitle: Interacting with multi-touch surfaces: Does screen size matter?\nAbstract: Interactive screens\, such as those f ound on iPhones\, have become more common on devices ranging in size from pocket-friendly phones to very large displays and tables. Research evidenc e suggests that directly interacting with content is valuable for students \, particularly when they are working in groups. However\, it is not clear whether the benefits are solely based on the ability to directly interact with content\, or whether the screen size is part of the equation. In thi s talk\, I will describe a study comparing groups working on a large (27”) screen\, and multiple small (11”) screens. The ways in which the interact ion patterns differ\, and the adaptations students make to the tool in ord er to support their learning will be described. Opportunities to test out the different devices and tasks will also be available.\nAnjale Welton\, A ssistant Professor\, Education Policy\, Organization &\; Leadership\, F aculty Fellow 2014-2015\nTitle: Incentivized Policies and the Politics of Equity: Understanding the Implementation Contexts of Diverse Districts in Illinois\nAbstract: The current educational policy landscape is filled wit h competition/incentives for states to have the relative freedom to design reforms that distinctively address the problem of chronically underperfor ming schools. States participating in incentivized policies such as Race t o the Top and ESEA flexibility must focus on key reform areas: adopt stand ards and assessments (Common Core)\, develop data systems that measure stu dent growth for principal and teacher evaluation\, recruit and retain effe ctive principals and teachers\, and turnaround the lowest-achieving school s. Given these political conditions\, this qualitative study examines two racially and socioeconomically diverse\, mid-size school districts in Illi nois as select cases to understand the extent to which incentivized reform s and their related initiatives consider equity and reflect the on the gro und “reality” of leaders engaged in school improvement. Policymakers make claims (i.e. a theory of action) for how these policies will achieve equit y\, but are far removed from the reality of implementation. However\, it i s school leaders\, who serve as the policies’ intermediaries\, who are at the front lines of implementation\, and confront the politics involved whe n achieving equity is at stake. DTEND:20150430T183000Z DTSTAMP:20260511T183521Z DTSTART:20150430T170000Z LOCATION:USA SEQUENCE:0 SUMMARY:Hardie Faculty UID:RFCALITEM639141033211639566 X-ALT-DESC;FMTTYPE=text/html:

Emma Mercier\, Assistant P rofessor\, Curriculum and Instruction\, Faculty Fellow 2014-2015

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< strong>Title: Interacting with multi-touch surfaces: Does screen size matter?

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Abstract: Interactive screens\, such as those found on iPhones\, have become more common on devices ranging in size from pocket-friendly phones to very large displays and tables. Resea rch evidence suggests that directly interacting with content is valuable f or students\, particularly when they are working in groups. However\, it i s not clear whether the benefits are solely based on the ability to direct ly interact with content\, or whether the screen size is part of the equat ion. In this talk\, I will describe a study comparing groups working on a large (27”) screen\, and multiple small (11”) screens. The ways in which t he interaction patterns differ\, and the adaptations students make to the tool in order to support their learning will be described. Opportunities t o test out the different devices and tasks will also be available.

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Anjale Welton\, Assistant Professor\, Education Policy\, Organization &\; Leadership\, Faculty Fellow 2014-2015

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Title: Incentivized Policies and the Politics of Equity: Underst anding the Implementation Contexts of Diverse Districts in Illinois

\n< p>Abstract: The current educational policy landscape is f illed with competition/incentives for states to have the relative freedom to design reforms that distinctively address the problem of chronically un derperforming schools. States participating in incentivized policies such as Race to the Top and ESEA flexibility must focus on key reform areas: ad opt standards and assessments (Common Core)\, develop data systems that me asure student growth for principal and teacher evaluation\, recruit and re tain effective principals and teachers\, and turnaround the lowest-achievi ng schools. Given these political conditions\, this qualitative study exam ines two racially and socioeconomically diverse\, mid-size school district s in Illinois as select cases to understand the extent to which incentiviz ed reforms and their related initiatives consider equity and reflect the o n the ground “reality” of leaders engaged in school improvement. Policymak ers make claims (i.e. a theory of action) for how these policies will achi eve equity\, but are far removed from the reality of implementation. Howev er\, it is school leaders\, who serve as the policies’ intermediaries\, wh o are at the front lines of implementation\, and confront the politics inv olved when achieving equity is at stake.

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