Past Research based on Lab School Data
Repiso-Puigdelliura and Ji Young Kim, Gemma, UCLA (2019) The acquisition of the Spanish trill in child and adult heritage speakers, abstract that has been submitted to the R-atics 6 conference (https://easychair.org/cfp/r-atics_6) in Paris, la Sourbonne. Submitted.
Repiso, Gemma, UCLA (2019) The intonation of child Spanish heritage speakers, abstract on Spanish prosody accepted for presentation at the Hispanic Linguistics Symposium in El Paso (https://www.utep.edu/liberalarts/hispanic-linguistics-symposium-2019/). This presentation will take place on October 24th-26th.
Lee, C. & Enyedy, N. (2019, April). Recognizing joy in play: The impact of dual affect in learning science. Poster presented at the American Educational Research Association Annual Meeting, Toronto, Canada.
Mateu, Victoria E. & Nina Hyams. (2019). Intervention and animacy: A look at relative clauses and sluices in child English. Poster presented at the Linguistic Society of America 2019 Annual Meeting [LSA 2019]. New York, NY. January 2019.
Alison L. Bailey, Yawen Yu, Rashmita Mistry, Alejandra Martin, & Katherine M. Griffin UCLA; A Longitudinal, Cohort Analysis of the Academic Performance of Spanish-English Dual Immersion Elementary Students, abstract submission for AERA DLI (2019)
Mateu, Victoria E. & Nina Hyams. (2018). Intervention and animacy effects in the acquisition of sluicing. Talk presented at the 43rd Boston University Conference on Language Development [BUCLD 43]. November 2018.
Mateu, Victoria E., & Nina Hyams. (in press). The structure of silence: A look at children’s comprehension of sluicing. Proceedings of the 49th Annual Meeting of the North East Linguistics Society [NELS 49].
Mateu, Victoria E. & Nina Hyams. (2018). The structure of silence: A look at children’s comprehension of sluicing. Talk presented at the 49th NorthEast Linguistic Society [NELS 49]. October 2018
Mateu, Victoria E., Nina Hyams & Lauren Winans. (2018). Intervention effects in early grammar: Evidence from sluicing. Proceedings of the 42nd Boston University Conference on Language Development [BUCLD 42]. Somerville, MA: Cascadilla Press.
Johnson, S. J. Agency, accountability and affect: Kindergarten children’s orchestration of reading pciture books with a friend. Learning, Culture, and Social Interaction 12 (1)
Johnson, S. J. Multimodality and footing in peer correction in reading picture books. Linguistics and Education 41(1)
Mateu, Victoria E., Nina Hyams & Lauren Winans. (2017). Structural Intervention Effects in the Acquisition of Sluicing. Talk presented at the 1st California Meeting in Psycholinguistics [CAMP 1]. December 2017.
Mateu, Victoria E., Nina Hyams & Lauren Winans (2017). Intervention effects in early grammar: Evidence from sluicing. Talk presented at the 42nd Boston University Conference on Language Development[BUCLD 42]. Boston, MA. November 2017.
Mateu, Victoria E., Nina Hyams & Lauren Winans (2017). Where ellipsis meets A’-movement: Sluicing in early grammar. Talk presented at the Generative Approaches to Language Acquisition 13 [GALA 13]. Palma de Mallorca, Spain. September 2017.
Nina Hyams, Victoria Mateu, & Lauren Winans. (2017). Ellipsis meets wh-movement: Sluicing in early grammar. In LaCara, Nicholas; Moulton, Keir; & Tessier, Anne-Michelle (eds.) A Schrift to Fest Kyle Johnson. Linguistics Open Access Publications. 1.
Rashmita S. Mistry, Lindsey Nenadal, Katherine M. Griffin, Frederick J. Zimmerman, Hasmik Avetisian Cochran, Carla-Anne Thomas and Christopher Wilson (2016), Children’s reasoning about Povertry, Economic Mobility, and Helping Behavior, Journal of Social Issues (Special Issue), 72(4),760-788 http://onlinelibrary.wiley.com/doi/10.1111/josi.2016.72.issue-4/issuetoc
Bailey, A. L., Blackstock-Bernstein, A., & Heritage, M. (2015). At the intersection of mathematics and language: Examining mathematical strategies and explanations by grade and English learner status. The Journal of Mathematical Behavior. Advance online publication. http://dx.doi.org/10.1016/j.jmathb.2015.03.007
Gillen-O’Neel, C., Mistry, R. S., Brown, C. S., Rodriguez, V. C., White, E. S., & Chow, K. A. (2015). Not excluded from analyses: Racial meanings and identification among multiracial early adolescents. Journal of Adolescent Research, 30, 143-179.
Mistry, R. S., Brown, C. S., White, E. S., Chow, K. A., & Gillen-O’Neel, C. (2015). Elementary school children’s reasoning about social class: A mixed-methods study. Child Development.
Johnson, S.J. (2015). The social and cognitive worlds of young children reading together. [Dissertation]. University of California, Los Angeles.
Rodriguez, V. C., Gillen-O’Neel, C., Mistry, R. S., & Brown, C. S. (2015). National and racial-ethnic identification: What it means to be American among early adolescents. Journal of Early Adolescence. doi: 10.1177/0272431615589348
Sengupta-Irving, T and Enyedy, N. (2015). Why designing for mathematical practices may explain stronger outcomes in affect and engagement than designing for proficiency: Comparing open versus guided inquiry. Journal of the Learning Sciences.
Bailey, A.L. & Heritage, M. (2014). The role of language learning progressions in improved instruction and assessment of English language learners. TESOL Quarterly, 48(3), 480-506.
Danish, J. A., & Enyedy, N. (2014). Latour goes to kindergarten: Children marshaling allies in a spontaneous argument about what counts as science. Learning, Culture and Social Interaction.
Gluckman, M., Vlach, H. A., & Sandhofer, C. M. (2014). Spacing simultaneously promotes multiple forms of learning in children’s science curriculum. Applied Cognitive Psychology, 28, 266-273. doi: 10.1002/acp.2997
Kafai, Y. B. & Fields, D. A. (2014). Connected play: Revealing the hidden lives of tweens online. Computers in Entertainment. http://cie.acm.org/articles/connected-play-revealing-hidden-lives-tweens-online/
Sandoval, W. A. (2014). Conjecture mapping: An approach to systematic educational design research. Journal of the Learning Sciences.
Fields, D. A. & Enyedy, N. (2013). Picking up the mantle of “expert”: Assigned roles, assertion of identity, and peer recognition within a programming class. Mind, Culture, and Activity: An International Journal, 20(2), 113-131.
House, B., Silk, J. B., Henrich, J., Barrett, C., Scelza, B., Boyette, A., Hewlett, B. Laurence, S. (2013). The Ontogeny of Prosocial Behavior across Diverse Societies. Proceedings of the National Academy of Sciences.
Sengupta-Irving, T. Redman, E. and Enyedy, N. (2013). Re-storying practice: Using stories about students to advance mathematics education reform. Teaching and Teacher Education, 31, 1–12
White, E. S., Mistry, R. S., & Chow, K. A. (2013). How do teachers talk about economic inequality? The complexity of teaching at a socioeconomically integrated elementary school. Analyses of Social Issues and Public Policy.
Enyedy, N., Danish, J. A., Delacruz, G., & Kumar, M. (2012). Learning physics through play in an augmented reality environment. International Journal of Computer-Supported Collaborative Learning, 1-32.
Galla, Brian M.; Wood, Jeffrey J. , (2012) Emotional self-efficacy moderates anxiety-related impairments in math performance in elementary school-age youth. Personality and Individual Differences. 52(2), 118-122
Galla, Brian M.; Wood, Jeffrey J.; Chiu, Angela W.; Langer, David A.; Jacobs, Jeffrey; Ifekwunigwe, Muriel; Larkins, Clare. (2012) One year follow-up to modular cognitive behavioral therapy for the treatment of pediatric anxiety disorders in an elementary school setting. Child Psychiatry and Human Development, 43(2), 219-226
House, B. R., Henrich, J., Brosnan, S. F., & Silk, J. B. (2012). The ontogeny of human prosociality: behavioral experiments with children aged 3 to 8. Evolution and Human Behavior. doi:10.1016/j.evolhumbehav.2011.10.007
Ryu, S., & Sandoval, W. A. (2012). Improvements to elementary children’s epistemic understanding from sustained argumentation. Science Education, 96(3), 488-526.
Vlach, H. A., & Sandhofer, C. M. (2012). Distributing learning over time: The spacing effect in children’s acquisition and generalization of science concepts. Child Development, 83(4), 1137-1144.
Enyedy, N., Danish, J. A., & Fields, D. (2011). Negotiating the “Relevant” in Culturally Relevant Mathematics. Canadian Journal for Science, Mathematics, and Technology Education. 11(3)
Danish, J. A., & Phelps, D. (2010). Representational Practices by The Numbers: How Kindergarten and First-Grade Students Create, Evaluate, and Modify Their Science Representations. International Journal of Science Education.
Fields, D. A. & Kafai, Y. B. (2010). Knowing and throwing mudballs, hearts, pies, and flowers: A connective ethnography of gaming practices. Games and Culture, (Special Issue), 5(1), 88-115.
Fields, D. A. & Kafai, Y. B. (2010). Stealing from Grandma or generating knowledge? Contestations and effects of cheating in Whyville. Games and Culture, (Special Issue), 5(1), 64-87.
Kafai, Y. B., Cook, M. S. & Fields, D.A. (2010). “Blacks deserve bodies too!” Design and discussion about diversity and race in a tween virtual world. Games and Culture, (Special Issue), 5(1), 43-63.
Kafai, Y. B., Fields, D. A. & Searle, K. A. (2010). Multi-modal investigations of relationship play in virtual worlds. International Journal of Gaming and Computer-Mediated Simulations, 2(1), 40-48.
Kafai, Y. B., Fields, D. A., & Burke, W. Q. (2010). Entering the clubhouse: Case studies of young programmers joining the online Scratch communities. Journal of Organizational and End-User Computing, 22(2), 21-35.
Kafai, Y. B., Fields, D.A., & Cook, M. S. (2010). Your second selves: Avatar designs and identity play. Games and Culture, (Special Issue) 5(1), 23-42.
Sandoval, W. A., & Çam, A. (2010). Elementary children’s judgments of the epistemic status of sources of justification. Science Education, 95(3), 3830575
Thadani, V., Cook, M., Griffis, K., Wise, J., & Blakey, A. (2010). The Possibilities and limitations of curriculum-based science inquiry interventions for challenging “the pedagogy of poverty.” Equity & Excellence in Education, 43(1), 21-37.
Books / Book Chapters
Kafai, Y. B. & Fields, D. A. (in press). Understanding Player Participation and Practices in Virtual Worlds: A Proposal for Qualitative Analyses of Log File Data. In D. Thomas (Ed.), Research methods in virtual worlds. Cambridge, MA: The MIT Press.
Fields, D. A. & Kafai, Y. B. (2013). Creative play in virtual worlds: Avatar and cheat designs and performances. In C. Mouza and N. Lavigne (Eds.) Emerging Technologies for the Classroom: A Learning Sciences Perspective. New York: Springer, 239-252.
Kafai, Y. B. & Fields, D. A. (2013). Collaboration in informal learning environments: Access and participation in youth virtual communities. In C. Hmelo-Silver, A. O’Donnell, C. Chan, & C. Chinn (Eds.), International Handbook of Collaborative Learning. New York: Taylor & Francis, 480-494.
Fields, D. A. & Kafai, Y. B. (2012). Navigating life as an avatar: The shifting identities-in-practice of a girl player in a tween virtual world. In C. C. Ching & B. Foley (Eds.) Constructing the self in a digital world, Cambridge, UK: Cambridge University Press, 222-250.
Giang, M. T., Kafai, Y. B., Fields, D. A., & Searle, K. A. (2012). Social interactions in virtual worlds: Patterns and participation of tween relationship play. In J.Fromme & A. Unger (Eds.), Computer games and new media cultures: A handbook on the state and perspectives of digital games studies. New York: Springer Verlag. 543-556.
Kafai, Y. B., & Fields, D. A. (2013) Connected play: Tweens in a virtual world. Cambridge, MA: The MIT Press.
Enyedy, N. and Danish, J. (2015). Learning Physics through Play and Embodied Reflection in a mixed-reality learning environment in Learning Technologies and the Body: Integration and Implementation Victor Lee (Ed) p. 97-111. Routledge.
Enyedy, N. and Stevens, R. (2014). Analyzing Collaborative Discourse. In The Cambridge Handbook of the Learning Sciences, Kieth Sawyer (ed) p. 191-212. Cambridge University Press