Inquiry Magazine Northwestern School of Education and Social Policy



Emma Adam, Spencer Foundation, “High Stakes Testing, Stress and Performance,” $50,000.

Corey Brady and Uri Wilensky, National Science Foundation, “Modeling in Levels,” $375,195.

Lindsay Chase-Lansdale, Foundation for Child Development, “Evaluation of a Model Dual-Generation Program,” $495,000; Chase-Lansdale and Terri Sabol, “Community Action Project of Tulsa Family Life Study Extension,” $185,365.

Cynthia Coburn, John D. and Catherine T. MacArthur Foundation, “Spread and Scale in the Digital Age,” $50,000; Coburn and James Spillane, Institute of Education Sciences and University of Colorado, “Center for Interactive Knowledge Utilization,” $68,198.

Jon Guryan, National Institutes of Health and University of Chicago, “Remediating Academic and Non-Academic Skill Deficits among Disadvantaged Youth,” $5,893,752.

Michael Horn, Dr. Scholl Foundation, “Interactive Sustainable Fishing Exhibit,” $10,000.

Kemi Jona, Motorola Solutions Foundation, “Building Capacity for STEM Research and Design Programming in K–12,” $75,000; Jona and Reed Stevens, National Science Foundation, “FUSE Studios,” $414,394.

Steven McGee, Field Museum of Natural History, “Early Elementary Science Partnership,” $63,433.

Kai Orton, Michael Horn, Kemi Jona and Uri Wilensky, National Science Foundation, “Computational Thinking in STEM,” $301,592.

James Rosenbaum, Spencer Foundation, “The Dynamics of Career Entry from Public and Private Two-Year Colleges,” $539,993.

Bruce Sherin, National Science Foundation, “Learning Linkages,” $107,204.

Saiying Steenbergen-Hu and Eric Calvert, American Psychological Foundation, “Do Academically Gifted Children and Adolescents Also Score Well in Executive Functions?” $43,500.

Vicky Kalogera and Lois Trautvetter, National Science Foundation, “Training in Data-Driven Discovery — From the Earth and the Universe to the Successful Careers of the Future,” $2,996,598.

David Uttal, National Science Foundation, “Cognitive and Neural Indicators of School-Based Improvements in Spatial Problem Solving,” $427,606.


Cynthia Coburn addressed the International SIM Conference, a global learning conference.

Thomas Cook gave the 2014 Annual Sidney Ball Memorial Lecture at Oxford University.

Timothy Dohrer was invited by the Department of Education to present at a summit on teacher leadership in Louisville, Kentucky.

Claudia Haase gave an invited talk at the School of Management at Technical University Munich in December.

Claudia Haase became a faculty associate at Northwestern’s Institute for Policy Research.

Larry Hedges received the highest honor bestowed by the Society of Multivariate Experimental Psychology, the Sells Award for Distinguished Multivariate Research.

Heather Schoenfeld won awards from the American Sociological Association and the Law and Society Association for her paper “The Transformation of America’s Penal Order.”

Miriam Sherin was selected as a fellow in the Academic Leadership Program, offered by the Committee on Institutional Cooperation.

Lois Trautvetter presented at the Frontiers in Education conference in Madrid.

David Uttal was awarded the George A. Miller Award by the American Psychological Association for his article “The Malleability of Spatial Skills.”

David Rapp’s New Book Tackles Misinformation

David Rapp’s New Book Tackles Misinformation

Sometimes people rely on information that’s just plain wrong—even when they know it’s wrong. Why this happens and how to prevent it is the subject of a new book co-edited by professor David Rapp called Processing Inaccurate Information.

“A lot of what we read and view includes inaccurate, incomplete and flawed information,” Rapp explains. He notes that the growing influence of social media as a source of news and general information has increased exposure to such inaccuracies.

The book surveys research and provides models for reducing the influence of inaccurate information, according to Rapp. Contributors analyze such topics as what happens cognitively when readers encounter misinformation, why people frequently rely on inaccuracy and how to avoid reliance on misinformation.

Brian Reiser:Why Schools Need New Science Standards

Brian Reiser: Why Schools Need New Science Standards

Professor Brian Reiser says the new Next Generation Science Standards are critical for children—and for a functioning democracy. A national expert on the topic, Reiser co-authored the framework used to develop the new research-based standards.

“In the last 20 years we’ve learned that in the U.S. we try to teach too many topics in too little depth, focusing too much on facts, definitions and vocabulary rather than the deeper explanatory ideas,” says Reiser.

The new standards change all this. “Rather than just learning about what others have already figured out, students will be involved in the scientific process, which leads to deeper science learning. The process of ‘figuring out’ is powerful and manages to hook more kids on what is interesting and fun about science,” according to Reiser.

In a fast-changing world, new technologies raise important social issues. “To understand and make personal decisions about these issues, we need to understand how science makes progress and how science resolves questions with evidence, debate and consensus,” Reiser says.


Emma Adam, S. Vrshek-Schallhorn, A. Kendall, S. Mineka, R. E. Zinbarg and M. G. Craske (2014), “Prospective Associations between the Cortisol Awakening Response and Social Anxiety Disorder Onsets in Older Adolescents and Young Adults,” Psychoneuroendocrinology; K. Zeiders, L. Till-Hoyt and Adam (2014), “Associations between Self-Reported Discrimination and Diurnal Cortisol Rhythms among Young Adults,” Psychoneuroendocrinology; C. Willner, P. Morris, D. McCoy and Adam (2014), “Diurnal Cortisol in Youth from Risky Families,” Development and Psychopathology.

L. Bloch, Claudia Haase and R. W. Levenson (2014), “Emotion Regulation Predicts Marital Satisfaction,” Emotion; Chen, J. A., (...) Haase and G. Coppola (2015), “A Multiancestral Genome-Wide Exome Array Study of Alzheimer Disease, Frontotemporal Dementia and Progressive Supranuclear Palsy,” JAMA Neurology; S. Villeneuve, B. R. Reed, M. Wirth, Haase, C. M. Madison, N. Ayakta, W. Mack, D. Mungas, H. C. Chui, C. Decarli, M. W. Weiner and W. J. Jagust (2014), “Cortical Thickness Mediates the Effect of Beta-Amyloid on Episodic Memory,” Neurology.

Simone Ispa-Landa and J. Conwell (2014), “’Once You Go to a White School, You Kind of Adapt,’” Sociology of Education.

Dan McAdams (2014), “Leaders and Their Life Stories” in G. R. Goethals, S. T. Allison, R. M. Kramer and D. M. Messick (ed.), Contemporary Conceptions of Leadership; McAdams (2015), “Psychological Science and the Nicomachean Ethics” in N. E. Snow (ed.), Cultivating Virtue.

R. F. Subotnik, Paula Olszewski-Kubilius and F. C. Worrell (2015), “Nurturing the Young Genius,” Scientific American Mind.

Terri Sabol and Lindsay Chase-Lansdale (2015), “The Influence of Low-Income Children’s Participation in Head Start on Their Parents’ Education and Employment,” Journal of Policy Analysis and Management; Sabol and R. C. Pianta (2015), “Validating Virginia’s Quality Rating and Improvement System among Pre-Kindergarten Programs,” Early Childhood Research Quarterly.

Miriam Sherin and R. Russ (2014), “Teacher Noticing via Video” in B. Calandra and P. Rich (ed.), Digital Video for Teacher Education.

Shirin Vossoughi (2014), “Social Analytic Artifacts Made Concrete,” Mind, Culture and Activity; M. Espinoza and Vossoughi (2014), “Perceiving Learning Anew,” Harvard Educational Review.