Inquiry Magazine Northwestern School of Education and Social Policy



Emma Adam, National Institutes of Health and University of Michigan, "Race-Based Social Stress and Health Trajectories from Adolescence to Adulthood," $233,333.

Kemi Jona, David Rapp and David Uttal, National Science Foundation,"Developing Guidelines for Using Digital Media Visualization Resources to Support Student Inquiry in Online Laboratory Investigations," $415,505; Jona, National Science Foundation, "Conference on Cyberlearning Tools for STEM Education," $164,959; K. Gray, N.Blair, J. Gaillard and Jona, National Oceanic and Atmospheric Administration, "Ecological Forecasting," $999,000.

Steven McGee, Institute of Museum and Library Services and Chicago Botanic Garden, "The Floral Report Card: A Climate Change Education Initiative," $11,100.

chicago botanic gardens Chicago Botanic Garden
Photo by Robin Carlson

Paula Olszewski-Kubilius, Jack Kent Cooke Foundation, "Civic Week for Young Scholars 2010," $90,575.

David Rapp, National Science Foundation, "Students' Attempts at Understanding the Unobservable," $684,005.

James Spillane, Institute of Education Sciences, "Learning Leadership," $3,345,497.


Kemi Jona was elected to the board of directors for iNACOL, a national association for online learning.

Carol Lee received the 2010 Lifetime Achievement Award from the American Association of Colleges for Teacher Education and the President's Pacesetters Award from the American Association of Blacks in Higher Education.

Brian Reiser gave a keynote talk at the Eighth International Congress on Research in Science Teaching in Barcelona and the Sixth International Conference on Science, Mathematics and Technology Education in Taiwan.

Reed Stevens will join the inaugural research advisory board for the Joan Ganz Cooney Center at Sesame Workshop.

David Figlio Discusses How Names Can Affect Learning

David Figlio Photo by Andrew Campbell

For the Today Show and BBC, professor David Figlio recently discussed his research on how children's names affect learning. First names can predict classroom behavior and course selection, he found.

His 2005 study revealed that boys with names most commonly given to girls may be more prone to misbehavior and more likely to become disruptive in middle school. "The understanding of the precursors to classroom disruption may help states andschool districts develop more effective classroom disruption prevention programs,"notes Figlio in his article"Boys Named Sue."

For girls, a feminine name may lead to avoiding science and math courses,a second study found. Girls with more feminine names were less likely to select the most advanced mathematics and science courses in high school. "First names can influence individual self-concept and the ways in which a person is perceived by others," says Figlio.

Jelani Mandara
Photo by Andrew Campbell

Jelani Mandara Finds Ethnic Pride Improves Teen Mental Health

Ethnic pride may be as important as self-esteem tothe mental health of young African-American adolescents, according to a new study by associate professor Jelani Mandara. The study is one of the first to look at the effects of self-esteem and of racial identity and to separately explore their effects by gender.

"Our findings indicate that — regardless of selfesteem— as feelings of ethnic pride go up, mental health tends to increase as well," says Mandara."That suggests that efforts to enhance youngsters' sense of ethnic pride at home, in the classroom and in mental health settings are not just appropriate but important to their mental health." In their study of 259 Chicago African American youths, Mandara and his fellow researchers viewed self-esteem as the way adolescents feel about themselves as individuals and ethnic pride as the way they feel about their ethnic group.

James Rosenbaum
Photo by Jim Ziv

James Rosenbaum Assesses College Advising in High Schools

While 83 percent of Chicago public high school students plan to attend college, only 64 percent actually do. Research by professor James Rosenbaum indicates that because the admissions process can discourage students, college coaching programs in high school might be effective.

In a current project, Rosenbaum and his research team are assessing the impact on college enrollment of a new college coaching model in the Chicago Public Schools. This program, started in a few high schools in 2005, aims to increase college access for disadvantaged students — by explaining college options, helping students assess colleges and assisting with scholarship applications.

Rosenbaum seeks to understand the cultural barriers for disadvantaged students, ways college coaches try to overcome these barriers and how students respond. Results so far suggest that coaches boost certain types of college enrollment by helping students to translate general college plans into specific actions.


Fay Lomax Cook and M. Czaplewski,"Public Opinion and Social Insurance" in L. Rogne, C. Estes, B.Grossman, B. Hollister and E. Solway(Eds.), Social Insurance and Social Justice (2009).

Introduction to Meta-Analysis Cover

Larry Hedges, J.Higgins and H.Rothstein, Introduction to Meta-Analysis (2009).

Gaining Ground Cover

Dan Lewis, Gaining Ground in Illinois: Welfare Reform and Person-Centered Policy Analysis (2009).

Eva Lam, "Multiliteracies on Instant Messaging in Negotiating Local,Translocal and Transnational Affiliations," Reading Research Quarterly (2009); "Literacy and Learning Across Transnational Online Spaces," E-learning (2009).

Dan McAdams, "The Moral Personality" in D. Narvaez and D. K. Lapsley (Eds.), Personality, Identity and Character (2009); McAdams and K. Cox, "Personality Development," Annual Review of Psychology (2010).
J. S. Tilstra, K. L. McMaster, P. van den Broek, P. Kendeou and David Rapp, "Simple But Complex: Components of the Simple View of Reading across Grade Levels," Journal of Research in Reading (2009).
L. K. Berland and Brian Reiser,"Making Sense of Argumentation and Explanation," Science Education (2009); C. V. Schwarz, Reiser, E. A.
Davis, L. Kenyon, A. Acher, D.Fortus, Y. Shwartz, B. Hug and J. Krajcik, "Developing a Learning Progression for Scientific Modeling," Journal of Research in Science Teaching (2009).

James Spillane, B. Hunt and K.Healey, "Managing and Leading Elementary Schools," International Studies in Educational Administration (2009); Spillane, K.W. White and J. Stephan, "School Principal Expertise," Leadership and Policy in Schools (2009); Spillane and A. Zuberi, "Designing and Piloting a Leadership Daily Practice Log," Educational Administration Quarterly (2009); J. Pustejovsky and Spillane, "Question-Order Effects in Social Network Name Generators," Social Networks (2009).

Edd Taylor, "The Purchasing Practice of Low-Income Students: The Relationship to Mathematical Development," Journal of the Learning Sciences (2009).