PIRT Fellows
Meghan Hauptli
Meghan’s research interests include the examination of variables related to improved teaching and learning in K-12 schools through professional development and reading interventions. She is also interested in examining how the adoption and implementation of policy initiatives are linked to school performance and student achievement.
Currently she is working on the Principal PROMiSE professional development study and a follow-up of an RCT of high-school reading interventions.
Hauptli, M. V., LaVenia, M., & Lang, L. H. (2008, October). Predicting growth in eighth grade FCAT science outcomes. Poster presented at Florida State University’s Assessment for the 21st Century Symposium Series, Tallahassee, FL.
Pineau, K. N., Hauptli, M.V., Moss, C., Johnson, C., & Lang, L. H. (2008, October). Florida Principal PROMiSE Project: Principals’ Reported Needs and Project Goals. Poster presented at the annual meeting of the University Council of Education Administrators, Orlando, FL.
Pasisz, D. J., Hauptli, M. V., Roehrig, A. D., & Lang, L. H. (2008, November). The relationship between principal use of the Progress Monitoring and Reporting Network and student achievement. Poster presented at the 53rd Annual Conference of the Florida Educational Research Association, Orlando, FL.
Shayne Piasta
Shayne graduated from Florida State University and the Florida Center for Reading Research PIRT program in 2008, with a Ph.D. in Developmental Psychology. While at FSU/FCRR, research projects included Dr. Wagner’s longitudinal study of reading comprehension and Dr. Connor’s study of individualizing student instruction, as well as work on preschoolers’ development of alphabet knowledge. Her research interests include early and emergent literacy skill development, evidence-based practices for promoting literacy development, and educational research design and analysis. Shayne was awarded the inaugural Outstanding Institute of Education Sciences Pre-Doctoral Fellow Award in 2008, and is currently serving as a postdoctoral research scientist in the Preschool Language and Literacy lab at The Ohio State University.
Publications
Wagner, R. K., Piasta, S. B., & Torgesen, J. K. (2007). Learning to read. In M. Traxler & M. A. Gernsbacher (Eds.), Handbook of psycholinguistics (2nd ed.). San Diego, CA: Academic Press.
Piasta, S. B., Connor, C. M., Fishman, B., & Morrison, F. J. (in press). Teachers’ knowledge of literacy concepts, classroom practices, and student reading growth. Scientific Studies of Reading.
Connor, C. M., Piasta, S. B., Glasney, S., Schatschneider, C., Fishman, B., Underwood, P. & Morrison, F. J. (in press). Individualizing student instruction precisely: Effects of child-by-instruction interactions on students’ literacy. Child Development.
Bailet, L. L., Repper, K. K., Piasta, S. B., & Murphy, S. P. (in press). Emergent literacy intervention for pre-kindergarteners at risk for reading failure. Journal of Learning Disabilities.
Zucker, T. A., Justice, L. M., & Piasta, S. B. (in press). Pre-kindergarten teachers’ verbal references to print during classroom-based large-group shared reading. Journal of Language, Speech, and Hearing Services in the Schools.
Presentations
Piasta, S.B., Anthony, J., Phillips, B.M., Williams, J.M., & Francis, D.J. (2009, February). Understanding children’s knowledge of letter sounds using item response theory. Poster to be presented at the Pacific Coast Research Conference, San Diego, CA.
Piasta, S. B., & Connor, C. M. (2008, July). Exploring the roles of teacher knowledge and explicit decoding instruction in promoting student word recognition gains. Poster presented at the Fifteenth Annual Meeting of the Society for the Scientific Study of Reading, Asheville, NC.
Piasta, S. B. (2008, June). Promoting preschoolers’ acquisition of alphabet knowledge: A comparison of two instructional approaches. Paper presented at the Institute of Education Sciences Research Conference, Washington, D. C.
Piasta, S. B., & Wagner, R. K. (2008, February). The impact of instruction on alphabetic learning: A meta-analysis. Poster presented at the Pacific Coast Research Conference, San Diego, CA.
Piasta, S. B., & Wagner, R. K. (2007, March). Prediction of kindergarteners' alphabetic knowledge: A comprehensive model of letter and child characteristics. Paper presented at the Society for Research in Child Development Biennial Meeting, Boston, MA.
Mark LaVenia
Mark's research interests include: Professional community and organizational learning: primarily focused on models of professional development that promote collective responsibility and reflective dialogue, with the objective of increasing the quality of teaching and learning within schools. Other interests include: integrated math and science curricula, as well as, models of instruction and assessment that access deep conceptual understanding, critical thinking, and problem solving.
Presentations
LaVenia, M., Wilson, S. B., Purpura, D. J., Lonigan, C. J., & Lang, L. H. (2007, June). Effects of coaching on instructional practice. Poster presented at the meeting of the Institute of Education Sciences, Washington, D.C.
LaVenia, M., Roehrig, A. D., Brownell, M. T., Goldwyn, S., Lang, L. H., & Petscher, Y. (2008, January). Professional community in Florida Reading First schools: Implications for the intended work between reading coaches and teachers. Paper presented at the meeting of the Hawaii International Conference on Education, Honolulu, HI.
LaVenia, M., Roehrig, A. D., Brownell, M. T., Petscher, Y., & Lang, L. H. (2008, June). Professional community in Florida Reading First schools: Test of Measurement Invariance. Poster presented at the annual meeting of the Institute of Education Sciences, Washington, D.C.
Pasisz, D. J., LaVenia, M., Roehrig, A. D., & Lang, L. H. (2008, November). Latent profile analysis of Florida reading coaches: Categories of coaches based on reported job tasks. Paper presented at the annual meeting of the Florida Educational Research Association, Orlando, FL.
Pineau, K. N., LaVenia, M., & Lang, L. H. (2008, November). Incorporating CFA, Rasch IRT, and DIF to investigate measurement invariance of a critical thinking disposition questionnaire. Paper presented at the annual meeting of the Florida Educational Research Association, Orlando, FL.
Kristina Pineau
Kristina's research interests include: Students’ academic engagement and motivation: primarily focused on cognitive aspects of academic motivation and engagement; instructional strategies and the effects on cognitive aspects of academic engagement. Other interests include: behavioral problems in students related to lack of engagement; and academic interventions that support productive classroom behaviors.
Presentations
Pineau, K. N., Hauptli, M.V., Moss, Christi, & Lang, L. H. (2008, October). Florida Principal PROMiSE Project: Principals’ perceptions of learning communities. Poster presented at the annual meeting of the University Council of Education Administrators, Orlando, FL.
Pineau, K. N., LaVenia, M., & Lang, L. H. (2008, June). Measurement invariance of the California Measure of Mental Motivation. Poster presented at the annual meeting of the Institute of Education Sciences, Washington, D.C.
Pineau, K. N., LaVenia, M., & Lang, L. H. (2008, November). Incorporating CFA, Rasch IRT, and DIF to investigate measurement invariance of a critical thinking disposition questionnaire. Paper presented at the annual meeting of the Florida Educational Research Association, Orlando, FL.
