Susan R. Goldman

Susan R. Goldman
University of Illinois at Chicago | UIC · Department of Psychology, Curriculum Studies, and Learning Sciences

Ph.D.

About

207
Publications
63,380
Reads
How we measure 'reads'
A 'read' is counted each time someone views a publication summary (such as the title, abstract, and list of authors), clicks on a figure, or views or downloads the full-text. Learn more
7,200
Citations
Introduction

Publications

Publications (207)
Article
Full-text available
To extend the existing research examining multiple text comprehension and its assessment, we developed a verification task approach to assessing of information that was explicitly and implicitly presented within and across nine texts. A nonparametric form of signal detection theory was used to analyse the performance of 47 middle school students us...
Article
Gary B. v. Snyder, a federal class action lawsuit originally filed in September 2016, is one of the most recent and high-profile entrants into the line of cases involving large-scale education reform. In this case, seven students from traditional public schools and charter schools in Detroit sued various Michigan state officials, arguing that the U...
Article
Full-text available
This article reports the results of a randomized control trial of a semester-long intervention designed to promote ninth-grade science students’ use of text-based investigation to create explanatory models of biological phenomena. The main research question was whether the student participants in the intervention outperformed the students in the co...
Article
Full-text available
This paper reports the results of a randomized control trial of a semester-long intervention designed to promote ninth grade science students’ use of text-based investigations to create explanatory models of biological phenomena. The main research question was whether student participants in the intervention outperformed students in control classes...
Article
Citizens in the 21st century must be able to engage in reading to learn from multiple sources in academic, professional, and personal life. Doing so requires specialized reading, critical thinking, and communicating practices. Project READI took up the challenge of designing and researching learning environments that would support adolescent studen...
Article
Full-text available
Student readers struggle to construct the interpretive inferences necessary for successful literary comprehension. Expert think-alouds were conducted to identify the kinds of domain-specific knowledge that were drawn upon when reading the short story The Elephant. These data were used to construct three reading instructions provided to student (nov...
Technical Report
Full-text available
This report describes the impact of the READI science work on both teaching practices and student literacy learning. We provided professional learning and text-based investigation modules for the intervention schools and conducted a multi-site efficacy trial in 9th grade biology. Teachers in the intervention group engaged in new teaching practices...
Chapter
Increasing attention is being paid to the need for systems of assessments, with an emphasis on the design and use of assessments intended to function much closer to the processes of teaching and learning. This chapter reviews key aspects of the validity framework for assessments intended to directly benefit instructors and students. It provides an...
Article
Full-text available
This study presents a descriptive analysis of 71 videotaped lessons taught by 34 highly regarded secondary English language arts, history, and science teachers, collected to inform an intervention focused on evidence-based argumentation from multiple text sources. Studying the practices of highly regarded teachers is valuable for identifying promis...
Data
This study presents a descriptive analysis of 71 video-taped lessons taught by 34 highly-regarded secondary English language arts, history, and science teachers, collected to inform an intervention focused on evidence-based argumentation from multiple text sources. Studying the practices of highly-regarded teachers is valuable for identifying promi...
Article
This article reflects a metaview of the work of the three research projects funded through the Institute for Education Sciences under the Reading for Understanding competition that addressed middle-grade through high school readers (grades 4–12). All three projects shared the assumption that instruction is necessary for successful reading to learn...
Article
Full-text available
This article presents a framework and methodology for designing learning goals targeted at what students need to know and be able to do in order to attain high levels of literacy and achievement in three disciplinary areas—literature, science, and history. For each discipline, a team of researchers, teachers, and specialists in that discipline enga...
Article
Comparisons of literary experts and novices indicate that experts engage in interpretive processes to “get the point” during their reading of literary texts but novices do not. In two studies, the reading and interpretive processes of literary novices (undergraduates with no formal training in literature study) were elicited through think-alouds du...
Article
Assessments that function close to classroom teaching and learning can play a powerful role in fostering academic achievement. Unfortunately, however, relatively little attention has been given to discussion of the design and validation of such assessments. The present article presents a framework for conceptualizing and organizing the multiple com...
Article
Full-text available
Literature can be a powerful resource for adolescents’ psychosocial development, as it provides opportunities to experience the world through the perspectives of others and juxtapose these with one’s own experiences. However, gaining access to these perspectives requires going beyond literal words on the page to explore interpretive meanings. This...
Article
Full-text available
There is considerable rhetoric about the need for our educational system to promote deeper learning and the development of 21st-century skills. Missing from the discourse is recognition that much of what we know from research on learning and instruction has yet to affect the design and enactment of everyday schooling in the form of curriculum, inst...
Article
This article addresses 3 broad challenges of assessment in reading comprehension: (1) explicitly articulating the knowledge and skills students need to recognize and be able to use in comprehending complex texts; (2) understanding how knowledge and skills progress and successively deepen and develop over repeated opportunities to engage in tasks th...
Conference Paper
Empirical research on teaching and learning in disciplines that seek to understand people and the social worlds they inhabit (e.g., literature, history, social sciences) is sparse. This work seeks to address that gap by focusing on an instructional module designed to engage students in literary reasoning. This study examines classroom discourse acr...
Conference Paper
The purpose of this study was to understand how students’ construction of written arguments regarding narrator unreliability in literary texts changed over time during an instructional module designed to develop literary reasoning. The learning objectives of the module were to determine the reliability of a narrator and consider what that might sug...
Chapter
We gratefully acknowledge the important contributions to our thinking about literary interpretation made by members of the Project READI Literature Team, in particular Carol Lee, Sarah Levine, and Joseph Magliano. Other members of the Literature Team include ourselves, Stephen Briner, Jessica Chambers, Rick Coppolla, Julia Emig, Angela Fortune, Mar...
Article
Standards for literacy in the twenty-first century raise the bar on the complexity of texts and the tasks for which they are used. The strengths and limitations of contemporary approaches to text complexity are discussed with respect to major points raised in the six articles in this special issue. In addition, four features of text that are of cen...
Conference Paper
The workshop about networked learning in the Learning Sciences is based on the ISLS initiative to establish a network for PhD and Master's programs in the Learning Sciences. The main objective of this network is to support the academic exchange for professors and students in Learning Sciences programs worldwide. An important question that has been...
Article
This introduction to the special issue Understanding the Public Understanding of Science: Psychological Approaches discusses some of the challenges people face in understanding science. We focus on people's inevitably bounded understanding of science topics; research must address how people make decisions in science domains such as health and medic...
Conference Paper
This study examines design-based research through a 9-week instructional intervention in a 9th grade classroom at an urban, ethnically diverse public school in the Midwest. The intervention focused on providing students opportunities to build literary interpretive strategies using the rhetorical device symbolism and the theme “coming of age” and ma...
Article
Standards for literacy in the twenty-first century raise the bar on the complexity of texts and the tasks for which they are used. The strengths and limitations of contemporary approaches to text complexity are discussed with respect to major points raised in the six articles in this special issue. In addition, four features of text that are of cen...
Article
The interpretation and evaluation of data presented in multiple sources is vital to the investigation of scientific phenomena in disciplinary authentic ways. This study investigated 8th graders (N=119) notice of contradictions between multiple representations (text and graph) when the relationship between variables was stated or inferred. Results s...
Article
Three experiments examined conceptual change from reading refutational texts and how such learning interacted with prior knowledge organization. Prior to reading, 3 groups of learners were identified on the basis of their prior knowledge of the targeted concept: 2 groups held misconceptions; 1 group was generally accurate. Experiment 1 tested learn...
Conference Paper
Full-text available
Traditional studies of intelligent tutoring systems have focused on their use in the classroom. Few have explored the advantage of using ITS as a web-based homework (WBH) system, providing correctness-only feedback to students. A second underappreciated aspect of WBH is that teachers can use the data to more efficiently review homework. Universitie...
Article
Children’s understanding of narrative fables was examined. Students learning two languages (Spanish and English) and monolingual English students in kindergarten through fifth/sixth grades were presented with modified versions of Aesop’s fables. Three tasks, each of which assessed somewhat different aspects of comprehension, were used: retelling th...
Article
Full-text available
New media, new knowledge practices, and concepts point to the need for greater understanding of cognitive processes underlying knowledge acquisition and generation in open informational worlds. The authors of the articles in this special issue address cognitive and instructional challenges surrounding multiple document comprehension—a prerequisite...
Article
Full-text available
Summary : Learning to read—amazing as it is to small children and their parents—is one thing. Reading to learn, explains Susan Goldman of the University of Illinois at Chicago, is quite another. Are today’s students able to use reading and writing to acquire knowledge, solve problems, and make decisions in academic, personal, and professional arena...
Article
Readers increasingly attempt to understand and learn from information sources they find on the Internet. Doing so highlights the crucial role that evaluative processes play in selecting and making sense of the information. In a prior study, Wiley et al. (2009, Experiment 1) asked undergraduates to perform a web-based inquiry task about volcanoes us...
Conference Paper
Integrating information across multiple sources is an important literacy skill, yet there has been little research into automated methods for measuring integration in written text. This study investigated the efficacy of three different algorithms at classifying student essays according to an expert model of the essay topic which categorized statem...
Article
Full-text available
The present study explored different approaches for automatically scoring student essays that were written on the basis of multiple texts. Specifically, these approaches were developed to classify whether or not important elements of the texts were present in the essays. The first was a simple pattern-matching approach called "multi-word" that allo...
Conference Paper
Full-text available
A critical need for students in the digital age is to learn how to gather, analyze, evaluate, and synthesize complex and sometimes contradictory information across multiple sources and contexts. Yet reading is most often taught with single sources. In this paper, we explore techniques for analyzing student essays to give feedback to teachers on how...
Article
This commentary highlights important contributions of four empirical investigations of how people sort through the masses of information that are now available to them and find what they need to solve some problem or make some decision. These studies demonstrate the impact of differences among information sources and the role that these differences...
Chapter
Susan R. Goldman is distinguished professor of liberal arts and sciences, psychology and education at the University of Illinois at Chicago. She co-directs UIC's interdisciplinary Learning Sciences Research Institute. Dr. Goldman's interests are in learning and assessment in subject-matter domains such as literacy, mathematics, history, and science...
Article
Two experiments examined whether inconsistent effects of analogies in promoting new content learning from text are related to prior knowledge of the analogy per se. In Experiment 1, college students who demonstrated little understanding of weather systems and different levels of prior knowledge (more vs. less) of an analogous everyday situation rea...
Conference Paper
This poster will present research about student understandings of solutions while observing dissolution and reactions first qualitatively and then quantitatively using ion-selective probeware. Preliminary data show that students have difficulty describing dissolutions symbolically and have difficulty choosing products in a double displacement react...
Article
Full-text available
In two experiments, undergraduates’ evaluation and use of multiple Internet sources during a science inquiry task were examined. In Experiment 1, undergraduates had the task of explaining what caused the eruption of Mt. St. Helens using the results of an Internet search. Multiple regression analyses indicated that source evaluation significantly pr...
Article
Based on a critical re-analysis of cognitive load theory (CLT), Schnotz and Kürschner identified the need for research on more sensitive ways of assessing learner characteristics, both prior to and during instruction, in order to understand learning processes and outcomes. One emergent theme of the papers in this special issue is that the “same” le...
Article
Framed within interactional sociolinguistics, microethnographic discourse analysis, and cognitive science, we examine how intercontextuality, collective memories, and classroom chronotopes were used in generating learning opportunities in a ninth-grade language arts classroom. Five consecutive videorecorded lessons were analyzed focusing on how the...
Article
The present investigation examined middle school students' evaluations of the usefulness for addressing a social studies inquiry question of a variety of sources of information, and the basis of these judgments. This task situation simulates an early phase of information gathering and selection in the context of inquiry. For each of nine sources, s...
Article
Full-text available
This article examines the role of gesture in the shared meaning-making processes of 6th-grade students studying plate tectonics using a data visualization tool; specifically, a geographic information system. Students’ verbal and gestural characterizations of key concepts of plate motions (i.e., subduction, rift, and buckling) were transcribed and c...
Article
How many times have researchers and professional developers approached you or your school with “the answer” to improving literacy achievement? How did it work out? If changes occurred during the engagement with these outside partners, what remained after the project ended? Did such efforts lead to lasting change and improvement in student performan...
Conference Paper
Full-text available
Argumentation is a key component of scientific practice. It involves a dialectical balance of opposition and agreement, requiring negotiation and affording conceptual change through the co-construction of understandings. In classroom science inquiry with complex visual data representations, argumentation is an essential discourse structure through...
Conference Paper
Full-text available
Students analyzed the similarities (agreements) and differences (disagreements) between a set of two sources regarding why the authors thought Chicago had become a big city. The data we discuss provide descriptive information on three aspects of students' responses: (1) the response strategies they used, (2) how they would characterize agreement an...
Article
Full-text available
We investigated the impact of a Web tutor on college students’ critical stance and learning while exploring Web pages on science. Critical stance is an aspect of self-regulated learning that emphasizes the need to evaluate the truth and relevance of information as the learner engages in systematic inquiry to answer challenging questions. The Web tu...
Article
Full-text available
Text comprehension is a complicated process. Phenomena such as word perception, syntactical analysis, semantic analysis, and inference making are essential components of the text comprehension process. Not surprisingly, most empirical research and theories encompass only a subset of the phenomena and processes that constitute a complete account of...
Article
Computational models have played an important role in unraveling and understanding the psychological complexity of text comprehension. They have done so for three major reasons. First, the process of transforming verbally described theories of text comprehension (conceptual theories) into computational models of text comprehension promotes the deve...
Article
This research investigates the effects of prosody on children's recall for stories using two successive studies. Study 1 is an ethnographic exploration of a group of fifth graders creating summaries of a children's story with overt prosodic elements. Study 2 is a quasi-experiment in which the story summaries created by students who heard one of two...
Article
Full-text available
Despite the overwhelming use of the Internet as an educational/informational resource, research has found that learners are woefully in need of guidance on how to use this resource effectively, and subsequently identify reliable sources of information from unreliable. This study seeks to address this issue through the SEEK training program, which e...
Conference Paper
College undergraduates' explanations of pressurized air movement for two everyday situations were examined. Responses were categorized into one of five categories on two isomorphic, everyday events (tire pressure, balloons). The two items elicited similar kinds of explanations in the group as a whole, and in individual students. However, the majori...
Conference Paper
We examined the effects of base ratio and conceptual structure on accuracy in multiplicative situations. Forty-eight 3rd and 5th graders solved 36 problems that varied in base ratio and conceptual structure. ANOVA results indicated that conceptual structure made a greater impact on accuracy than did the size of the base ratio. The effect of structu...