COLLEGE OF

Education and Human Development

Danielle Dupuis

  • Director, Research Methodology Consulting Center

Danielle Dupuis

Areas of interest

Quantitative methods in education, teacher evaluation (particularly value-added assessment), formative assessment, mathematics education, quantitative reasoning

Degrees

BA, 2005, University of Vermont
MA, 2008, University of Minnesota
PhD, 2015, University of Minnesota

Publications

Filter, K. J., Johnson, L. D., Ford, A. L. B., Sowle, C. A., Bullard, S. J., Cook, C. R., Kloos, E. & Dupuis, D. (in press). Distilling Check-in/Check-out into its core practice elements through an expert consensus process. School Mental Health.

Filter, K. J., Johnson, L. D., Ford, A. L. B., Sowle, C. A., Bullard, S. J., Cook, C. R., Kloos, E. & Dupuis, D. (2022). An expert consensus process to distill Tier 1 PBIS into core practice elements essential to improving front-line implementation. Education and Treatment of Children.

Johnson, L., Ford, A., Dupuis, D., and Hugh, M. (2021). Exploring features within organizational and cognitive factors that predict variability in estimates of classwide active engagement. Topics in Early Childhood Special Education, 41, 207-220.

Cook, B. G., Dupuis, D. N., & Jitendra, A. K. (2017). A preliminary investigation of the empirical validity of study quality appraisal. Journal of Learning Disabilities, 50, 14-22.  

Jitendra, A. K., Harwell, M. R., Dupuis, D. N., & Karl, S. R. (2017). A randomized trial of the effects of schema-based instruction on proportional problem-solving for students with mathematics problem-solving difficulties. Journal of Learning Disabilities, 50, 322-336.

Jitendra, A. K., Dupuis, D. N., Star, J. R., & Rodriguez, M. C. (2016). The effects of schema-based instruction on the proportional thinking of students with mathematics difficulties with and without reading difficulties. Journal of Learning Disabilities, 49, 354-367.

Jitendra, A. K., Harwell, M. R., Karl, S. R., Dupuis, D. N., Simonson, G. R., Slater, S. C., & Lein, A. E. (2016). Schema-based instruction: Effects of experienced and novice teacher implementers on seventh grade students’ proportional problem solving. Learning and Instruction, 44, 53-64.

Lein, A. E., Jitendra, A. K., Starosta, K. M., Dupuis, D. N., Hughes-Reid, C. L., & Star, J. R. (2016). Assessing the relation between seventh-grade students’ engagement and mathematical problem solving performance. Preventing School Failure: Alternative Education for Children and Youth, 60, 117-123.

Dupuis, D. N., Medhanie, A., Monson, D., LeBeau, B., Harwell, M. R., & Post, T. R. (2015). The relationship between high school mathematics curriculum and mathematics course-taking and achievement for students attending community college. MathAMATYC Educator, 6, 41-50.

Jitendra, A. K., Harwell, M. R., Dupuis, D. N., Karl, S. R., Lein, A., Simonson, G., & Slater, S. C. (2015). Effects of a research-based intervention to improve seventh-grade students’ proportional problem solving: A cluster randomized trial. Journal of Educational Psychology, 107, 1019-1034.

Jitendra, A. K., Dupuis, D. N., Zaslofsky, A. F. (2014). Curriculum-based measurement and standards-based mathematics: Monitoring the arithmetic word problem-solving performance of third-grade students at risk for mathematics difficulties. Learning Disability Quarterly, 37, 241-251.

Jorczak, R. L., & Dupuis, D. N. (2014). Differences in classroom versus online exam performance due to asynchronous discussion. Online Learning (formerly Journal of Asynchronous Learning Networks), 18, 67-79.

Harwell, M. R., Dupuis, D. N., Post, T. R., Medhanie, A. M., & LeBeau, B. (2013). The impact of institutional factors on the relationship between high school mathematics curricula and college mathematics course-taking and achievement. Educational Research Quarterly, 36, 22-46.

Harwell, M. R., Post, T. R., Medhanie, A., Dupuis, D. N., & LeBeau, B. (2013). A multi-institutional study of high school mathematics curricula and college mathematics achievement and course-taking. Journal of Research in Mathematics Education, 44, 742-774.

Jitendra, A. K., Cozine-Corroy, K., & Dupuis, D. N. (2013). Characteristics of students at risk for mathematics difficulties predicting arithmetic word problem solving performance: The role of attention, behavior, and reading. Learning Disabilities, 19.

Jitendra, A. K., Dupuis, D. N., Rodriguez, M. C., Zaslofsky, A. F., Slater, S., Cozine-Corroy, K., & Church, C. (2013). A randomized controlled trial of the impact of schema-based instruction on mathematical outcomes for third grade students with mathematics difficulties. The Elementary School Journal, 114, 252-276.

Jitendra, A. K., Lein, A. E., Star, J. R, & Dupuis, D. N. (2013). The contribution of domain-specific knowledge in predicting students’ proportional word problem solving performance. Educational Research and Evaluation, 19, 700-716.

Jitendra, A. K., Star, J. R., Dupuis, D. N., & Rodriguez, M. C. (2013). Effectiveness of schema-based instruction for improving seventh-grade students’ proportional reasoning: A randomized experiment. Journal of Research on Educational Effectiveness, 6, 114-136.

Dupuis, D. N., Medhanie, A., Harwell, M., LeBeau, B., Monson, D., & Post, T. R. (2012). A multi-institutional study of the relationship between high school mathematics achievement and performance in introductory statistics in college. Statistics Education Research Journal, 11, 4-20.

LeBeau, B., Harwell, M., Monson, D., Dupuis, D., Medhanie, A., & Post, T. (2012). Student and high-school characteristics related to completing a science, technology, engineering or mathematics (STEM) major in college. Research in Science & Technological Education, 30, 17-28.
Medhanie, A. G., Dupuis, D. N., LeBeau, B., Harwell, M. R., & Post, T. R. (2012). The role of the ACCUPLACER mathematics placement test on a student’s first college mathematics course. Educational and Psychological Measurement, 72, 332-351.

Harwell, M. R., Medhanie, A., Post, T. R., Norman, K., & Dupuis, D. (2011). Preparation of students completing a Core-Plus or commercially developed high school mathematics curriculum for intense college mathematics coursework. Journal of Experimental Education, 80, 96-112.

Pellegrini, A. D., Bohn-Gettler, C. M., Dupuis, D., Hickey, M., Roseth, C., & Solberg, D. (2011). An empirical examination of sex differences in scoring preschool children’s aggression. Journal of Experimental Child Psychology, 109, 232-238.

Pellegrini, A. D., Van Ryzin, M. J., Roseth, C., Bohn, C., Dupuis, D., Hickey, M., & Peshkam, A. (2011). Behavioral and social cognitive processes in preschool children’s social dominance. Aggressive Behavior, 37, 248-257.

Bohn-Gettler, C. M., Pellegrini, A. D., Dupuis, D., Hickey, M., Hou, Y., Roseth, C., & Solberg, D. (2010). A longitudinal study of preschooler children’s (homo sapiens) sex segregation. Journal of Comparative Psychology, 124, 219-228.

Post, T. R., Medhanie, A., Harwell, M., Norman, K., Dupuis, D. N., & Anderson, E. (2010). The impact of prior mathematics achievement on the relationship between high school mathematics curricula and post-secondary mathematics performance, course-taking, and persistence. Journal for Research in Mathematics Education, 41, 274-308.

Roseth, C. J., Pellegrini, A. D., Dupuis, D. N., Bohn, C. M., Hickey, M., C., Hilk, C. L., & Peshkam, A. (2010). Preschoolers’ bistrategic resource control, reconciliation, and peer regard. Social Development, 20, 185-211.

Roseth, C. J., Pellegrini, A. D., Dupuis, D. N., Bohn, C. M., Hickey, M. C., Hilk, C. L., & Peshkam, A. (2008). Teacher intervention and U.S. preschoolers’ natural conflict resolution after aggressive competition. Behaviour, 145, 1601-1626.

Zieffler, A., Garfield, J., Alt, S., Dupuis, D., Holleque, K., & Chang, B. (2008). What does research suggest about the teaching and learning of introductory statistics at the college level? A review of the literature. Journal of Statistics Education, 16, http://www.amstat.org/publications/jse/v16n2/zieffler.html. 

Pellegrini, A. D., Dupuis, D. & Smith, P. K.  (2007). Play in evolution and development. Developmental Review, 27, 261-276.

Presentations

Jitendra, A. K., Harwell, M. R., Dupuis, D. N., Karl, S. R., Lein, A. E., Simonson, G. & Slater, S. C. (2015, April). Examining the sustainability of schema-based instruction on students’ proportional problem-solving performance. Paper presented at the American Educational Research Association, Chicago, IL.

Jitendra, A. K., Lein, A. E., Dupuis, D. N., Simonson, G., Harwell, M. R., Karl, S. R., & Slater, S. (2015, April). Students with mathematics problem-solving difficulties’ understanding and solution of proportion problems. Paper presented in a multi-presentation session at the Council for Exceptional Children, San Diego, CA.

Simonson, G., & Jitendra, A. K., Harwell, M. R., Dupuis, D. N., Karl, S. R., Lein, A. E., & Slater, S. C. (2015, February). Schema-Based Instruction and Proportional Problem Solving for Middle School Students. Paper presented at the Council for National Association for School Psychologists, Orlando, FL.

Harwell, M. R., Dupuis, D. N., Jitendra, A. K., Karl, S. R., Lein, A. E., & Slater, S. C. (2014, April). The impact of schema-based instruction on proportional problem-solving for students with mathematics problem-solving difficulties. Paper presented at the American Educational Research Association, Philadelphia, PA.

Jitendra, A. K., Harwell, M. R., Dupuis, D. N., Karl, S. R., Lein, A. E., Slater, S. C., Simonson, G., & Herriges, M. (2014, March). A randomized experiment of a schema-based instructional approach to proportional problem solving for seventh-grade students. Paper presented at the Society for Research on Educational Effectiveness, Washington, D.C.

Dupuis, D. N., Jitendra, A. K., & Zaslofsky, A. (2013, April). Progress monitoring of mathematics problem-solving among third-grade students’ with mathematics difficulties. Paper presented at the American Educational Research Association, San Francisco, CA.