CAREI Profile

Dupuis

Danielle Dupuis

Assistant Director for Research & Assessment Services

612-626-7896 | ddupuis@umn.edu

CAREI1954 Buford Ave, 425X Learning & Enviornment Sciences
Office hours:By appointment
B.A., 2005, University of Vermont
M.A., 2008, University of Minnesota
Ph.D., 2015, University of Minnesota

Danielle Dupuis is currently the Assistant Director for Research and Assessment Services in the Center for Applied Research and Educational Improvement (CAREI), in the College of Education and Human Development. Previously, Danielle has worked as a Research Associate/Assistant on several large federally-funded research projects examining the effect(s) of various instructional interventions on student achievement, and in test development for Assessment Product Solutions, NCS Pearson. Danielle has also worked as a statistics & methodology consultant in the Office of Research Consultation Services and privately. In addition to her work in research, Danielle has also taught graduate and undergraduate courses in statistics, survey design, and survey analysis. 

Selected Publications

  1. Cook, B. G., Dupuis, D. N., & Jitendra, A. K. (in press). A preliminary investigation of the empirical validity of study quality appraisal. Journal of Learning Disabilities

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

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

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

  5. Jitendra, A. K. & Dupuis, D. N. (2016). The role of tier 1 mathematics instruction in elementary and middle schools: Promoting mathematics success. In S. R. Jimerson, M. K. Burns, and A. M. VanDerHeyden (Eds.), The handbook of response to intervention: The science and practice of multitiered systems of support, 2nd edition. New York, NY: Springer Science, Inc. 

  6. 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.

  7. Vig, R., Star, J. R., Dupuis, D. N., Lein, A.E., & Jitendra, A. K. (2015) Exploring the impact of knowledge of multiple strategies on students’ learning about proportions. In J. A. Middleton & Cai, J. (Eds.), Design, results, and implications of large-scale studies in mathematics education. New York, NY: Springer.

  8. Jitendra, A. K., Dupuis, D. N., & Lein, A. E. (2014). Promoting word problem solving performance among students with mathematics difficulties: The role of strategy instruction that primes the problem structure. In S. Chinn (Ed.) The international handbook for mathematical difficulties and dyscalculia. New York, NY: Routledge. 

  9. 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.

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

  11. 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.

  12. 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. 

  13. 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.

  14. 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.

  15. 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.

  16. 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. 

  17. 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.

  18. 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. 

  19. 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.

  20. 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.

  21. 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.

  22. 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.

  23. 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. 

  24. Pellegrini, A. D. & Dupuis, D. (2010). Developmental and educational role of recess in school. In J. L. Meece and J. S. Eccles (Eds.), Handbook of research on schools, schooling, and human development. New York, NY: Routledge.

  25. Pellegrini, A. D., Long, J. D., Solberg, D., Roseth, C., Dupuis, D., Bohn, C. M., & Hickey, M. (2010). Bullying and social status during school transitions. In S. R. Jimerson, S. M. Swearer, and D. L. Espalage (Eds.) Handbook of bullying in schools: An international perspective. New York, NY: Routledge.

  26. 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.

  27. 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.

  28. 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.

  29. 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.

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

Selected Presentations

  1. 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.
     
  2. 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.

  3. 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.

  4. 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.

  5. 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. 

  6. 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.

Meet More CAREI Experts

Meet More CAREI Experts

See All