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Predoctoral Interdisciplinary Research Training Programs in the Education Sciences

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Interdisciplinary Training in Educational Research Methods

Year: 2005
Name of Institution:
University of Chicago
Goal: Training
Principal Investigator:
Raudenbush, Stephen
Award Amount: $4,399,467
Award Period: 5 years
Award Number: R305C050076

Description:

The University of Chicago established a predoctoral program called Interdisciplinary Training in Educational Research Methods in conjunction with the departments of economics, psychology, and sociology, as well as several research organizations, including Abt Associates, AIR, the Educational Testing Service, Mathematica Policy Research, MDRC, NORC, and Rand Corporation.  Fellows in the program worked with core faculty who conducted education research. The program provided fellows opportunities to learn about methodological research on the design, analysis, and combination of results from randomized experiments in education, research designs for studies of scaling up of educational interventions, the analysis of non-experimental studies, and the use of natural experiments in education. The program aimed to support substantive research on the social distribution of academic achievement, the effectiveness of teacher development programs in middle school science, input effects on the development of language, mathematics, and spatial competence in preschool through elementary school.

List of Completed Fellows: Below is a list of the 19 fellows who received funding support from this award and completed the training program.

Art, Emily Kimmell, Daniel M.*
Burdick-Will, Julia Kreisman, Daniel*
Deutsch, Jonah* Mattarella-Micke, Andrew
Fillmore, Ian (ORCID)* Proger, Amy*
Garrett, Rachel Ramirez, Geraldo*
Gibbs-Hutchinson, Chloe* Ramsey, Daniel
Gorry, Devon (ORCID) Sadoff, Sally
Gunderson, Elizabeth (ORCID)* Steinberg, Matthew*
Heller, Sara* Stoker, Ginger
Jean, Marshall*

*Denotes fellows who also received funding from award R305B090025.

Related IES Projects: Improving the Contribution of Schooling to Skills Required for Labor Market Success (R305B090025), University of Chicago Predoctoral Training Program in the Education Sciences (R305B140048), Increasing the Effectiveness and Coherence of Interventions to Reduce Educational Inequality (R305B200015)

Project Website: http://coe.uchicago.edu/pre

Products and Publications

ERIC Citations: Find available citations in ERIC for this award here.

Select Publications From Completed Fellows:

Journal articles

Burch, P., Donovan, J. & Steinberg, M. (2006). The new landscape of educational privatization in the era of NCLB. Phi Delta Kappan, 88, 129–135.

Burch, P., Steinberg, M. & Donovan, J. (2007) Supplemental educational services and NCLB: Policy assumptions, market practices, emerging issues. Educational Evaluation and Policy Analysis, 29, 115–133.

Choe, K. W., Jenifer, J. B., Rozek, C. S., Berman, M. G., & Beilock, S. L. (2019). Calculated avoidance: Math anxiety predicts math avoidance in effort-based decision-making. Science Advances, 5(11), eaay1062.

Gibson, D. J., Gunderson, E. A., Spaepen, E., Levine, S. C., & Goldin-Meadow, S. (2019). Number gestures predict learning of number words. Developmental Science, 22(3), e12791.

Gunderson, E. A., & Levine, S. C. (2011). Some types of parent number talk count more than others: relations between parents' input and children's cardinal-number knowledge. Developmental Science, 14(5), 1021–1032.

Gunderson, E. A., Gripshover, S. J., Romero, C., Dweck, C. S., Goldin-Meadow, S., & Levine, S. C. (2013). Parent praise to 1-to 3-year-olds predicts children's motivational frameworks 5 years later. Child development, 84(5), 1526–1541.

Gunderson, E. A., Park, D., Maloney, E. A., Beilock, S. L., & Levine, S. C. (2018). Reciprocal relations among motivational frameworks, math anxiety, and math achievement in early elementary school. Journal of Cognition and Development, 19(1), 21–46.

Gunderson, E. A., Ramirez, G., Beilock, S. L., & Levine, S. C. (2012). The relation between spatial skill and early number knowledge: the role of the linear number line. Developmental Psychology, 48(5), 1229.

Gunderson, E. A., Ramirez, G., Levine, S. C., & Beilock, S. L. (2012). The role of parents and teachers in the development of gender-related math attitudes. Sex Roles, 66(3), 153–166.

Gunderson, E. A., Sorhagen, N. S., Gripshover, S. J., Dweck, C. S., Goldin-Meadow, S., & Levine, S. C. (2018). Parent praise to toddlers predicts fourth grade academic achievement via children's incremental mindsets. Developmental Psychology, 54(3), 397.

Gunderson, E. A., Spaepen, E., & Levine, S. C. (2015). Approximate number word knowledge before the cardinal principle. Journal of Experimental Child Psychology, 130, 35–55.

Gunderson, E. A., Spaepen, E., Gibson, D., Goldin-Meadow, S., & Levine, S. C. (2015). Gesture as a window onto children's number knowledge. Cognition, 144, 14–28.

Jenifer, J. B., Rozek, C. S., Levine, S. C., & Beilock, S. L. (2022). Effort (less) exam preparation: Math anxiety predicts the avoidance of effortful study strategies. Journal of Experimental Psychology: General.

Ramirez, G., & Beilock, S. L. (2011). Writing about testing worries boosts exam performance in the classroom. Science, 331(6014), 211–213.

Ramirez, G., Gunderson, E. A., Levine, S. C., & Beilock, S. L. (2012). Spatial anxiety relates to spatial abilities as a function of working memory in children. Quarterly Journal of Experimental Psychology, 65(3), 474–487.

Ramirez, G., Gunderson, E. A., Levine, S. C., & Beilock, S. L. (2013). Math anxiety, working memory, and math achievement in early elementary school. Journal of Cognition and Development, 14(2), 187–202.

Raudenbush, S.W., and Sadoff, S. (2008) Statistical inference when classroom quality is measured with error. Journal of Research on Educational Effectiveness, 1, 138–154.

Spaepen, E., Gunderson, E. A., Gibson, D., Goldin-Meadow, S., & Levine, S. C. (2018). Meaning before order: Cardinal principle knowledge predicts improvement in understanding the successor principle and exact ordering. Cognition, 180, 59–81.

Steinberg, M. (2005). Private educational services: Whom does the market leave behind? PolicyMatters, 4, 17–22.