Description:

Northwestern University's School of Education and Social Policy established the Multidisciplinary Program in the Education Sciences (MPES) to support interdisciplinary doctoral training. MPES fellows were trained to conduct relevant and reliable research on pressing policy and practice issues in education. MPES supported fellows who wanted to pursue a research agenda focused on practical questions in U.S. education from a rigorous interdisciplinary perspective. MPES integrated training in statistics, evaluation, cognition and learning, and education policy. Program hallmarks included interdisciplinary teaching and mentoring of fellows by core and affiliated Northwestern faculty engaged in education-focused research.

List of Completed Fellows: Below is a list of the 23 fellows who received funding support from this award and completed the training program.

*Denotes fellows who also received funding from award R305B080027.

Project Website: https://www.mpes.sesp.northwestern.edu/.

Related IES Projects: Multidisciplinary Program in Education Sciences (MPES) (R305B040098), Multidisciplinary Program in Education Sciences (R305B080027), Multidisciplinary Program in Education Sciences (R305B140042), Multidisciplinary Program in Educational Sciences (R305B200037)

Products and Publications

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

Select Publications From Completed Fellows:

Book Chapters

Chase-Lansdale, P. L., Valdovinos D'Angelo, A., & Palacios, N. (2007). A multidisciplinary perspective on the development of young children in immigrant families. In J. E. Lansford, K. Deater-Deckard, & M. H. Bornstein (Eds.), Immigrant Families: Multidisciplinary Views on the 21st Century. New York: Guilford Press.

Cook, T. D., & Wong, V. C. (2008). Better quasi-experimental practice. In P. Alasuutari, J. Brannen, & L. Bickman (Eds.), The Handbook of Social Research. London: Sage.

Cook, T.D., Wong, M., Wong, V.C. (2013). The evolution of Head Start. In N. Stein and S. Raudenbush (Eds.), Developmental Cognitive Science Goes to School.

García Coll, C. T., Szalacha, L., & Palacios, N. (2005). The academic pathways during middle childhood for children of immigrant families. In C. R. Cooper, C. García Coll, T. Bartko, H. Davis, & C. Chatman (Eds.), Hills of Gold: Rethinking Diversity and Contexts as Resources for Children's Developmental Pathways. NJ: Erlbaum.

Gentner, D., & Colhoun, J. (2008). Analogical processes in human thinking and learning. In A. von Müller & E. Pöppel (Series Eds.) & B. Glatzeder, V. Goel, & A. von Müller (Vol. Eds.), On Thinking: Vol. 2. Towards a Theory of Thinking. New York: Springer Science.

Hirsch, B. J. & Wong, V.(2004). After-School Programs. In D. DuBois & M. Karcher (Eds.), Handbook of Youth Mentoring. Thousand Oaks, CA: Sage Publications.

Rosenbaum, J. R. & Goble, L. (2008). Questioning our assumptions about college requirements. In M. McPherson et al. (Eds), College Access. New York: College Board.

Spillane, J., & Miele, D.B. (2007). Evidence in policy and practice: Some conceptual tools for exploring the terrain. In P. A. Moss (Ed.) 2007 NSSE Yearbook: Evidence and Decision Making. Oxford: Blackwell.

Spillane, J. Gomez, L., & Mesler, L. (2009). Notes on reframing the role of organizations in policy implementation. In G. Sykes, B. Schneider, & D. Plank (Eds.), The AERA handbook of education policy research (pp.409–425). New York: Routledge.

Stephan, J. L. & Rosenbaum, J.E. (2012). Permeability and transparency in the high school-college transition. In D. Plank, G. Sykes, & B. Schneider (Eds), AERA Handbook on Education Policy Research. Washington, DC: American Educational Research Association.

Journal Articles

Cook, T. D., & Wong, V. C. (2007). The warrant for universal pre-K: Can several thin reeds make a strong policy boat? Social Policy Report, XXI(3), 14–15. Reprinted in Prevention Action, October 2007.

Cook, T. D., & Wong, V. C. (2008). Empirical tests of the validity of the regression discontinuity design. Annales d'Economie et de Statistique.

Cook, T. D., Shadish, W. R., & Wong, V. C. (in press). Three conditions under which experiments and observational studies often produce comparable causal estimates: New findings from within-study comparisons. Journal of Policy Analysis and Management. Reprinted in JPAM Classics: Social Experimentation, Program Evaluation, and Public Policy

Goble, L. J., Rosenbaum, J.E., & Stephan, J.L. (2008). Do institutional attributes predict individuals' degree success at two-year colleges? New Directions in Community College Research, 144:63–72.

Mendenhall, R., Kalil, A., Spindel, L.J., & Hart, C.M.D.(2008). Job loss at mid-life: Managers and executives face the 'new risk economy'. Social Forces,87(1): 185–209.

Miele, D. B., & Molden, D. C. (2010). Naive theories of intelligence and the role of processing fluency in perceived comprehension. Journal of Experimental Psychology: General, 139(3), 535.

Miele, D. B., Molden, D. C., & Gardner, W. L. (2009). Motivated comprehension regulation: Vigilant versus eager metacognitive control. Memory & Cognition, 37(6), 779–795.

Molden, D. C., & Miele, D. B. (2008). The origins and influences of promotion–focused and prevention-focused achievement motivations. To appear in M. Maehr, S. Karabenick, & T. Urdan (Eds.), Advances in Motivation and Achievement: Social Psychological Perspectives on Motivation and Achievement (Vol. 15). Greenwich, CT: JAI Press.

Moretti, F., Frankfurt, J., & Miele, D. B. (2005). Digital media in a new age of learning and research. Souls, 7 (1), 1–11.

Palacios, N., Gutmannova, K., & Chase-Lansdale, P. L. (2008). Early reading achievement of children in immigrant families: Evidence from the ECLS-K . Developmental Psychology, 44(5): 1381–1395.

Rosenbaum, J. E., Redline, J., & Stephan, J.L. (2007). Community college: The unfinished revolution. Issues in Science and Technology, 23, 49–56.

Rosenfeld, J.P. & Skogsberg, K (2005). P300 based Stroop study with low probability and target Stroop oddballs: The evidence still favors response selection hypothesis. International Journal of Psychophysiology, 60, 240–250.

Spillane, J. P., & Orlina, E. C. (2005). Investigating leadership practice: Exploring the entailments of taking a distributed perspective. Leadership and Policy in Schools, 4 (3), 157–176.

Stephan, J. L. (2013). Social capital and the college enrollment process: How can a school program make a difference?. Teachers College Record, 115(4), 1–39.

Stephan, J. L., & Rosenbaum, J. E. (2013). Can high schools reduce college enrollment gaps with a new counseling model?. Educational Evaluation and Policy Analysis, 35(2), 200–219.

Stephan, J. L., Rosenbaum, J. E., & Person, A. E. (2009). Stratification in college entry and completion. Social Science Research, 38(3), 572–593.

Wong, V. C., Cook, T. D., Barnett, W. S., & Jung, K. (2008). An effectiveness-based evaluation of five state pre-kindergarten programs. Journal of Policy Analysis and Management, 27 (1), 122–154. Reprinted in JPAM Classics: Social Experimentation, Program Evaluation, and Public Policy