Description:

The ExpERT predoctoral training program aimed to train education scientists to conduct randomized field experiments of theory-based interventions and approaches to enhance student learning in educational settings. ExpERT involved formal coursework in statistics, measurement, and design, as well as courses in educational policies and practices, instruction, and learning. ExpERT provided fellows opportunities to design, execute, and analyze results of field experiments; teach at the undergraduate level; complete internships; and to participate in summer workshops, a distinguished seminar series, and conferences. ExpERT fellows could obtain doctorates degrees in psychology and human development, special education, education policy and leadership, and teaching and learning.

List of Completed Fellows: Below is a list of the 32 fellows who received funding support from this award and completed the training program.

*Denotes fellows who also received funding from award R305B080025.

Related IES Projects: Experimental Education Research Training (ExpERT) (R305B040110)
Vanderbilt Predoctoral Research Training in Education Sciences (ExpERT-II) (R305B080025)

Products and Publications

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

Select Publications From Completed Fellows:

Berends, M., Watral, C., Teasley, B., & Nicotera, A. (2006). Charter school effects on achievement: Where we are and where we are going. In M. Berends (Ed.), Charter Schools: Their Growth and Outcomes. Mahwah, NJ: Erlbaum.

Calvert, S. L., Rideout, V. J., Woolard, J. L., Barr, R. F., & Strouse, G. S. (2005). Age, ethnicity, and socioeconomic patterns in early computer use: A national survey. American Behavioral Scientist, 48, 590–607.

Calvert, S., Strouse, G., & Murray, K. (2006). Empathy for adolescents' role model selection and learning of DVD content. Journal of Applied Developmental Psychology, 27, 444–455.

Compton, D. L., Fuchs, D., Fuchs, L. S., Elleman, A., & Gilbert, J. K. (2008). Tracking children who fly below the radar: Latent transition modeling of students with late-emerging reading disability. Learning and Individual Differences, 18(3): 329–337.

Cordray, D. S., & Morphy, P. (2009). Research synthesis and public policy. In H. Cooper, L. V. Hedges and J. Balentine (Eds.), The Handbook of Research Synthesis (2nd ed.). New York: Russell Sage Foundation.

Cummings, T., Whitaker, C., Darrow, M. & Milner, H.R. (2009). Identity development. In Encyclopedia of African American Education. Thousand Oaks, CA: Sage Publications.

Fuchs L. S., Fuchs, D., Compton, D. L., Powell, S. R., Seethaler, P. M., Capizzi, A. M., et al. (2006). The cognitive correlates of third-grade skill in arithmetic, algorithmic computation, and arithmetic word problems. Journal of Educational Psychology, 98, 29–43.

Fuchs, L. S., Fuchs, D., & Zumeta, R. O. (2008). A curricular-sampling approach to progress monitoring: Mathematics concepts and applications. Assessment for Effective Intervention, 33(4): 225–233.

Fuchs, L. S., Fuchs, D., & Zumeta, R. O. (2008). Responsiveness to intervention: An alternative strategy for the prevention and identification of learning disabilities. In E. L. Grigorenko (Ed.), Educating Individuals with Disabilities: IDEIA 2004 and Beyond. New York: Springer.

Fuchs, L. S., Fuchs, D., Hamlett, C. L., Powell, S. R., Capizzi, A. M., & Seethaler, P. M. (2006). The effects of computer-assisted instruction on number combination skill in at-risk first graders. Journal of Learning Disabilities, 39, 467–475.

Fuchs, L. S., Powell, S. R., Hamlett, C. L., Fuchs, D., Cirino, P. T., Fletcher, J. M. (2008). Remediating computational deficits at third-grade: A randomized field trial. Journal of Research on Educational Effectiveness, 1, 2–32.

Fuchs, L. S., Seethaler, P. M., Powell, S. R., Fuchs, D., Hamlett, C. L., & Fletcher, J. M. (2008). Effects of preventative tutoring on the mathematical problem solving of third-grade students with math and reading difficulties. Exceptional Children, 74, 155–173.

Gersten, R., Chard, D. J., Jayanthi, M., Baker, S., Morphy, P., & Flojo, J. (2008). Teaching Mathematics to Students with Learning Disabilities: A Meta-Analysis of the Intervention Research. Portsmouth, NH: Center on Instruction, RMC Research Group.

Giles, J. W., Legare, C., & Samson, J. E. (2008). Psychological essentialism and cultural variation: Beliefs about aggression in the United States and South Africa. Infant and Child Development, 17(2): 137–150.

Goldring, E., & Cravens, X. C. (2007). Teachers' academic focus on learning in charter and non-charter schools. In M. Berends (Ed.), Charter Schools: Their Growth and Outcomes. Mahwah, NJ: Erlbaum.

Goldring, E., Cravens, X. C., Murphy, J., Elliott, S. N., Carson, B., & Porter, A. C. (2007). The Evaluation of Principals: What and How do States and Districts Assess Leadership? New York: Wallace Foundation.

Goldring, E., Huff, J. T., May, H., & Camburn, E. (2008). School context and individual characteristics: What influences what principals really do? Journal of Educational Administration, 46(3): 332–352.

Goldring, E., Porter, A., Murphy, J., Elliott, S. N., & Cravens, X. C. (2007). Assessing Learning-Centered Leadership: Connections to Research, Professional Standards, and Current Practices. New York: Wallace Foundation.

Graham, S., Morphy, P., Harris, K. R., Mason, L., Saddler, B., & Moran, S. (2003). Primary grade teachers' instructional adaptations for poorer spellers: A national survey. American Educational Research Journal.

Jenkins, J. R., Zumeta, R. O., Dupree, O., & Johnson, K. (2005). Measuring gains in reading ability with passage reading fluency. Learning Disabilities Research and Practice, 20 (4), 245–253.

Lane, K. L., Harris, K. R., Graham, S., Weisenbach, J., Brindle, M., & Morphy, P. (2008). The effects of self-regulated strategy development on the writing performance of second grade students. Journal of Special Education, 41 (4), 234–253.

Liu, Y., Cravens, X. C., Huang, Y., Zhang, H., & Yang, H. (2007). The analysis of current Chinese basic education administration division and governance at the city and county level. Journal of National Academy Of Education Administration 8, 74–82.

Porter, A. C., Smithson, J. L., Blank, R., & Zeidner, T. (2006). Alignment as a teacher variable. Applied Measurement in Education, 20, 27–51.

Porter, A., Goldring, E., Murphy, J., Elliott, S. N., & Cravens, X. C. (2006). A Conceptual Framework for the Assessment of Principal and Team School Leadership. New York: Wallace Foundation.

Smith, T., Desimone, L., Zeidner, T. L., Dunn, A. C., Bhatt, M., & Rumyantseva, N. L. (2007). Inquiry-oriented instruction in science: Who teaches that way? Educational Evaluation and Policy Analysis, 29 (3), 169–199.

Stein, M., & Berends, M. (2008,). The hidden curriculum and processes in schools. In L. Saha and Dworkin, A. (Eds.), The New International Handbook of Teachers and Teaching (Vol. 2): Springer.

Weinberg, P. & Weinberg, C. (2008). The First Year Urban High School Teacher: Holding the Torch, Lighting the Fire. New York: Rowan & Littlefield.

Wong, K. & Nicotera, A. (2006). Peer coaching as a strategy to build instructional capacity in low performing schools. In K. Wong and S. Rutledge (Eds.), System-Wide Efforts to Improve Student Achievement. Greenwich, CT: Information Age Publishing, Inc.

Wong, K. & Nicotera, A. (2006). Successful Schools and Education Accountability: Concepts and Skills to Meet 21st Century Education Leadership Challenges. Boston, MA: Allyn & Bacon.

Zeidner, T. (2006) Information and access: Modeling the nexus of the academic preparation and financial aid literatures. Peabody Journal of Education, 81(4): 118–138.