Benjamin Kelcey
Associated IES Content
Grant
Project Design: Exploring How Special Educators' Working Conditions Relate to Their Role Enactment, Engagement, and Effectiveness in Inclusive Service Delivery Models
The Principal Investigator (PI) will conduct a program of research focused on the relationships between elementary school special educators' working conditions (job demands and resources to meet those demands) and educator and student outcomes. As the number of students with disabilities served in the general education classroom continues to grow, special educators increasingly work in inclusive settings. Prior research has described challenging working conditions for special educators in th...
Federal funding program:
Award number:
R324B240004
Single-Session Panels FY2024
FY2024 Single-Session Peer Review Panel
FY2022
FY2022 Special Education Peer Review Panel
FY2021
Special Education FY2021
FY2018
Reading, Writing, and Language Development FY2018
FY2022 - FY2023
Reading, Writing, and Language Development
Grant
Investigating the Impact of the LETRS Program on Teacher Knowledge, Instructional Practice, and Student Literacy Outcomes
In this study, the researchers will examine the effect of a teacher professional development program in literacy called Language Essentials for Teachers of Reading and Spelling (LETRS). LETRS is a fully developed, commercially available, and widely used professional development program to support literacy (language, reading, writing) outcomes. LETRS is based on data from Lexia, the publisher and provider of LETRS. Approximately 450,000 educators in the U.S. have used LETRS between 2019 and 2...
Federal funding program:
Award number:
R305A240315
FY2020
FY2020 Single-Session Peer Review Panel
Grant
Building Preschool Children's Complex Language Using Informational Texts
The purpose of this project is to teach complex language skills (that is, how to use information to draw inferences, use and understand syntactic/semantic relationships, and use and understand academic vocabulary) to preschool-age children during interactive book reading, mapping, and hands-on activities using informational texts.
Federal funding program:
Award number:
R305A200271
Grant
Project Coordinate: Increasing Coordinated Use of Evidence-Based Practices for Improving Word Study in an RTI Framework for Teams of 4th Grade Teachers
The purpose of this study is to develop Project Coordinate, a professional development program and set of tools designed to improve general and special education teachers' ability to plan for and enact coordinated, evidence-based tiered reading instruction (i.e., in multisyllabic word decoding, morphological awareness, contextual analysis, and summarization). Project Coordinate uses online content modules and a lesson study process to improve teacher knowledge and practice. In addition to su...
Federal funding program:
Award number:
R324A170135
Grant
The Day Reconstruction Method: A New Tool for Measuring Teachers' Work and Work Contexts
This project is intended to develop a measure of teachers' workplaces and how teachers spend their workday. Building on a small-scale pilot study that described teacher work activities, the social context of their work, and their affect while working, researchers propose to develop and validate the Day Reconstruction Method (DRM) measure. The instrument is intended to capture the simultaneous occurrence of these constructs, thus potentially yielding insight into aspects of teachers' work tha...
Federal funding program:
Award number:
R305A180516
FY2015
FY2015 Social and Behavioral Peer Review Panel
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