Claudia Vincent
Associated IES Content
FY2023
FY2023 Social and Behavioral Peer Review Panel
FY2022
FY2022 Social and Behavioral Peer Review Panel
FY2021
FY2021 Social and Behavioral Peer Review Panel
Grant
Project BASICS (Behavioral Accountability for a Successful Instructional Climate in Schools)
The purpose of this project is to develop the BASICS intervention, which merges student advocacy and self-advocacy with teacher and administrator use of restorative practices to create classrooms and schools where students, especially students most vulnerable to peer victimization, feel comfortable advocating for their own and others' emotional safety. Peer victimization increases in the middle grades and often leads to disengagement from school and long-term negative effects, including low ...
Federal funding program:
Award number:
R305A210071
FY2020
FY2020 Social and Behavioral Peer Review Panel
FY2019
FY2019 Single-Session Peer Review Panel
FY2019
FY2019 Social and Behavioral Peer Review Panel
FY2018
FY2018 Social and Behavioral Peer Review Panel
Grant
Positive and Restorative Investment in Discipline Reform in Education (PRIDE): Integrating School-wide Positive Behavior Interventions and Supports (SWPBIS) and Restorative Discipline (RD)
Researchers built on completed pilot work to develop modules introducing teachers to restorative practices, and initial data supporting the modules' acceptability, teachers' increased use of restorative practices, positive changes in Latino students' perceptions of school climate, and reduced disciplinary disparity. Specifically, researchers further developed the positive and restorative discipline curriculum, developed a fidelity of implementation measure to assess the extent to which the c...
Federal funding program:
Award number:
R305A170631
Grant
The Role of Native Language and Culture in Decreasing Discipline Problems and Increasing Academic Achievement for American Indian/Alaska Native Students
The purpose of this study was to explore the relationship between school personnel's use of Native language and culture (NLC) in discipline and instruction and the behavioral and academic outcomes of American Indian and Alaska Native (AI/AN) students. The findings of this exploration study can be used to guide intervention development to benefit the academic success of AI/AN students. These students represent about one percent of the total U.S. school population, yet they experience some of ...
Federal funding program:
Award number:
R305A140162
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