Dale Farran
Associated IES Content
Grant
Focus in Early Childhood Curricula: Helping Children Transition to School
In this project, the research team planned to evaluate the effects of a developmental model curriculum (Creative Curriculum 3rd ed.) and an educational model curriculum (Bright Beginnings) with children ages 4 and 5 who are predominately poor, rural, and Caucasian. Also, the researchers planned to complete complementary research focused on the level of children's engagement in literacy-based classroom activities, language development, self-regulation, narrative comprehension, and concepts ab...
Federal funding program:
Award number:
R305J020020
FY2020
FY2020 Early Intervention and Early Childhood Education Peer Review Panel
FY2019
FY2019 Early Intervention and Early Childhood Education Peer Review Panel
Grant
Contributions to Mathematics Competency of At-Risk Students: The Impact of Executive Function, Approximate Number System and Early Mathematics Skills
This project is designed to explore the learning trajectories in mathematics of children at risk for academic difficulties. Through a longitudinal study, this project is intended to capture both the concurrent and longitudinal predictors of middle school children's mathematics achievement as measured via state standardized assessments and detailed individually-administered standardized mathematics achievement tests in the middle school grades. Using information from a previously funded IES p...
Federal funding program:
Award number:
R305A140126
Grant
Experimental Validation of the Tools of the Mind Prekindergarten Curriculum
The purpose of this efficacy study is to conduct an experimental evaluation of the Tools of the Mind prekindergarten curriculum. This curriculum focuses on developing learning skills that enable children to engage in and benefit from all kinds of learning tasks and activities that occur in the classroom. The Tools of the Mind curriculum is intended to promote the basic academic and social skills that will prepare children for school success in kindergarten and beyond.
Federal funding program:
Award number:
R305A090533
Grant
Learning-Related Cognitive Self-Regulation School Readiness Measures for Preschool Children: Optimizing Predictive Validity for Achievement
The purpose of this study is to construct and cross-validate a teacher rating measure and a parallel direct child assessment measure of learning-related cognitive self-regulation (LRCSR) for preschool children. LRCSR skills are conceptualized as cognitive skills that fall into five major categories: (1) attention focus and concentration (e.g, being able to pay attention to a teacher's instruction and focus on an in-class assignment); (2) inhibitory control (e.g., being able to suppress inapp...
Federal funding program:
Award number:
R305A090079
Grant
Exploring the Predictors of School Readiness: Meta-analysis of Longitudinal Research
Children's achievement trajectories appear to be established very early in schooling, with early successes promoting later achievement and early difficulties becoming entrenched. Given this, it is especially important to identify and understand the developmental precursors of school outcomes that are present in the early childhood period. Knowledge of these factors can be used to identify the children most in need of remedial services and to guide the design of prevention programs aimed at o...
Federal funding program:
Award number:
R305A110074
Grant
Postdoctoral Field Based Research Methodology Training
The Postdoctoral Field Based Research Methodology Training Program at Vanderbilt University trained fellows to develop their statistics, measurement, and experimental design skills in the context of field-based randomized control trials.
Federal funding program:
Award number:
R305B100016
Grant
Evaluating the Effectiveness of Tennessee's Voluntary Pre-K Program
This project will evaluate the effectiveness of the Tennessee Voluntary Pre-k Program (TN-VPK) in attaining its primary objectives of enhancing the school readiness of economically disadvantaged children and improving their academic performance. It will also examine the relationship between student outcomes and selected policy-relevant characteristics of teachers, classrooms, and schools to determine which are associated with the largest effects and thus provide guidance for program improvem...
Federal funding program:
Award number:
R305E090009
FY2008 IES Peer Reviewers
FY2008 IES Research Peer Review Panel
FY2007 IES Peer Reviewers
FY2007 IES Research Peer Review Panel
FY2006 IES Peer Reviewers
FY2006 IES Peer Reviewers
Grant
Scaling Up TRIAD: Teaching Early Mathematics for Understanding with Trajectories and Technologies
In this project, the research team evaluated a large-scale implementation of the TRIAD mathematics intervention in both diverse geographical areas and student populations. Prior research showed that focused pre-K math interventions improved student learning in math under limited conditions, but no large-scale research had been done at the time of the project.
Federal funding program:
Award number:
R305K050157
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