David Chard
About
David J. Chard, Ph.D., is Dean ad Interim of Boston University (BU) Wheelock College of Education and Human Development and Professor of Special Education. Prior to coming to BU, Dr. Chard served as the 14th President of Wheelock College. He was also founding dean of the Simmons School of Education and Human Development at Southern Methodist University in Dallas, Texas. Dr. Chard has published more than 100 articles, monographs, book chapters, and books. He is a member of the International Academy for Research in Learning Disabilities and has served in leadership roles in numerous professional organizations. Dr. Chard was nominated twice by President Barack Obama to serve on the Board of Directors of the National Board for Education Sciences.
Associated IES Content
Program Information
Welcome to the 2020 Annual Principal Investigators Meeting! Our theme this year, Closing the Gaps for All Learners, underscores IES’s objective to support research that improves equity in access to education and education outcomes.
Minutes of Meeting: November 8, 2016
NBES meeting minutes on November 8, 2016
Minutes of Meeting: October 30, 2014
NBES meeting minutes on October 30, 2014
Minutes of Meeting: October 5, 2012
NBES meeting minutes on October 5, 2012
Minutes of Meeting: February 22, 2013
NBES meeting minutes on February 22, 2013
Minutes of Meeting: February 06, 2015
NBES meeting minutes on February 6, 2015
Minutes of Meeting: June 20, 2012
NBES meeting minutes on June 20, 2012
Minutes of Meeting: June 16, 2014
NBES meeting minutes on June 16, 2014
Minutes of Meeting: June 8, 2015
NBES Meeting minutes on June 8, 2015
Minutes of Meeting: June 03, 2013
NBES meeting minutes on June 03, 2013
Minutes of Meeting: January 31, 2014
NBES meeting minutes on January 31, 2014
FY2010 IES Peer Reviewers
FY2010 IES Research Peer Review Panel
Grant
Early Learning in Mathematics: Efficacy in Kindergarten Classrooms
In recent years, low levels of mathematics performance have been found among U.S. students in relation to national standards and in international comparisons. Signs of these problems appear early in students' schooling. Unless these differences are addressed as early as kindergarten, they are likely to persist and become more difficult to remediate over time. One approach to improving achievement is to deliver effective instructional programs to all students as they enter school. Few experim...
Federal funding program:
Award number:
R305A080699
Grant
The Read Aloud Curriculum in First Grade Classrooms: Furthering Our Understanding of Immediate and Long-Term Impacts and Causal Influences
In this project, the researchers proposed to test the effectiveness of the Read Aloud Curriculum, which they had developed under a previous IES grant (R305G020057), and to investigate factors that count for its impact. This first-grade read-aloud curriculum was designed to expose children to narrative and expository text and to provide instruction about the structural elements of text, key vocabulary, and how to make connections across related texts. Although much reading instruction in firs...
Federal funding program:
Award number:
R305G050216
Grant
The Story Read Aloud Project: The Development of an Innovative Instructional Approach to Promote Comprehension and Vocabulary in First Grade Classrooms
In this project, the researchers proposed to design a read-aloud intervention to enhance first-grade children's vocabulary, use of comprehension strategies, and complex thinking about text. The researchers on the project contended that explicit teaching of these skills was necessary to develop reading proficiency. However, in the early 2000s, most first-grade teachers spend substantial time reading aloud to their classrooms but not explicitly teaching comprehension skills (retelling a story,...
Federal funding program:
Award number:
R305G020057
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