Jennifer Schellinger
About
Former IES employee at NCER
Associated IES Content
Request for Applications
Research Training Programs in the Education Sciences - 84.305B
Research Training Programs in the Education Sciences - 84.305B
Application deadline:
Mar 07, 2025 11:59:59 PM EST
Predoctoral Interdisciplinary Research Training Programs in the Education Sciences
The Predoctoral Interdisciplinary Research Training Program in the Education Sciences (Predoctoral Training Program) was established by IES to increase the number of well-trained PhD students who are prepared to conduct rigorous and relevant education research.
Early Career Development and Mentoring
IES has established the Early Career Development and Mentoring Program for Education Research (Early Career Program) in FY 2024 to prepare and support early career researchers at academic and non-academic research institutions and organizations to conduct high-quality education research
Grant
Long-Term Outcomes Associated with Participation in Dual Language Education
Dual Language Immersion (DLI) programs, designed to provide general academic instruction in two languages to both English Learners (ELs) and English-proficient peers, have undergone significant expansion in recent years. Along with the rise in popularity, there has also been an increase in scholarship documenting the academic gains associated with participation and access to DLI instruction. To date, however, most studies have documented the impacts associated with DLI participation on the a...
Federal funding program:
Award number:
R305B240028
Grant
Validating Vertical Scales as Measures of Growth Using Moderated Nonlinear Factor Analysis
This project will investigate the use of Moderated Nonlinear Factor Analysis (MNLFA) as a potential improvement upon existing vertical scaling methods that use the common item, nonequivalent group (CING) design. Vertical scales aim to capture growth across time by linking test forms appropriate for students of different ages, placing scores onto a common scale. This scale design is integral to several applications in education, ranging from the measurement of individual students' growth acro...
Federal funding program:
Award number:
R305B240013
Grant
Reforming School Discipline in the District of Columbia: School-Level Policy Implementation and Student Outcomes
Research indicates that efforts to reform school discipline practices through policy have seen mixed success. In 2018, the District of Columbia (DC) passed the Student Fair Access to School Act, which sought to significantly limit schools' use of suspensions and promote alternative discipline practices, among other reforms. To date, there has not been any research on the implementation of those reforms across 70 education agencies, including DC Public Schools and all public charter systems, ...
Federal funding program:
Award number:
R305B240025
Grant
Combining Causal Inference and Psychometrics
Test scores are ubiquitous in education research aimed at estimating the causal effects of programs, policies, and practices. However, test scores are also complex statistical objects that can create complications for causal analysis. The purpose of this project is to develop the Principal Investigator's (PI's) career as an education methodologist who combines the insights and frameworks of psychometrics and causal inference to tackle the methodological complications of doing causal analysis...
Federal funding program:
Award number:
R305B240026
Grant
Advancing Assessment of Early Elementary Writing
The Principal Investigator (PI) will conduct a program of research to advance knowledge of early writing development and assessment for data informed instructional decision making. Although the ability to express one's thoughts in writing is critical for success in school and life, current approaches to writing instruction are failing our children with only 28% writing proficiently by fourth grade. Children who experience difficulty writing are at risk of school dropout and mental health pro...
Federal funding program:
Award number:
R305B240033
Grant
Applied Spatial Training for Elementary Mathematics
In this project, researchers will explore malleable factors related to elementary students' use of spatial tools, such as diagrams, charts, and sketches, during mathematics problem solving. Despite research showing strong relations between spatial skill and mathematics, research also indicates learners do not always benefit from spatial supports, and numerous pedagogical considerations can impact their effectiveness (. Student factors such as working memory or fluid reasoning also can modera...
Federal funding program:
Award number:
R305A220291
Grant
Exploring Computational Thinking: Applying Psychometric Analysis to Assess Relationships with Primary Cognitive Abilities and Malleability
Computational thinking (CT) has emerged as a major topic of interest in K-12 education, with widespread efforts to support students in developing this competency in multiple content areas (e.g., Next Generation Science Standards) without specifically tying it to learning coding or computer science. However, many facets of computational thinking are not clearly defined or understood, including (1) the extent to which it can be assessed independent of coding and (2) its relationship to other m...
Federal funding program:
Award number:
R305A220116
Grant
Developing & Testing Real-time Assessment & Scaffolding for Mathematics Use & Modeling During Science Inquiry
The research team will develop web-based activities that use simulations and representational tools to automatically score two Next Generation Science Standards (NGSS) high school physical science practices, mathematics use and modeling, and provide students scaffolding as they conduct inquiry to help them learn these practices. These practices are critical to high school STEM courses since mathematics is a critical barrier for many students.
Federal funding program:
Award number:
R305A210432
Grant
Developing an Online Learning Environment for Learning Algebra by Teaching a Synthetic Peer
In this project, researchers will develop and evaluate an online game-like environment for middle school students to solve and learn algebra linear equations by teaching a simulated peer student. Learning by teaching is a promising style of instruction, with evidence supporting that when students engage in peer tutoring there is a benefit for both the tutee and tutor.
Federal funding program:
Award number:
R305A180517
Grant
An Efficacy Study of the MathSpring Personalized Learning System That Responds to Student Affect
This purpose of this project is to evaluate the efficacy of MathSpring, an online intervention that provides individualized affective and strategic support to students as they solve math problems. The need to improve students' mathematics achievement is well recognized. According to the 2017 National Assessment of Educational Progress, only 34% of American public-school grade 8 students score at or above proficient in mathematics.
Federal funding program:
Award number:
R305A190256
Grant
Language Gains During Early Childhood: Prediction of Later Outcomes and Multiple-Methods Exploration of Relevant Classroom Factors
The purpose of this study is to examine associations between children's language gains in preschool and reading outcomes in elementary school and to identify malleable classroom factors that are associated with children's language gains. Children's early language development is important for their school readiness and later reading success. Researchers will use secondary data and collect primary data to identify and examine policies and classroom processes and practices to determine malleabl...
Federal funding program:
Award number:
R305A190029
Grant
Improving Students' Mathematics Experiences: How Does Success Impact Students' Memories, Motivation, and Engagement?
This research explores how students remember and evaluate challenging math experiences that include extra opportunities for success, and how memories of those experiences relate to students' achievement motivation, performance, future choices, task effort, and persistence. The research team will also identify factors that influence students' experiences of academic success. Success can enhance motivation, while failure can undermine students' motivation to engage in similar experiences.
Federal funding program:
Award number:
R305A190024
Grant
iSTART-Early: Interactive Strategy Training for Active Reading and Thinking for Young Developing Readers
In this project, researchers will develop and test an on-line tool that provides automated support to students in grade 3 and 4 on reading comprehension strategies. The ability to comprehend while reading high-quality texts is a strong predictor of success in the classroom and workplace, yet many students struggle to adequately develop this skill. According to the 2011 National Assessment of Educational Progress, 21% of high school seniors in the U.S. did not achieve basic proficiency in rea...
Federal funding program:
Award number:
R305A190050
Grant
Improving Understanding of Fractions
The purpose of this project is to identify optimal instructional approaches for improving elementary and middle school students' understanding of fraction magnitudes and middle school students' and pre-service teachers' understanding of fraction arithmetic. Fraction understanding is critical for success in algebra, trigonometry, chemistry, physics, and other mathematics and science subject areas, yet many students struggle to acquire adequate proficiency with fractions. In this project, the ...
Federal funding program:
Award number:
R305A180514
Grant
Developing a Deeper Understanding of the Cognitive Processes that Drive Multiple Text Comprehension
There is increased interest in students' processing of multiple documents (MD), in part due to the explosion of information and texts readily available in our modern, technology-driven society. Having a better understanding of the processes involved in this complex task and the strategies that lead to improvements in MD comprehension is critical for developing effective interventions and instructional approaches. The purpose of this project is to explore the benefits of self-explanation (i.e...
Federal funding program:
Award number:
R305A180144
Grant
Intelligent Diagnostic Assessment Platform (i-DAP) for High School Statistics Education
In this project, researchers will develop an online formative assessment product for non-advanced placement (non-AP) statistics courses that provides real-time feedback to high school students and teachers, and adjusts in difficulty to meet the level of individual students. There is a growing demand for quality statistics education in high school, and for technologies that personalize learning opportunities for students at different skill levels.
Federal funding program:
Award number:
R305A180269
Grant
The Development of the Writing Assessment Tool (WAT): An On-line Platform for the Automated Assessment of Writing
In this project, researchers will develop and test an on-line tool that produces analytics of high school students' writing assignments, for use by students, their teachers, and researchers. The ability to write high-quality texts is a strong predictor of success in the classroom and workplace. However, many individuals struggle to adequately develop this skill. According to the 2011 National Assessment of Educational Progress, 21% of seniors in the U.S. did not achieve basic proficiency in ...
Federal funding program:
Award number:
R305A180261
Grant
Efficacy of MindUP on Pre-Kindergarteners' Development of Social-Emotional Learning Competencies and Academic Skills
This project will evaluate the efficacy of MindUP, a mindfulness-based social emotional learning (SEL) program, on a set of key social emotional learning competencies (i.e., attention skills and social skills) that are associated with kindergarten readiness and later academic success. MindUP provides opportunities for pre-kindergarten children to develop the attention, social, and emotional skills they need to enter kindergarten ready to learn and succeed in school. By implementing activitie...
Federal funding program:
Award number:
R305A180374
Grant
Development of Math and Science Domains of the School Readiness Curriculum Based Measurement System
The purpose of this project is to add science, technology, engineering and math (STEM) assessments to a recently developed direct child assessment system. The School Readiness Curriculum Based Measurement System (SRCBM) was developed to assess young children's language and literacy skills in Spanish and English. Children's pre-academic skills are associated with their academic achievement in kindergarten and later years of school. Although there is a growing interest in supporting and promot...
Federal funding program:
Award number:
R305A170638
Grant
Developing a Spatially-enhanced Elementary Curriculum and Teacher Training Series to Improve Science Achievement
The purpose of this project is to develop and pilot test an evidence-informed, spatially-enhanced science curriculum for third grade. A growing body of research demonstrates that spatial thinking is a fundamental skill underlying science, technology, engineering, and mathematics (STEM) success; however, few efforts have been made to translate this research into STEM curriculum. This project will result in a fully developed, spatially-enhanced STEM curriculum, novel measures for assessing spa...
Federal funding program:
Award number:
R305A200523
Grant
Efficacy of the BrightStart! Program for Promoting Emergent Literacy Skills of PreKindergarten Children at Risk for Reading Difficulties
The purpose of this project is to test the efficacy of the Nemours BrightStart! program for prekindergarten children who need additional support in order to enter kindergarten with emergent literacy skills similar to their peers. While practitioners and researchers recognize early childhood as a key period of literacy development, many students who enter kindergarten do not demonstrate the literacy skills necessary to learn to read and write. Research shows that the reading achievement gap i...
Federal funding program:
Award number:
R305A160261
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