Keith Smolkowski
Associated IES Content
Grant
Evaluation of We Have Choices, an Upper-Elementary Self-Management Program
The purpose of this study is to determine the efficacy of the We Have Choices (WHC) program, which was initially developed with IES funding. WHC teaches students specific skills associated with academic success and gradually transfers management of those skills from teachers to students. Universal materials focus on explicit instruction in the skills for all students with an emphasis on practice and additional supports for those who struggle to learn the skills.
Federal funding program:
Award number:
R305A190478
Grant
TIPS (Team-Initiated Problem Solving) Evaluation: An Effectiveness Replication of a Widely Used Problem-Solving Process for Data Teams Implementing Schoolwide Behavior Supports
In this impact study, the researchers aim to extend the findings from previously funded IES impact study, Teams Initiated Problem Solving (TIPS). This study evaluated the impact of the Schoolwide Positive Behavior Interventions and Supports (SWPBIS) framework, which is frequently used by school teams engaged in universal-level data collection, decision-making, and implementation of behavior supports. The prior evaluation demonstrated positive impacts on problem-solving of school level PBIS d...
Federal funding program:
Award number:
R305A240087
Grant
ReACT Initial Efficacy: Testing the Effects of a Promising Intervention to Achieve Equity in School Discipline
Research shows that students of color, particularly African-American students, are at significantly increased risk for being excluded from instruction through office discipline referrals (ODRs) and suspensions. These disparities are troubling because of the negative effects of exclusionary discipline on academic achievement, graduation, and school climate. In this grant, researchers will evaluate the initial efficacy of ReACT, an IES-funded intervention designed to reduce racial discipline d...
Federal funding program:
Award number:
R305A230399
report
Impact Study
Impact of the Developing Mathematical Ideas Professional Development Program on Grade 4 Students' and Teachers' Understanding of Fractions
The purpose of this study was to assess the impact of the Developing Mathematical Ideas (DMI) professional development program on grade 4 teachers' in-depth knowledge of fractions as well as their students' understanding and proficiency with fractions. The study was conducted during the 2014/15 school year. A total of 84 schools from eight school districts in three states (Florida, Georgia, and South Carolina) agreed to participate. Participants included 264 grade 4 teachers and their 4,204 s...
Mar 22, 2017
FY2012
FY2012 Early Intervention and Early Childhood Education Peer Review Panel
FY2011 IES Peer Reviewers
FY2011 IES Research Peer Review Panel
FY2010 IES Peer Reviewers
FY2010 IES Research Peer Review Panel
FY2009 IES Peer Reviewers
FY2009 IES Research Peer Review Panel
FY2008 IES Peer Reviewers
FY2008 IES Research Peer Review Panel
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