Natasha Beretvas
Associated IES Content
FY2013
FY2013 Special Education Peer Review Panel
FY2013 - FY2015
FY2013 - FY2015 Statistics and Modeling Peer Review Panel
FY2012
Single-Session Panels
Grant
Meta-Analysis Training Institute
he Meta-Analysis Training Institute will provide researchers with the tools they need to conduct large-scale research syntheses and meta-analyses (50 or more studies) aimed at examining effect size heterogeneity and aligned with SEER principles.
Federal funding program:
Award number:
R305B220007
FY2019
FY2019 Science, Technology, Engineering, and Mathematics Education (STEM) Peer Review Panel
Grant
School-Based Marginalization, Social Behavioral Competencies, and Achievement: A Meta-Analysis
The purpose of this project was to conduct a meta-analysis of potential links among school-based marginalization, social behavioral competencies, and academic achievement from kindergarten through high school. Marginalization within schools - a process through which students are excluded from the larger school culture due to their personal identities and experiences—represents a key malleable facet of school climate that may be amenable to intervention. The process of marginalization can b...
Federal funding program:
Award number:
R305A190504
FY2018
FY2018 Basic Processes Peer Review Panel
FY2018
FY2018 Science, Technology, Engineering, and Mathematics Education (STEM) Peer Review Panel
FY2017
FY2017 Single-Session Peer Review Panel
FY2017
FY2017 Science, Technology, Engineering, and Mathematics Education (STEM) Peer Review Panel
Grant
Meta-Analysis Training Institute
Systematic reviews and meta-analyses can provide insight about what educational interventions work, for whom, and under what conditions. Large-scale meta-analyses can examine how intervention effects might vary across studies, providing insights about what we do or do not know about how to improve outcomes for all students. Thus, increasing the quality of systematic reviews and meta-analysis in education research enhances our understanding of important educational issues and highlights areas...
Federal funding program:
Award number:
R305B190002
FY2016
FY2016 Science, Technology, Engineering, and Mathematics Education (STEM) Peer Review Panel
Grant
A Research Synthesis of the Effects of Classroom Structure on Student Motivation, Engagement, and Achievement
The researchers conducted a research synthesis and set of meta-analyses focused on the role of classroom structure in preschool through high school students' academic competence beliefs, engagement, and achievement. By classroom structure, the researchers meant an overall approach to creating a predictable classroom environment that includes an assortment of practices implemented by teachers meant to organize and guide students' school-relevant behavior and in turn, support students' in effe...
Federal funding program:
Award number:
R305A160406
FY2015
FY2015 Science, Technology, Engineering, and Mathematics Education (STEM) Peer Review Panel Science FY2015
FY2014
FY2014 Science, Technology, Engineering, and Mathematics Education (STEM) Peer Review Panel
Grant
Multilevel Synthesis of Single-Case Experimental Data: Further Developments and Empirical Validation
The project team further developed the multilevel modeling approach for combining the results of studies that use single-subject experimental designs (SSED). The study empirically investigated the approach using both real data and simulation studies.
Federal funding program:
Award number:
R305D110024
FY2012 - FY2014
FY2012 - FY2014 Statistics and Modeling Peer Review Panel
Grant
A Meta-Analysis of Parent Involvement Interventions and Family-School Partnerships' Effects on Student Outcomes
Interactions and experiences within home and school systems, uniquely and together, form the foundation for developmental trajectories throughout students' educational careers. Previous research on parental involvement suggests that when parents are involved in their children's schooling, students experience increased achievement and academic performance, stronger self-regulatory skills, fewer discipline problems, better study habits, more positive attitudes toward school, improved homework ...
Federal funding program:
Award number:
R305A120144
FY2011 IES Peer Reviewers
FY2011 IES Research Peer Review Panel
FY2011 - FY2013
FY2011 - FY2013 Statistics and Modeling Peer Review Panel
FY2010 - FY2012
FY2010 - FY2012 Statistics and Modeling Peer Review Panel
FY2010 IES Peer Reviewers
FY2010 IES Research Peer Review Panel
FY2009 IES Peer Reviewers
FY2009 IES Research Peer Review Panel
FY2006 IES Peer Reviewers
FY2006 IES Peer Reviewers
Grant
Methodological Investigation of Effect Size Estimates Used in Meta-Analyses of Single-Case Research Design Results
The purpose of this project is to (1) examine the methods utilized for single-case design meta-analyses to identify effective effect size (ES) descriptors, (2) conduct a meta-analytic study of school-based treatments for children with autism spectrum disorders (ASD), and (3) perform a Monte Carlo simulation to compare the performance of ES estimates designed to describe a treatment's effectiveness with interrupted time series data from single-n AB designed studies.
Federal funding program:
Award number:
H324U050002*
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