Tzu-Jung Lin
Associated IES Content
Grant
Developing Seamless Blended Learning Through Collaborative In-Class and Online Dialogue About Critical Civic Issues to Improve Elementary Students' Interpersonal Competencies and Academic Achievement
More elementary schools nowadays provide students with laptops and Internet connectivity, but limited research on blended learning has been done at the elementary level. This project aims to iteratively develop and evaluate a seamless blended dialogic intervention where the attributes of both face-to-face and online discussions reinforce each other to promote elementary students' interpersonal competencies and academic achievement.
Federal funding program:
Award number:
R305A200364
Social and Behavioral FY2024
FY2024 Social and Behavioral Peer Review Panel
FY2022
FY2022 Social and Behavioral Peer Review Panel
FY2021
FY2021 Social and Behavioral Peer Review Panel
Grant
School Characteristics, Classroom Processes, and PK-1 Learning and Development
The main objective of this project is to provide a more nuanced understanding of associations between school characteristics, classroom processes, and students' language, academic, executive function, and social skills between prekindergarten and grade 1 (PK-1). The first aim focuses on the associations between school characteristics (i.e., academic performance, strain, and organization of resources) and students' early learning. The second aim explores the degree to which school characteris...
Federal funding program:
Award number:
R305A210538
FY2020
FY2020 Social and Behavioral Peer Review Panel
Grant
Teaching and Learning Literature-Related Argumentative Writing in High School English Language Arts Classrooms
Literature-related argumentative writing is defined as critical and analytic thinking about literary texts, rhetorical production, and a social practice involving the identification of a thesis (also called a claim), supportive evidence (empirical or experiential), and assessment of the warrants. Although school writing includes a range of genres and functions, teaching and learning argumentative writing in high school English language arts (ELA) classrooms is of particular significance. The...
Federal funding program:
Award number:
R305A140105
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