Wendy Reinke
Associated IES Content
2024 Annual Principal Investigators Meeting
Welcome to the 2025 IES Principal Investigators (PI) Meeting—our first in-person meeting in five years! The PI Meeting provides a unique occasion to bring together the IES community to learn from other researchers and IES staff about common challenges and opportunities facing the field. We hope that you use this meeting as a place to reconnect with existing colleagues, as well as to build new cross-disciplinary relationships.
Grant
Evaluation of a Virtual Classroom Management Training Program for Rural Middle School Teachers
In this replication study, the researchers will test the impact of an online versions of CHAMPS (Conversation, Help, Activity, Movement, Participation and Success), a middle school teacher training program designed to promote effective classroom management skills, on teacher classroom management practices and student social-emotional behavior and academic achievement in rural middle schools. A prior IES-funded efficacy trial in urban middle schools found that CHAMPS delivered in person signi...
Federal funding program:
Award number:
R305A240034
Grant
Developing a Comprehensive Intervention for Children with Social Behavior and Academic Readiness Risk in Kindergarten: The Kindergarten Check-up (KCU)
The purpose of this project is to develop an intervention, the Kindergarten Check-up (KCU), to support Kindergarten students who have an increased risk for failure due to poor school readiness skills, including early social behavioral and academic risk. Specifically, the research team will adapt the Family Check-up (FCU), an evidence-based family-centered intervention, and combine it with individually tailored KCU intervention modules thru an iterative process involving parents, teachers, sc...
Federal funding program:
Award number:
R305A220322
Grant
Supporting Teachers in Engaging Parents (STEP): The Development of a Teacher Training Curriculum and Coaching Model to Foster Family Engagement
The purpose of this project is to address the lack of evidence-based teacher training programs to support family engagement in education. Using an iterative process, the research team will develop a new teacher training curriculum and coaching model called Supporting Teachers in Engaging Parents (STEP). The STEP Model will focus on using feasible, efficient, and sophisticated methods for training and supporting teachers in developing communication and culturally responsive skills necessary t...
Federal funding program:
Award number:
R305A210126
Grant
Evaluation of a Web-Based Classroom Management Program to Promote Effective Classroom Management Practices Among Early Career Teachers
Ineffective classroom behavior management practices interfere with instruction, child development, and academic achievement. Many teachers are not adequately trained to deal with behavior problems in the classroom, leading to many early career teachers leaving the field. The purpose of this project is to conduct an efficacy study of the Classroom Check-up (CCU), a web-based teacher training and coaching program to promote effective teacher classroom management skills with early career teache...
Federal funding program:
Award number:
R305A200297
Grant
Developmental Adaptation of a Self-monitoring Training Program for Middle School Students
Developmental Adaptation of a Self-monitoring Training Program for Middle School Students
Federal funding program:
Award number:
R305A200111
Grant
Empirical Benchmarks for Interpreting Effect Size and Design Parameters for Planning Multilevel Randomized Trials on Social and Behavioral Outcomes
Benchmarks for multilevel trials
Federal funding program:
Award number:
R305D190013
Grant
The National Center for Rural School Mental Health (NCRSMH): Enhancing the Capacity of Rural Schools to Identify, Prevent, and Intervene in Youth Mental Health Concerns
A consortium of researchers and rural school districts across Missouri, Virginia, and Montana are establishing the National Center for Rural School Mental Health (NCRSMH) to enhance the capacity of rural schools to identify, prevent, and intervene in youth mental health concerns. Nearly 20 percent of school-age children experience serious mental health issues yet few receive services, a situation exacerbated in rural settings. Rural communities are incorrectly perceived as having fewer menta...
Federal funding program:
Award number:
R305C190014
FY2018
FY2018 Single-Session Peer Review Panel
Grant
Identifying Discrete and Malleable Indicators of Culturally Responsive Instruction and Discipline
Scholars and educators have proposed that improving teachers' cultural responsiveness is an important step in addressing educational disparities among students from marginalized cultural, racial, or ethnic backgrounds. Despite growing interest in the field, however, consensus is lacking about how culturally responsive practices (CRPs) should be defined and operationalized in schools and classrooms. The purpose of this project is to use the CRP framework from a promising intervention, Double ...
Federal funding program:
Award number:
R305A180111
Grant
Evaluation of a Training Program to Promote Effective School Leadership
The purpose of this project is to evaluate the efficacy of Safe and Civil School Leadership (SCSL), a professional development program designed to promote effective school leadership skills. SCSL focuses on equipping principals with the knowledge and skills to foster positive and safe learning climates using practical data-based decision making tools. Although SCSL was developed over a decade ago and has been implemented in dozens of states with thousands of principals, its effects on princi...
Federal funding program:
Award number:
R305A170180
Grant
Implementing A Comprehensive Data-Based Coordinated System Of Care For School Districts To Promote Youth Academic Success And Social Emotional Development: A Researcher-Practitioner Partnership
The goals of this project were to: validate the Early Identification System (EIS) currently in use by the BCSMHC, a universal assessment system designed to summarize county, district, school, grade, and individual student level social, behavioral, emotional, and academic risk factors
Federal funding program:
Award number:
R305H170023
FY2016
FY2016 Social and Behavioral Peer Review Panel
FY2015
FY2015 Social and Behavioral Peer Review Panel
Grant
Missouri Interdisciplinary Postdoctoral Research and Training Program
The Missouri Interdisciplinary Postdoctoral Research and Training Program addressed an area of ongoing need in education research, the capacity of researchers to design and conduct rigorous high quality research that is relevant for policy and practice
Federal funding program:
Award number:
R305B150028
FY2014
FY2014 Social and Behavioral Peer Review Panel
FY2013
FY2013 Social and Behavioral Peer Review Panel
Grant
Evaluation of a Classroom Management Training Program for Middle School Teachers
In this efficacy study, researchers tested whether CHAMPS (Conversation, Help, Activity, Movement, Participation, Success), a program for promoting classroom management skills in middle school teachers, improves student engagement, behavior, and academic achievement. A secondary aim was to explore factors such as teacher burnout and school climate that may influence teachers' implementation of CHAMPS practices. Although CHAMPS was developed decades ago and has been implemented in dozens of s...
Federal funding program:
Award number:
R305A130143
Grant
The Classroom Check-up: Supporting Elementary Teachers in Classroom Management Using a Web-based Coaching System
Researchers worked with elementary school partners to develop an online system of support for teachers in effective classroom management practices to improve educational and social outcomes for students. The Classroom Check-Up (CCU) was modified for web-based delivery and school personnel implementation in elementary schools through an iterative development process that incorporated the needs and resources of local ecologies.
Federal funding program:
Award number:
R305A130375
Grant
Evaluation of a Video-Based Modeling Program to Promote Effective Teacher Classroom Management Practices
Although much is known about effective classroom management strategies, many teachers are not adequately trained to deal with behavior problems in the classroom. The Incredible Years teacher training (IY TT) program is an innovative video-based modeling program that incorporates active learning of classroom management skills. In this efficacy study, the research team will examine the effects of IY TT on the academic performance of students in kindergarten through third grade and determine ...
Federal funding program:
Award number:
R305A100342
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