Arizona State University
Associated IES Content
Grant
Extending Dynamic Fit Index Cutoffs for Latent Variable Models
The goal of this proposed project is to provide empirical researchers with more generalizable, accessible, and accurate guidelines for assessing model fit in latent variable models. Traditional cutoffs have multiple known shortcomings, including the tendency to favor models with low construct reliability over those with high construct reliability. To address some of the drawbacks of traditional fit indices, the research team will expand the scope, testing, and software availability of a rela...
Federal funding program:
Award number:
R305D220003
Grant
Developing Positive Family Support for Students Exposed to Trauma
This project will adapt an evidence-based school parent engagement program, Positive Family Supports (PFS), to be trauma-informed. By addressing students' traumatic experiences, the adapted program is intended to reduce income-related educational disparities. Addressing the traumatic experiences of students is critical for many reasons including that many low-income children are exposed to traumatic events and the presence of trauma negatively impacts biological development, mental health, a...
Federal funding program:
Award number:
R305A200238
Grant
Addressing Small Sample and Computational Issues in Mixture Models of Repeated Measures Data with Covariance Pattern Mixture Models
In this project, the research team applied a covariance pattern model approach to growth mixture models so that they can be applied more reliably within contexts in which they are already applied and to lower the data requirements needed to apply the method so that researchers with more modest samples (e.g., hard-to-reach populations) can use the method. The project team developed an alternative way to fit growth mixture models that is less demanding computationally, carried out simulations ...
Federal funding program:
Award number:
R305D190011
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
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
Developing an Extension of the TELL Curriculum for 3-Year-Old Children with Developmental Speech and/or Language Impairment
The purpose of this project was to develop and pilot test an expanded version of Teaching Early Literacy and Language across the Curriculum (TELL), a preschool curriculum designed to promote differentiated instruction for children with developmental speech and/or language impairments to improve oral language and early literacy skills. The expanded version of TELL, originally designed for 4-year-old children, extended the curriculum down to age 3. Many children with mild to moderate delays or...
Federal funding program:
Award number:
R324A180093
Grant
Efficacy of the TELL Curriculum for Preschool Children who are Economically Disadvantaged
The purpose of this study was to determine whether preschool children from low-income families enrolled in classrooms implementing the Teaching Early Literacy and Language (TELL) curriculum demonstrated higher oral language and pre-reading scores at the end of preschool than their peers enrolled in business-as-usual classrooms. TELL is a universal, Tier 1, whole-class curriculum designed to improve school readiness. Results from development and efficacy studies with children who had developm...
Federal funding program:
Award number:
R305A170068
Grant
Strengthening Present-Future Self-Continuity Improves College Persistence
Psychological factors, such as college students' ability to imagine themselves as future graduates or to draw upon memories of role models, may act as buffers that help them stay motivated and to persist during difficult times in college. This study explored whether such psychological factors are malleable and predict students' decisions to stay in or leave college and whether they are particularly important for at-risk students. Specifically, this study investigated (a) the relationship bet...
Federal funding program:
Award number:
R305A160023
Grant
Multiple Imputation Procedures for Multilevel Data
Federal funding program:
Award number:
R305D150056
Grant
Exploring Effective Reading Comprehension Instruction: Classroom Practice, Teacher, and Student Characteristics
In general, instructional approaches for improving reading comprehension are not as well developed as are those for decoding. As of 2013, most recent studies had focused on improving reading comprehension in the upper elementary years and beyond, but these have often not shown significant effects. The purpose of this project was to identify aspects of effective instruction in reading comprehension instruction that predict students' reading comprehension gains in first, second, and third grad...
Federal funding program:
Award number:
R305A160399
Grant
Exploring the Educational Game Landscape through Focused Studies and Ecological Interventions
In this project, the researchers will systematically explore how individual differences among students (e.g., motivation, engagement, persistence, prior knowledge) interact with educational game designs and integration of those games into classrooms. Researchers will use components of an existing game-based intelligent tutoring system, Interactive Strategy Training for Active Reading and Thinking-Motivationally Enhanced (iSTART-ME). The goal of the research is to improve the design of learni...
Federal funding program:
Award number:
R305A130124
Grant
Making Individualized Literacy Instruction Available to All Teachers: Adapting the Assessment to Instruction (A2i) Software for Multiple Real-World Contexts
The purpose of this project is to complete development of Assessment to Instruction (A2i) software, which is an integral part of the Individualizing Student Instruction (ISI) intervention. A2i was originally developed and funded under an earlier IES grant (Child Instruction Interactions in Early Reading: Examining Causal Effects of Individualized Instruction) as a research tool to compute recommended amounts and types of instruction taking into account that the effect of specific types of re...
Federal funding program:
Award number:
R305A160404
Grant
Exploration of Automated Writing Strategy Instruction for Adolescent Writings Using The Writing Pal
The Writing Pal (W-Pal) provides writing strategy instruction, game-based writing practice, essay writing practice, and formative feedback to adolescent writers. The purpose of this project is to explore how components of the fully developed W-Pal are related to student writing strategy acquisition and writing proficiency. Researchers will examine the extent to which students' strategy acquisition and interactions with the W-Pal are influenced by individual differences such as prior writi...
Federal funding program:
Award number:
R305A120707
Grant
Efficacy Trials with a New Early Literacy and Language Curriculum for Preschool Children with Developmental Speech and/or Language Impairment
Eighty-two percent of children receiving special education services demonstrate a developmental speech and/or language impairment (DSLI) either as a primary diagnosis (i.e., DSLI is the sole impairment) or as a condition secondary to another primary diagnosis (e.g., developmental delay, mental retardation). Regardless of the underlying diagnosis, children with DSLI often fail to develop crucial pre-literacy skills, such as oral language skills, which can lead to later literacy difficulties a...
Federal funding program:
Award number:
R324A110048
Grant
Generalized Dimensionality Assessment for Multidimensional Psychometric Models
This project developed statistical procedures for conducting dimensionality analysis in the context of multidimensional item response theory that are generalizable to a broad class of related latent variable statistical models. Psychometric models are motivated by the fact that what is of most interest cannot be directly observed and so use latent variables to represent constructs. Observed variables then serve as indicators of the underlying constructs. Popular item response theory (IRT) an...
Federal funding program:
Award number:
R305D100021
Grant
Development of the "4R-SUCCESS" Program Aimed at Improving Elementary School-aged Children Social and Scholastic Competence
Developmental and educational psychologists have long recognized that children's relations and interactions with peers are important contexts for learning. Peer-mediated learning (PML) activities (e.g., peer collaboration and tutoring) are widely used in U.S. schools to increase student motivation, engagement, and achievement, with nearly 80% of elementary school teachers using peer-mediated learning activities on a regular basis. The extent to which children benefit from PML activities de...
Federal funding program:
Award number:
R305A090386
Grant
The Writing Pal: An Intelligent Tutoring System that Provides Interactive Writing Strategy Training
Writing well is an essential skill for success in school and beyond, but learning to write is a complex process that depends on changes in students' strategic behavior, knowledge about writing, and motivation. Substantial numbers of American students are not performing at or above proficient levels in writing. The purpose of this project is to develop an automated, intelligent writing tutor-The Writing Pal-that provides writing strategy instruction and writing skill development. The syste...
Federal funding program:
Award number:
R305A090623
Grant
Spanish Screener for Language Impairment in Children (SSLIC)
English language learners represent approximately 9.6 percent of all children enrolled in public schools. Eighty percent of students who are English language learners speak Spanish as their native language and Spanish-speaking children represent the fastest growing population in the public schools. Current assessment instruments are inadequate for assessing Spanish speaking students and lead to inappropriate identification and placement of students in special education programs. To addres...
Federal funding program:
Award number:
R324A080024
Grant
Vocabulary and Abstract Language Enhancement (VALE) to Improve Reading Comprehension in English Language Learners
In 2003, 56 percent of Latino 4th graders scored at or below the basic level on the National Assessment of Educational Progress (NAEP) reading assessment. Low vocabulary levels were found to be one of the primary correlates of reading comprehension difficulties among Latino children. In this project, the researchers aimed to develop and pilot test a curriculum designed to improve the vocabulary and understanding of abstract language of these at-risk students during their kindergarten year. A...
Federal funding program:
Award number:
R305G050025
Grant
Active Learning at Scale: Transforming Teaching and Learning via Large-Scale Learning Science and Generative AI
The purpose of this project is to create Active Learning at Scale (L@S), a flexible learning environment where postsecondary students can learn course content and practice their skills while on the go and in a variety of settings. Active L@S will expand access to evidence-based generative learning strategies (e.g., note taking, summarizing, self-explaining, question answering, and retrieval practice) for diverse students while also testing the boundaries and interactive factors that influenc...
Federal funding program:
Award number:
R305T240035
Grant
The ASU Learning at Scale (L@S) Digital Learning Network
The purpose of this project is to develop a digital learning network platform with the capacity to connect, access, and examine undergraduate student data and courses within the scope of Arizona State University (ASU) online and digital classrooms (ASU Online). The proposed ASU L@S platform focuses on how students are represented in the system and how those data can be surfaced to the widest range of researchers. The long-term vision is to provide the infrastructure to promote innovation in ...
Federal funding program:
Award number:
R305N210041
Grant
A Conceptual Efficacy Replication of the TELL Preschool Curriculum with Web-Based Implementation Support and Professional Development Variations
The purpose of this project is to investigate the efficacy of the Teaching Early Literacy and Language (TELL) curriculum when professional development (PD) support is delivered through a web-based platform with variations on the number of specific PD components. TELL and its associated PD was developed by the research team to address the needs of preschool-aged children with developmental speech and/or language impairment. The initial efficacy trial showed improvements in a variety of langua...
Federal funding program:
Award number:
R324A190181
Grant
Using Computational Linguistics to Detect Comprehension Processes in Constructed Responses across Multiple Large Data Sets
The purpose of this project is to better understand student coherence building, which students use to develop a coherent mental model of a text. Understanding text is a vital activity, enabling us to fully engage in our communities, whether through printed advertisements, electronic messaging, or signs for highway navigation. Students who struggle with coherence building have difficulty achieving deep comprehension. Using previously collected data sets, researchers will examine coherence-bui...
Federal funding program:
Award number:
R305A190063
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
The Relation of Gender-Integrated Classroom Climate to Students' Academic Outcomes
The purpose of this study is to explore associations between gender integration in classrooms and student academic engagement and performance in upper elementary school grades. Because boys and girls are typically taught together in classrooms, there is the assumption that boys and girls are cooperative and integrated in their classroom activities, yet evidence suggests this may not be the case. Classrooms can vary in the degree to which boys and girls work effectively together. Some classro...
Federal funding program:
Award number:
R305A180028
Grant
Exploring Elementary Teachers' Feelings, Beliefs, and Effectiveness across Mathematics, Science, and Literacy
Teachers are responsible for making decisions and taking actions that determine students' classroom experiences. Much of the research on teacher effectiveness has focused on teachers' pedagogical and content knowledge. However, findings from recent evaluations indicate improvement in teacher knowledge generally does not translate to improved student outcomes and suggest that other important elements - such as feelings and beliefs - can play a powerful role in professional performance. In thi...
Federal funding program:
Award number:
R305A200524
Grant
Optimizing Learning Opportunities for Students' (OLOS) Early Learning Observation System
A Research Network involves several teams of researchers who are working together to address a critical education problem or issue. The objective is to build new knowledge, encourage information sharing, and assist policymakers and practitioners to strengthen education policies and programs and improve student education outcomes. Members of the Early Learning Network will identify malleable factors that support early learning from preschool through early elementary school grades. They will a...
Federal funding program:
Award number:
R305N160050
Grant
Developing and Revising Instructional Activities to Optimize Cognitive Engagement
This research team will develop and pilot test a set of classroom activities for use in middle school science classrooms that will support both constructive and interactive modes of student engagement The value of learning actively is widely recognized, yet teachers are often unsure exactly how to select optimal "active learning" activities. Prior work by this team has led to the development of the Interactive, Constructive, Active, and Passive (ICAP) Framework which defines active learning...
Federal funding program:
Award number:
R305A150432
Grant
Teaching the Crosscutting Concept of Emergent Cause-and-Effect to Overcome Misconceptions
To address students' persistent misconceptions about the cause-effect relations of scientific phenomena, the research team will develop and pilot test an intervention to teach the common structure that appears to underlie many science concepts and phenomena, and in particular, those in which students have misconceptions (i.e., the "emergence" schema). The Principal Investigator's prior work suggests that misconceptions occur when a student incorrectly uses a more familiar schema to explain t...
Federal funding program:
Award number:
R305A150336
Grant
What Works for Title I Schools: Understanding the Contributors and Barriers to School Improvement
The goal of this partnership was to lay the groundwork for future improvements to Arizona's Priority schools using a three-part strategy. First, the partnership identified measures in existing ADE data sources that predict student achievement. Next, the partnership employed these measures to assess the effectiveness of ADE school improvement strategies. The partnership assessed factors that predict student achievement within Arizona's 74 Priority schools as well as a sub-sample of 74 medium-...
Federal funding program:
Award number:
R305H130080
Grant
Developing Guidelines for Optimizing Levels of Students' Overt Engagement Activities
"Active learning" is often defined as engaging students in more meaningful learning. A variety of concrete activities are offered in the literature for ways that students can be more cognitively engaged while learning in a variety of instructional contexts, such as asking questions and taking notes. However, there are no criteria for determining what constitutes a cognitively engaging activity. Also, there are no recommendations for which student activities are more engaging than others no...
Federal funding program:
Award number:
R305A110090
Grant
Development of an IFSP Form and Process to Maximize Learning Opportunities for Young Children with Disabilities
Adaptations such as adjusting task materials or using assistive technology expose children with disabilities to a wider range of daily living and educational activities and improve developmental and academic outcomes. Although adaptations are frequently used with older children with disabilities, they are not described on Individualized Family Service Plans (IFSPs) or widely used with infants and toddlers. Early interventionists, service providers, and IFSP development teams need support sys...
Federal funding program:
Award number:
R324B070033
Grant
The Development and Efficacy of a Curriculum-Based Language and Early Literacy Intervention for Preschool Children with Developmental Disabilities
The purposes of the proposed investigation are to (a) develop a language and early literacy curriculum called Teaching Emergent Literacy and Language across the Curriculum for use with preschool children with developmental disabilities, (b) to evaluate the extent to which the addition of an explicit oral language teaching protocol (EOLT) further enhances children's gains in oral language, pre-reading, and pre-writing skills, and (c) to determine the intensity of intentional instruction requi...
Federal funding program:
Award number:
R324E060023
View More