Boston University
Associated IES Content
Grant
A Randomized Controlled Trial to Assess the Efficacy of the NumberShire Level K Gaming Intervention for Improving Math Outcomes for Students With or At Risk for Mathematics Learning Disabilities
The purpose of this project is to test the efficacy of the NumberShire Level K (NSK) gaming intervention-previously developed through IES funding-for students with or at risk for mathematics learning disabilities (MLD). NSK is a supplemental technology-based tool to allow educators to intervene early and strategically to accelerate early math learning and prevent more costly remediation of math difficulties in the later grades for students with or at risk for MLD. In this study, researchers ...
Federal funding program:
Award number:
R324A240173
Grant
Project ReSpECT: Revealing Special Educators' Conditions for Teaching
The purpose of this project is to develop the Revealing Special Educators' Conditions for Teaching (ReSpECT) measure to evaluate special education teachers' working conditions. Working conditions include teachers' job demands as well as the available social, informational, and logistical resources to meet those demands. Working conditions are a crucial lever by which leaders may be able to improve teacher effectiveness, retention, and well-being and, as such, there is increased interest in r...
Federal funding program:
Award number:
R324A230164
Grant
The Development and Pilot Testing of an Intensive Tier 3 Reading Intervention in the Early Grades
The purpose of this grant is to iteratively develop and pilot test an intensive Tier 3 reading intervention for use with students in kindergarten through second grade (K-2) in the early stages of reading development. Research provides clear direction on effective Tier 2 reading interventions in the early grades, but few studies demonstrate impact with students who require more intense intervention. The Tier 3 intervention will be for students who do not respond adequately to core and supplem...
Federal funding program:
Award number:
R324A210296
Grant
Effectiveness Replication of Enhanced Core Reading Instruction (ECRI)
The goal of this project is to conduct a replication study of Enhanced Core Reading Instruction (ECRI), a comprehensive approach to early reading instruction and intervention for students from kindergarten through second grade. ECRI has been implemented in thousands of schools across the U.S., and prior efficacy studies have shown beneficial impacts on broad measures of students' reading outcomes. However, the impact of ECRI has not been evaluated under routine implementation conditions. The...
Federal funding program:
Award number:
R324R210009
Grant
School Support, School Connectedness, and the Educational Outcomes of Military-Connected Students: An Exploratory Study of Student Mobility
The purpose of this project is to identify school supports that may improve the educational outcomes of military-connected students (i.e. students who have at least one parent/guardian who is on active duty in the U.S. military). The typical military family moves every two to three years, which means that school-age children from military families change schools frequently. After first identifying school supports accessed by military-connected students, researchers will explore the associati...
Federal funding program:
Award number:
R305A180142
Grant
Exploring How Special Educators' Working Conditions Contribute to their Engagement of Students with Emotional and Behavioral Disorders in Effective Reading Instruction
The Principal Investigator (PI) will conduct a program of research to better understand how working conditions (e.g., instructional resources, planning time, collegial support) contribute to special education teacher instruction and student education outcomes. In addition, the PI will participate in mentoring and training activities to develop expertise in evaluating teachers' instruction, conducting mixed-methods research, designing and analyzing single-case studies, and grant writing. The ...
Federal funding program:
Award number:
R324B170017
Grant
Transition Outcomes of High-Functioning Students with Autism: How and When Students Learn the Skills Necessary for Self-Management of Daily Responsibilities
This project planned to (1) understand the programs and strategies that parents and special educators use to teach students with high-functioning autism spectrum disorders (HFASD) how to manage daily life tasks and (2) examine how the ability to self-manage daily life tasks is associated with successful transition outcomes for these students. Research has shown that although students with HFASD have similar levels of academic achievement as their peers, they also exhibit significant impairme...
Federal funding program:
Award number:
R324A160113
Grant
Validating an Observation Protocol for the Evaluation of Special Educators
The purpose of this project was to examine the validity of Charlotte Danielson's Framework for Teaching (FFT) for use with special education teachers. The FFT is commonly used to evaluate general and special education teacher instruction, yet most of the research on this tool has only been with general education teachers. Moreover, the extent to which the FFT captures evidence-based instructional approaches for students with disabilities has not been investigated. As such, the goal of the cu...
Federal funding program:
Award number:
R324A150231
Grant
Massachusetts Institute for College and Career Readiness (MICCR): Creating Working Alliances among Researchers, Policy Makers and Education Officials
The Massachusetts Institute for College and Career Readiness (MICCR) will promote working alliances between researchers and policymakers in the use and interpretation of data and evidence to guide decision-making and improve student outcomes.
Federal funding program:
Award number:
R305B140043
Grant
Assessment of Comprehension in Older Struggling Readers
Too many students fail to develop essential comprehension skills necessary to be successful in school and in their future endeavors. Improving literacy skills relies on the availability of good assessments that can be used to target instruction. The goal of this project is to further develop a comprehensive computerized test battery that assesses the ability of middle and high school students in processing all levels of written and spoken language. Development of the battery for high school...
Federal funding program:
Award number:
R305A100261
Grant
Assessing ASL Knowledge and its Relationship to Reading English in Deaf Children
Although there are many assessments for evaluating the language skills of hearing children, no comparable assessments of American Sign Language for educational use are currently available for deaf children, whose language input is often impoverished and inconsistent. The purpose of this project is to develop a test of sign language, the American Sign Language Assessment Instrument (ASLAI) modeled on tests for spoken language development and tests of reading achievement. The ASLAI is intended...
Federal funding program:
Award number:
R324A100176
Grant
Assessment of Comprehension Skills in Older Struggling Readers
In this project, the researchers aimed to develop a new comprehensive, computerized language assessment battery, called the Comprehensive Assessment of Reading and Listening (CARL) test. CARL was organized according to psycholinguistic principles and used to assess the comprehension problems of older readers (students in grades 7 to 10). Informing this measure was the observation that older struggling readers fail to read well for variety of reasons including difficulties at the word, senten...
Federal funding program:
Award number:
R305G050083
External Person
Jennifer Greif Green
External Person
Scott Solberg
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