Duke University
Associated IES Content
Grant
Are Gifted Programs Beneficial to Underserved Students? An Examination of Malleable Factors and Conditions Associated with Beneficial Academic and Social-Emotional Outcomes for Students
The goal of this project is to examine whether gifted education policies and programs in North Carolina contribute to beneficial academic and social-emotional outcomes. Through an in-depth examination of malleable factors that may moderate student success, the research team will examine what types of gifted education policies work, for whom, and under what conditions by asking: 1) Is gifted program participation associated with beneficial academic and social-emotional student outcomes?; 2) W...
Federal funding program:
Award number:
R305A190484
Grant
Efficacy of the BELLA Program: ESL and Classroom Teachers Working Together with Students and Families
The purpose of this study is to evaluate the impact of the Bridging English Language Learning and Academics (BELLA) professional development program (previously known as Developing Consultation and Collaboration Skills; DCCS). Despite the large number of English learner (EL) students in K-12 classrooms, a majority of classroom teachers have not had specialized training in instruction for these students. Relatedly, school district administrators have indicated a need for teacher professional ...
Federal funding program:
Award number:
R305A180336
Grant
Effects of the Incredible Years Dinosaur Classroom Prevention Program on Preschool Children's Executive Functioning and Academic Achievement
The purpose of this project is to evaluate the combined effects of the Incredible Years Dinosaur Classroom Prevention Program (IY Dina) classroom curriculum and the Incredible Years Teacher Classroom Management (IYT) teacher professional development program on classroom climate and subsequent child social-emotional functioning, executive functioning, and early academic skills. Both cognitive and social-emotional aspects of self-regulation are predictive of school readiness and academic achie...
Federal funding program:
Award number:
R305A150431
Grant
Early Truancy Prevention Project
Across the United States, high school dropout has emerged as a critical education policy problem. On average, one in four students who begin public high school in the United States will not graduate. Educators and policymakers have struggled to find the appropriate context and methods to intervene with students before they decide to drop out of high school. Most dropout prevention programs currently in place in American schools begin in adolescence, either toward the end of middle school or ...
Federal funding program:
Award number:
R305A120526
Grant
A Neuroscience-Based Health Curriculum to Promote Academic Success
In this project, research on adolescent brain development and functioning was integrated into an existing ninth-grade health curriculum, the North Carolina Healthful Living course. The new neuroscience-based health course used pedagogical principles based on social cognitive theory and theories of intelligence and promoted the development of a growth mindset in students (i.e., the belief that brain function, or intelligence, can be improved with practice and effort) and eventual adoption of ...
Federal funding program:
Award number:
R305A120659
Grant
Developing Consultation and Collaboration Skills: ESL and Classroom Teachers Working Together with Students and Families
This project will develop a new professional development program designed to improve English language learners (ELLs) language and literacy skills by building stronger home-school connections, leveraging the expertise of English as a Second Language (ESL) teachers, and increasing elementary school teachers' skills in meeting the instructional needs of ELLs. The Developing Consultation and Collaboration Skills (DCCS) program will include training for ESL specialists in how to help teachers as...
Federal funding program:
Award number:
R305A120290
Grant
Effects of Classroom Management Training on Early Learning Skills
Considerable evidence suggests that teacher classroom management practices play a large role in determining the amount of time students engage in academic tasks, but there has been little experimental research on the direct benefits of classroom management training for academic achievement. The Incredible Years teacher training program (IYT) has been shown to be effective in improving classroom management practices in early elementary school and in enhancing children's social competence, em...
Federal funding program:
Award number:
R305A090361
Grant
The Impact of School Accountability Sanctions on Student Outcomes: Evidence from North Carolina
This study examines whether various forms of sanctions included in school accountability policies, including the No Child Left Behind Act and North Carolina's ABC program, improve student achievement with particular attention to traditionally underperforming disadvantaged students.
Federal funding program:
Award number:
R305A090019
Grant
BELLA Online: ESL and Classroom Teachers Working Together With Children and Families
The purpose of this study is to design, develop, and test an online professional development (PD) program called Bridging English Language Learning and Academics (BELLA) for improving teacher and student outcomes for working with English Learners (ELs). Teacher outcomes include: 1) increased collaboration between English as a Second Language (ESL) and classroom teachers; 2) implementation of high-impact instructional strategies; and 3) incorporation of students' cultural wealth into the clas...
Federal funding program:
Award number:
R305A220311
Grant
Exploring the Potential of Essay Testing for Improving Memory and Learning
Students report that re-reading and highlighting text are their main study strategies, but such strategies are not as effective as ones that involve retrieval practice. Even though essays maximize retrieval practice, minimize exposure to errors, and encourage organization and elaboration of to-be-learned material, research on retrieval practice has not focused on the potential benefits of essay testing. On the other hand, the writing-to-learn literature has emphasized how writing can be an e...
Federal funding program:
Award number:
R305A130535
Grant
A Randomized Trial of Two Promising Interventions for Students with Attention Problems
Attention problems, even when not severe enough to warrant a formal diagnosis of attention deficit hyperactivity disorder, are strongly associated with academic achievement difficulties and have an adverse impact on school success for thousands of students each year. At the time of this study, there were no interventions that had been clearly established to enhance attention and achievement among students with attention difficulties. The researchers' goal in this project was to conduct a rig...
Federal funding program:
Award number:
R305H050036
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