University of California, Los Angeles
Associated IES Content
Grant
Model-based Multiple Imputation for Multilevel Data: Methodological Extensions and Software Enhancements
Missing data are exceedingly common in educational research. Education research studies have missing data because students opt out of achievement testing, skip test items, or move to a different school district, among many other reasons. A previous IES award funded the development of a data analysis application, called Blimp, that addresses this issue by filling in missing values using sophisticated predictive models. The purpose of the current work was twofold: expand Blimp's missing data i...
Federal funding program:
Award number:
R305D190002
Grant
Identifying Young Children's Computational Thinking Processes In Visual Programming Environments Using Telemetry-Based Evidence Collection Methods
This project team examined associations between computational thinking (CT) processes and external measures of CT using measures based on young learner's interaction with codeSpark Academy. codeSpark Academy allows learners to program with blocks instead of traditional text-based commands. The game format creates an engaging experience for young learners. The importance of introducing computer programming at an early age is less to create young programmers than it is for learners to develop ...
Federal funding program:
Award number:
R305A190433
Grant
Multiple Imputation Procedures for Multilevel Data
Federal funding program:
Award number:
R305D150056
Grant
Novel Models and Methods to Address Measurement Error Issues in Educational Assessment and Evaluation Studies
Measurement error issues adversely affect results obtained from typical modeling approaches used to analyze data from assessment and evaluation studies. In particular, measurement error can weaken the validity of inferences from student assessment data, such as the inferences made from the results of using value-added models. Measurement error also can reduce the statistical power of impact studies and can diminish the ability of researchers to identify the causal mechanisms that lead to an ...
Federal funding program:
Award number:
R305D140046
Grant
Dealing with Missing Data in Educational Research: Methodological Innovations and Contemporary Recommendations
Missing data are a nearly universal problem for applied researchers, particularly within educational settings where missed responses or losses of participants from a study are common occurrences. Although there are numerous and diverse strategies to address missing data, researchers often use a small collection of strategies (e.g., regression imputation, listwise deletion) that are outdated and inappropriate. The purpose of the current project is to provide researchers with clear research-ba...
Federal funding program:
Award number:
R305D220001
Grant
Getting SMART about Social and Academic Engagement of Elementary Aged Students with Autism Spectrum Disorder
This purpose of this project is to conduct a small-scale SMART (Sequential, Multiple Assignment, Randomized Trial) to build an adaptive intervention for elementary school students with Autism Spectrum Disorders (ASD) as well as examine the feasibility and acceptability of the intervention. The adaptive intervention will be a sequence of decision rules that specify how and when the intervention practices should change based on student response, thereby adapting the intervention to each studen...
Federal funding program:
Award number:
R324U150001
Grant
Perceptual Learning Technology in Mathematics Education: Efficacy and Replication
An important expertise in mathematics is the rapid pick-up of task-relevant patterns and structures. Yet such skills are seldom taught explicitly. Instruction usually emphasizes declarative knowledge and procedures that can be enacted. Indeed, instruction is commonly understood to require verbal explanation and discussion-whether it takes the form of teacher led lectures, reading assignments, small group discussion, or self-explanation. Similarly, procedural learning in mathematics generally...
Federal funding program:
Award number:
R305A120288
Grant
Promoting School Readiness in Preschool-Age Children with Fetal Alcohol Spectrum Disorders
Children with a history of prenatal alcohol exposure or Fetal Alcohol Spectrum Disorders exhibit early signs of developmental delays that are manifested in a host of neurocognitive, behavioral, and social problems throughout life including major obstacles to success in school. These children show deficits in language comprehension, reading, spelling, and math; are at increased risk for learning disabilities and problematic classroom behaviors; and are likely to require special education serv...
Federal funding program:
Award number:
R324A120180
Grant
Non-Linear Multilevel Latent Variable Modeling with a Metropolis-Hastings Robbins-Monro Algorithm
The goal of this project was to bring together the benefits of multilevel modeling and latent variable modeling. To do so, the project proposed a flexible nonlinear multilevel latent variable modeling framework under which: (1) random effects and latent variables are treated synonymously because both represent unobserved heterogeneity; (2) a nonlinear random effect regression model permits the specification and testing of important structural relations (e.g. mediation or moderation effects) ...
Federal funding program:
Award number:
R305D100039
Grant
Reclassification of English Language Learners as Fully English Proficient
The proposed research project examined the validity of existing English Language Learner (ELL) reclassification systems (the process by which ELL students are reclassified as fully English proficient and ready to function without special services). Current state and district reclassification criteria and procedures have been found to be inconsistent and lacking in an empirical base. The project examined demographic, programmatic, and reclassification factors that relate to subsequent E...
Federal funding program:
Award number:
R305A090581
Grant
Improving Mathematics Achievement through Active Student Participation in Mathematics Classrooms
A growing body of research in mathematics education suggests that engaging students as active participants in mathematics classrooms is central to the development of their mathematical skills and understanding. However, research has only begun to uncover details about the kinds of participation that are conducive to learning and the teacher practices that encourage student participation. This project will explore the kinds of student participation that are productive for learning, and the t...
Federal funding program:
Award number:
R305A100181
Grant
Advanced Quantitative Methodology for Improving Educational Practice
The University of California, Los Angeles departments of education and psychology established an interdisciplinary predoctoral training program focused on (a) advanced quantitative methodology for improving education practice and (b) mathematics teaching, learning, and assessment.
Federal funding program:
Award number:
R305B080016
Grant
National Research & Development Center on Instructional Technology: Center for Advanced Technology in Schools
The purpose of the National Center for Advanced Technology in Schools (NCATS) is to create materials that will lead to improved learning of critically important math concepts such as pre-algebra and algebra, commonly referred to as "gateway" concepts, because they are necessary for successfully performing higher-level math. The team will leverage advances in instructional technology (e.g., "serious games") in order to challenge and motivate 9th grade students, particularly underperforming on...
Federal funding program:
Award number:
R305C080015
Grant
Latent Variable Regression Four-Level/Five-Level Hierarchical Models for Experimental/Quasi-Experimental Studies, Evaluation Studies, and Teacher and/or School Accountability
In the era of intervention-based experimental studies, it is not uncommon to encounter higher level, hierarchically nested data. Furthermore, a higher level data structure is, in fact, rather typical in areas of teacher and school accountability. The primary purpose of this project was to examine new extensions of commonly used hierarchical models to provide researchers with new sets of statistical tools that can help to answer important questions that could not be previously studied due to ...
Federal funding program:
Award number:
R305U070004
Grant
Integrating Conceptual Foundations in Mathematics through the Application of Principles of Perceptual Learning
The objective of this project is to help students in Grades 3-8 develop an integrated mathematical knowledge base in which the domains of measurement and fractions are meaningfully connected to each other and to core concepts of multiplication, division, ratio, and proportion. This interrelated set of mathematical concepts has been selected because it is central to the mathematical standards identified for these grades (NCTM, 2000); it provides essential foundations for higher math learning...
Federal funding program:
Award number:
R305H060070
Grant
Center for Research on Evaluation, Standards, and Student Testing (CRESST)
The National Center for Research on Evaluation, Standards, and Student Testing (CRESST) has been at the forefront of efforts to improve the quality of education and learning in America. Located within UCLA's Graduate School of Education & Information Studies, CRESST contributes to the development of scientifically based evaluation and testing techniques, encourages the development, validation and use of sound data for improved accountability and decision making, and explores technological ap...
Federal funding program:
Award number:
R305A050004
Grant
A Multidisciplinary Study of Analogical Transfer in Children's Mathematical Learning
In the early 2000s, research suggested that analogical reasoning played an important yet little understood role in teaching mathematical thinking and learning. In this project, the researchers proposed to explore ways to improve children's learning of mathematics through teachers' use of analogy in instruction by examining previous studies of typical U.S. classroom activities and laboratory experiments.
Federal funding program:
Award number:
R305H030141
Grant
Introducing Desirable Difficulties for Educational Applications in Science
At the time of this study, laboratory research indicated that interventions that appeared to make learning more difficult and slowed the rate of learning were often effective in enhancing long-term retention of information. This research team planned to determine whether the benefits of these "desirable difficulties" demonstrated in laboratory tasks could be generalized to realistic educational materials and contexts. The subjects of this study were middle school and college students using t...
Federal funding program:
Award number:
R305H020113
External Person
Gregory Chung
External Person
Jose Felipe Martinez
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