University of Colorado, Boulder
Associated IES Content
Grant
A Multipronged Approach to Small-Teaching Interventions for Reducing Academic Procrastination: A Randomized Control Study via Terracotta
Through this project, the research team will develop and test interventions for postsecondary academic procrastination. These interventions will focus on equipping students to circumvent two predicted causes of procrastination: (1) experiencing negative mood caused by aversion toward an academic task and (2) choosing an immediately pleasurable activity over the academic task. Academic procrastination is prevalent and associated with worse academic performance and higher psychological distres...
Federal funding program:
Award number:
R305N240063
Grant
Partnering to Improve: The Denver Public Schools and CU-Boulder Teacher Workforce Collaborative
Partnerswill focus on closing achievement gaps and improve outcomes for DPS's historically underserved students by strengthening the teaching workforce. Specifically, the partners will (1) explore patterns of teacher retention within DPS schools and across DPS and (2) analyze Teacher Leadership & Collaboration (TL&C), DPS's innovative teacher career ladder initiative.
Federal funding program:
Award number:
R305H190060
Grant
Fostering Reading Comprehension and Knowledge-Building in Middle-School Students
In this project, researchers will develop and pilot test the eBRAVO intervention aimed at helping middle school students develop deep comprehension skills necessary to read, comprehend, and build knowledge for informational texts. This intervention will be an adaptation of a previously developed intervention (BRAVO; Fostering Comprehension and Knowledge-Building in Middle-School Struggling Readers) shown in pilot work to have promise for improving students' reading comprehension outcomes. Th...
Federal funding program:
Award number:
R305A170142
Grant
The Outcomes and Return on Investment of Concurrent Enrollment in Colorado: A Researcher-Practitioner Partnership to Improve Postsecondary Access and Success
The goals of this project are to:
Federal funding program:
Award number:
R305H170049
Grant
Writing for English Language Learners (WELLS): Exploring the Relationship Between Writing Instruction and Student Outcomes
The ability to write well is a foundational skill necessary for success at school and beyond; however, English language learners (ELLs) consistently perform at lower levels in writing than proficient English speakers. Little is known about how best to improve the writing performance of ELLs. In this project, the research team aims to explore two key malleable factors that have the potential to improve ELLs writing outcomes - the quality of sheltered instruction which is designed to provide a...
Federal funding program:
Award number:
R305A160405
Grant
National Center for Research in Policy and Practice
The National Center for Research in Policy and Practice developed measures and tools to document research use in schools, described the conditions under which research is used and the factors that promote or inhibit research use in schools and school districts, and identified and examined researcher practices that were associated with greater use of research. In addition, the Center engaged in leadership and outreach activities that helped school and district leaders apply study findings, in...
Federal funding program:
Award number:
R305C140008
Grant
Fostering Comprehension and Knowledge-Building in Middle-School Struggling Readers
This project will develop and refine an intervention designed to improve reading for struggling readers through explicit comprehension instruction in a content-area context. The intervention, called Literacy Navigator, will teach readers how to build a coherent representation of the informational text they are reading and how to integrate the new content with their existing knowledge. The intervention will be designed for use in remedial classes to help students who have adequate decoding sk...
Federal funding program:
Award number:
R305A110467
Grant
Improving Science Learning Through Tutorial Dialogs
In the 2002 National Assessment of Educational Progress (NAEP), only 2 percent of U.S. students attained advanced levels of mathematics or science achievement by grade 12 (EdWeb, 2005). A significant factor contributing to this poor performance is the inability of students to understand and learn from science text. While many students may appear to learn to read and understand text by third grade, evidence shows that as texts become more challenging in fourth grade, many students cannot rea...
Federal funding program:
Award number:
R305B070008
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
ICARE: Independent Comprehensive Adaptive Reading Evaluation System
In this project, the researchers planned to develop and validate a system called ICARE to address the problem of providing effective, inexpensive, and comprehensive reading assessment to any student in need. The researchers’ goal in creating ICARE was to quickly separate readers who do not have reading problems from those who do. For students with problems, it would identify the nature of underlying problems with engaging and non-threatening testing. Additionally, ICARE would recommend...
Federal funding program:
Award number:
R305G040097
Grant
Research on and With Novel Educational Technologies for Comprehension
In this project, the researchers proposed to develop a series of computer-managed instructional activities to help students who enter the learning environment with small vocabularies acquire the larger vocabularies necessary for high-level comprehension. These new automated assessment tools can be embedded in ongoing reading and writing activities within an automated literacy tutor.
Federal funding program:
Award number:
R305G020027
Grant
Early ICARE: Early Independent Comprehensive Adaptive Reading Evaluation
Children identified early for reading problems have a much better chance of reaching grade level reading achievement than do students identified in Grade 3 or later. Many assessment instruments exist to find and profile these children, but most require significant teacher time and training to be appropriately used. The purpose of this project is to develop a computer-delivered early reading assessment system, called Early ICARE, which children can complete with minimal attention required by ...
Federal funding program:
Award number:
R305A070231
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