University of Connecticut
Associated IES Content
Grant
Exploring relationships between college and career readiness, self-determination, and transition planning among adolescents with and without disabilities
The purpose of this project is to establish measurable constructs of college and career readiness (CCR) using extant data from the National Longitudinal Transition Study 2012 (NLTS2012). Although CCR is identified as a necessary outcome of secondary special education and transition, is not well defined for adolescents with disabilities. The research team will explore the interrelationships with previously established constructs of self-determination and transition planning, as well as school...
Federal funding program:
Award number:
R324A210245
Grant
Project PRIME2: Planning Realistic Intervention implementation and Maintenance by Educators
The purpose of this study is to evaluate the efficacy of Planning Realistic Intervention implementation and Maintenance by Educators (PRIME2) for improving elementary school teachers' implementation of function-based behavioral interventions for students with and at risk for disabilities. PRIME2 is a theory-informed, consultation-based, individually tailored, tiered system of implementation support developed with previous IES funding. Research-based interventions implemented with fidelity ca...
Federal funding program:
Award number:
R324A210266
Grant
College and Career Readiness for Transition (CCR4T): Development and Validation of a Student Measure
The purpose of this project is to develop and validate the College and Career Readiness for Transition( CCR4T), a measure of high school students' with disabilities perceptions of their own college and career readiness (CCR). College and career readiness is critical for youth with and without disabilities. While many students lack the necessary academic preparation to enroll and succeed in credit-bearing postsecondary courses, students with disabilities are especially underprepared for enrol...
Federal funding program:
Award number:
R324A190170
Grant
Evaluating the Impact of Integrated Behavior and Reading Multi-Tiered Systems of Support in Elementary Schools
The goal of this study is to rigorously evaluate the impact of integrated behavior and reading practices in kindergarten through Grade 2 within a comprehensive, multi-tiered system of support (MTSS) framework. Research has identified effective but separate reading and behavior practices for students with or at risk for disabilities and has examined separate reading and behavior tiered systems of support. However, because of the potential to use resources more efficiently and align support to...
Federal funding program:
Award number:
R324N190012
Grant
Factors Affecting Comprehension by Teens During Online Reading in Science: The FACTORS Project
The purpose of this project is to explore factors that contribute to online reading success in science for adolescents. Online reading is becoming more and more important for students' success in school and beyond, but research shows that many students cannot successfully read online or conduct other types of online research activities such as evaluating the trustworthiness of online sources of information. In addition, a separate achievement gap appears to exist for online reading as a func...
Federal funding program:
Award number:
R305A170370
Grant
Exploring the Status and Impact of School-Based Behavior Screening Practices in a National Sample: Implications for Systems, Policy, and Research
: Research has shown a positive relationship between student mental, emotional, and behavioral health and education outcomes. Schools represent the most common entry point for youth to receive mental health services, with over half of families accessing services through school. A significant obstacle to access to mental health services is the lack of a coordinated system for early identification of students in need of additional services. Given that the majority of school-age students at...
Federal funding program:
Award number:
R305A140543
Grant
Enhancing the Capacity of School Nurses to Reduce Excessive Anxiety in Children
The goal of this project was to develop an intervention for school nurses to help students with anxiety. Anxiety disorders are among the most common psychiatric conditions affecting youth, with overall prevalence rates ranging from 10 to 20 percent. Anxiety has a broad range of negative effects on academic functioning including poor academic performance, increased grade retention, excessive absenteeism and school refusal, and school dropout. School nurses are often faced with a perplexing su...
Federal funding program:
Award number:
R305A140694
Grant
GlobalEd 2
GlobalEd 2 (GE2) was developed and tested through an IES Development and Innovation grant (Expanding the Science and Literacy Curricular Space: The GlobalEd II Project). GE2 is a set of online, problem-based learning (PBL) simulations for middle school students that focus on the multidisciplinary nature of social studies as an expanded curricular space for students to learn and apply scientific literacies and concepts in an international context. GE2 is grounded in empirical research finding...
Federal funding program:
Award number:
R305A130195
Grant
Project VIABLE-II: Unified Validation of Direct Behavior Rating (DBR) in a Problem-solving Model
Despite an increased emphasis on prevention and early intervention for improving students' social, emotional, and behavioral skills, there is a substantial gap in the availability of behavioral assessments to identify students in need of additional support (screening) and monitor response (progress monitoring). Previous work by this research team led to the development of Direct Behavior Rating (DBR) scales as an assessment method that combines the strengths of systematic direct observation ...
Federal funding program:
Award number:
R324A110017
Grant
Project Early Vocabulary Intervention
Early vocabulary development has long been recognized as being important to future reading success. Although there is some research on direct vocabulary instruction in early grades, there are few investigations of its effects on students identified as at risk for disabilities. The purpose of this project is to assess the efficacy of Early Vocabulary Intervention with kindergartners most at risk for language and learning disabilities. The intervention is designed to supplement classroom vocab...
Federal funding program:
Award number:
R324A110135
Grant
Project PRIME: Planning Realistic Intervention Implementation and Maintenance by Educators
Increased standards and high demands for accountability in education have led to a focus on implementing education practices that are empirically based. The field of education has made progress in the development of assessment-driven intervention plans and identifying evidence-based interventions, but it remains difficult for such interventions to be implemented with high levels of integrity (i.e., the intervention is implemented as planned). Research has shown that a majority of teachers s...
Federal funding program:
Award number:
R324A100051
Grant
Assessing Online Reading Comprehension: The ORCA Project
During the twenty-first century, the internet has become a major force in transmitting information and has, hence, become an important learning environment, especially for reading comprehension. However, the reading comprehension skills that the internet requires are not necessarily the same as are required by more traditional, printed texts, and the American school system is not yet in a position to effectively teach these skill. Part of the reason for this is that we lack valid, reliable, ...
Federal funding program:
Award number:
R305A090608
Grant
Postdoctorate in Behavior Education and Research (PBER)
Federal funding program:
Award number:
R324B080007
Grant
Expanding the Science and Literacy Curricular Space: The GlobalEd 2 Project
Problem-based learning research illustrates that leveraging interdisciplinary contexts as a venue to engage in real world problem solving can deepen students' understanding, flexibility in application of knowledge, and transfer of knowledge between contexts. The purpose of this project is to develop the GlobalEd II intervention, building upon the interdisciplinary nature of social studies as an expanded curricular application aimed at increasing instructional time devoted to science and pers...
Federal funding program:
Award number:
R305A080622
Grant
Project VITAL: Vocabulary Intervention Targeting At-risk Learners
At the time of this study, research indicated that vocabulary knowledge played an important role in the reading process and reading comprehension, but little was known about how to teach vocabulary effectively. Further, the evidence showed that a gap in vocabulary knowledge emerged between at-risk students and their peers before they enter kindergarten and grew larger in the early grades. In this project, the researchers proposed to develop and evaluate strategies designed to improve vocabul...
Federal funding program:
Award number:
R305G030250
Grant
Expanding Dual-Credit Enrollments Among High School Students
This project examines system-wide factors relevant to expanding dual-credit (DC) program enrollments among high school students. DC programs afford high school students the opportunity to participate in college-level courses during high school. In Connecticut, the term "dual credit" encompasses programs such as advance placement (AP) courses and International Baccalaureate (IB) programs offered by high schools as well as dual-enrollment courses offered to high school students by institutions...
Federal funding program:
Award number:
R305A240285
Grant
The Causal Impact of Attending a Career-Technical High School on Student Achievement, High School Graduation, and College Enrollment
The research team is examining the impact of attending a career technical education (CTE) high school on students' achievement, high school graduation, and college enrollment. In recent years, there has been an increasing focus among educators and policy makers on the possibility of CTE to meet the growing need for career readiness among students. However, there is limited causal evidence to support the promise of alternative secondary education models that focus on CTE. This study used admi...
Federal funding program:
Award number:
R305A190524
Grant
Project EASS-E: Expanding Approaches to School Screening With Equity
The purpose of the project is for researchers to develop and establish initial psychometric evidence for a school-based screening instrument designed to assess both child- and environmentally-focused indicators: the Comprehensive and Contextual Child Screener in Schools (C3SS). Screening assessments serve as a primary data driver in multi-tiered systems of support as data are provided to efficiently and effectively deliver information needed to direct supports. Psychometrically-sound screeni...
Federal funding program:
Award number:
R305A220249
Grant
National Center for Research on Gifted Education
Two crucial issues continue to plague gifted education: (1) Underrepresented populations continue to be under identified as gifted and underserved by programs for the gifted. (2) Research on best-practice interventions for gifted students and outcomes of gifted programs and services is sparse. Center researchers will complete three secondary studies and one randomized control trial (RCT) to provide stakeholders with tools to better recognize and harness untapped talent and increase our under...
Federal funding program:
Award number:
R305C200012
Grant
Multi-Tiered Systems of Support Research Network (MTSS-RN) Leadership Team
The MTSS Network Lead will provide the organizational structure needed to allow the Network to run smoothly, foster collaborative efforts across the Research Teams, and ensure that the Network achieves its research and leadership goals.
Federal funding program:
Award number:
R324N180020
Grant
District Policies Related to Principal Evaluation, Learning-Centered Leadership, and Student Achievement
The purpose of this project is to examine associations between district policies related to principal evaluation, principals' enactment of learning-centered leadership practices, and student reading and mathematics achievement. Principals play a critical role in providing high-quality education to students by influencing teaching and learning through their leadership. In the past five years, the great majority of states have approved legislation mandating that public school principals be eva...
Federal funding program:
Award number:
R305A160100
Grant
National Center for Research on Gifted Education
Many policymakers, educators, and parents want assurance that the nation's gifted and talented students receive instruction that is sufficiently challenging and that will allow these students to reach their full potential. Recent studies of gifted and talented programs indicate that the extent and quality of services available to gifted students varies from state to state, district to district, and even from school to school within school districts. Overall, the field knows little about how ...
Federal funding program:
Award number:
R305C140018
Grant
Project IVI: Intensifying Vocabulary Intervention for Kindergarten Students at Risk of Learning Disabilities
The purpose of Project IVI is to develop, refine, and evaluate vocabulary intervention strategies for kindergarten students at significant risk of learning disabilities. The research team will draw on validated principles of instructional design and delivery to intensify vocabulary instruction and to optimize its effectiveness with kindergarten students most at risk of learning disabilities.
Federal funding program:
Award number:
R324L060026
Grant
National Research Center on the Gifted and Talented
The National Research Center on the Gifted and Talented (NRCGT) conducts research on a host of issues surrounding gifted education, namely: Who are the gifted? What characterizes "giftedness" and how can the term's definition be used to identify students for gifted programs and services? What programs and services most benefit gifted students and can those programs and services yield positive results for students not identified as gifted, as well as for students identified as gifted under tr...
Federal funding program:
Award number:
R305A060044
Grant
Project VIABLE: Validation of Instruments for Assessing Behavior Longitudinally and Efficiently
Empirical attention to the development and validation of viable formative measures of social behavior is essential if we are to effectively evaluate the success of positive behavior interventions put in place to address challenging student behavior. The purpose of this project is to develop and validate the Direct Behavior Rating (DBR) for use in student progress monitoring that is also feasible for use in applied settings. Thus, the goal of Project VIABLE is to develop the DBR for use in p...
Federal funding program:
Award number:
R324B060014
Grant
Developing Internet Comprehension Strategies Among Adolescent Students At Risk to Become Dropouts
In this project, the researchers developed a research-based adaptation of reciprocal teaching to support poor, minority adolescent youth in acquiring reading comprehension skills. In the early 2000s, the Internet was becoming an increasingly important source of information for students and researchers noted that it may pose new challenges for students because reading information on the Internet demands new, higher-level comprehension skills. At the same time, the Internet was seen as having ...
Federal funding program:
Award number:
R305G050154
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