University of Denver
Associated IES Content
Grant
Integrated, Intelligent, and Interactive Technologies Building Young Children's Math Along Learning Trajectories
Integrated, Intelligent, and Interactive Technologies Building Young Children's Math Along Learning Trajectories
Federal funding program:
Award number:
R305A220102
Grant
The Evolution of Learning Strategies as Indicators of Intervention Efficacy
Children's ability to answer assessment questions correctly paints an incomplete portrait of what they know and can do, yet it remains a common basis for program evaluation. Researchers should study the development of competences by observing the ways children approach and make sense of problems, and how they learn to develop, apply, and generalize problem-solving strategies over time, from one type of problem to the next. This project has two goals. First, the research team will determine h...
Federal funding program:
Award number:
R305A200100
Grant
Small Group Reading Intervention to Support Children with Pervasive Learning and Attention Needs (RISC-PLAN) in the Upper Elementary Grades
The Principal Investigator (PI) will conduct a program of research for improving the reading outcomes of students with or at risk for co-occurring reading disabilities and attention problems. In addition, the PI will participate in mentoring and training activities to develop knowledge and skills related to this particular group of students, the use of single-case design to inform intervention development, and the analysis of group design data. A growing body of research indicates that a sub...
Federal funding program:
Award number:
R324B190010
Grant
Evaluating the Efficacy of an Interdisciplinary Preschool Curriculum (EPIC)
This project will evaluate the efficacy of a new comprehensive interdisciplinary curriculum, Connect4Learning (C4L). Although the importance of all young children gaining competence in four core curricular domains-social-emotional, language and literacy, mathematics, and science-is well established, research results on the efficacy of comprehensive curricula is dismal, with no measurable effects in comparative studies and near zero effect sizes for the most commonly-used preschool curricula....
Federal funding program:
Award number:
R305A190395
Grant
LEAP Sustainability: Exploring Malleable Factors that Predict Teachers' Initial and Long-Term Fidelity
The purpose of this study is to explore factors (e.g., preschool center policies, staff buy-in, family involvement) that are related to teachers' initial and long-term fidelity of implementation of the LEAP Preschool Model (LEAP), an intensive, inclusive intervention for children with autism spectrum disorders (ASD). One of the greatest challenges in the field of early intervention is closing the gap between what is known about effective instructional practices for preschool children and the...
Federal funding program:
Award number:
R324A170152
Grant
Quality Counts: Building Capacity to Research Quality in Colorado's Residency Preparation Programs
Growing evidence shows extended clinical placements (residencies) support teacher candidate effectiveness, and states are increasingly requiring residencies for teacher preparation. Little is known, however, about the critical features of residency. Residency models vary widely in standards, approaches, and resources. Data on why and how models differ, or how candidates perform, is limited and often not comparable across programs. This project will (1) examine how and why the seven teacher r...
Federal funding program:
Award number:
R305H170066
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
Evaluating the Efficacy of Learning Trajectories in Early Mathematics
The purpose of this study is to evaluate the efficacy of using a learning trajectories approach to mathematics instruction to foster the development of early mathematics skills which are predictive of later school achievement. A learning trajectories approach includes a goal for teaching a mathematics concept, a developmental progression of levels of thinking about the concept, and instructional activities and content for each developmental level. Although research has shown that educational...
Federal funding program:
Award number:
R305A150243
Contract
Evaluation of Preschool Special Education Practices (EPSEP)
Experiences in early childhood programs can help young children, including those with disabilities, develop skills important for later learning. But many children need help to strengthen their social-emotional skills and engagement in classroom activities in order to reap those early learning benefits. Currently, there is limited evidence on how to effectively integrate supports for these skills into the general curriculum, particularly in classrooms where children with disabilities are serve
Federal funding program:
Contract number:
ED-IES-14-C-0001
Grant
Increasing the Efficacy of An Early Mathematics Curriculum with Scaffolding Designed to Promote Self-Regulation
Preschoolers who live in poverty typically show lower math achievement and often are identified as having greater problems with self-regulation than their middle-class peers. Focused prekindergarten interventions can result in dramatic increases in both mathematics achievement and self-regulation. Unfortunately, there is little research regarding whether such approaches can be combined effectively in the classroom. The purpose of this project is to examine the efficacy of a preschool inte...
Federal funding program:
Award number:
R305A080700
Grant
An Exploration of Novice Teachers' Core Competencies: Impacts on Student Achievement and Effectiveness of Preparation
Licensure policies and accreditation requirements at the national and state levels described expectations for the knowledge, skills, and dispositions that are presumed important to teachers' eventual success in the classroom. These expectations represent "Core Competencies" (CCs). Previous research on CCs is limited in that expectations have been determined by studying high quality teachers only, often selected based on principal recommendations. The purpose of this study is to provide ad...
Federal funding program:
Award number:
R305A140696
Grant
Longitudinal Study of a Successful Scaling-Up Project: Extending TRIAD
Some research has indicated that early childhood interventions have lasting effects, while other research suggests that the effects of early childhood interventions diminish over time. This mixed evidence base warrants further research on the sustainability of early childhood interventions and the need to identify elements of continued support necessary for preserving initial gains from early childhood interventions. To that end, the researchers will assess the long-term effectiveness of the...
Federal funding program:
Award number:
R305A120813
Grant
Comprehensive Postdoctoral Training in Scientific Education Research
In this training program, the trainers recruited and mentored six postdoctoral fellows, five of whom completed the full training, in ongoing projects regarding applied scientific research in education. The trainers provided fellows with complementary training in using state-of-the-art methodologies.
Federal funding program:
Award number:
R305A070491
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