University of Illinois, Chicago
Associated IES Content
Grant
Refinement of GlobalEd2 and Testing New Intervention Impact
GlobalEd2 (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. The intervention was developed and evaluated through two previous grants. While data indicate the efficacy of GE2 compared to normal educational practice, data also suggest the need for additional refine...
Federal funding program:
Award number:
R305A170558
Grant
Development and Validation of the Emotional Teacher Rating Scale (EMOTERS) for Preschool Classrooms
Many researchers, teachers, and parents would agree that children's social-emotional learning (SEL) skills are important to develop. However, the role that teachers play in promoting children's emotional competencies is not well understood. Emotion-focused teaching constitutes adults' modeling of, responding to, and instructing about emotions that supports children's learning about emotions and the emotional bases of social interactions. The purpose of this project was to develop an observat...
Federal funding program:
Award number:
R305A160010
Grant
Exploring the Mediators and Moderators of Metacomprehension Accuracy
In this project, the researchers explored postsecondary students' ability to monitor comprehension and learning processes and its connection to student outcomes. This ability, known as metacomprehension, helps learners to estimate how well they understand texts and to determine when they need to restudy them. Many students do not estimate their comprehension accurately and are unable to engage in effective self-regulated learning. Previous research has found that metacomprehension skills can...
Federal funding program:
Award number:
R305A160008
Grant
Development of Accessible IRT-Based Models and Methodologies for Improving the Breadth and Accuracy of Item Option-Scored Diagnostic Assessments
Federal funding program:
Award number:
R305D140023
Grant
Measuring Preschool Program Quality: Multiple Aspects of the Validity of Two Widely-Used Measures
The ability to measure the quality of preschool settings is of central importance in supporting a number of policy initiatives, such as state Quality Rating and Information systems, Head Start recompetition regulations, and the Race to the Top Early Learning Challenge. This project will study aspects of validity of two widely used measures of preschool classroom quality: the Early Childhood Environment System Rating Scale-Revised (ECERS-R) and the Classroom Assessment Scoring System (CLASS)....
Federal funding program:
Award number:
R305A130118
Grant
The Connected Chemistry Curriculum
One proposed avenue for improving both student understanding and achievement in science emphasizes the use of computer-based curriculum activities in the science classroom. At all levels, chemistry deals with concepts and phenomena that are not directly observable to students. Therefore, instructors often encourage students to engage in visualization of mental images for learning and problem solving in chemistry. Visualization is difficult and complex, and educational software designers have...
Federal funding program:
Award number:
R305A100992
Grant
Positive Action for Social and Character Development
In this project, the researchers aimed to evaluate Positive Action, a program intended to promote students' social skills and self-concept and reduce anti-social behavior by providing a comprehensive approach that includes grade-specific curricula, school-wide climate change, and parental involvement. Positive Action included content to help with social and emotional learning and school climate. The researchers proposed to determine whether Positive Action impacted such factors and student a...
Federal funding program:
Award number:
R305L030004
Grant
The Cognitive, Psychometric, and Instructional Validity of Curriculum-Embedded Assessments: In-Depth Analyses of the Resources Available to Teachers Within "Everyday Mathematics"
Progress toward improving the quality of mathematics teaching and learning has been slow despite the introduction of standards-based curricula, such as Everyday Mathematics, and efforts to support teachers' implementation of reform-based classroom practices. Embedded assessments are considered to be a key element of reform-based curricula with the goal of supporting more effective instructional practices such as making students' thinking visible and providing opportunities for feedback. Howe...
Federal funding program:
Award number:
R305A090111
Grant
Fair Prediction of College-Student Success Using Multivariate Adaptive Regression Splines
The purpose of this project is to develop a new fair Multivariate Adaptive Regression Splines (MARS) statistical model to predict college-student success. MARS is a parsimonious non-parametric regression model that can identify useful input variables through a built-in feature-selection step when many potential variables are considered. MARS also renders an easily interpretable model, making it more helpful for use in higher education settings.
Federal funding program:
Award number:
R305D220055
Grant
Efficacy of the Connected Chemistry Curriculum
Efficacy of the Connected Chemistry Curriculum
Federal funding program:
Award number:
R305A170074
Grant
Reading for Understanding Across Grades 6 through 12: Evidence-Based Argumentation for Disciplinary Learning
Project READI (Reading, Evidence, and Argumentation in Disciplinary Instruction) defines reading for understanding in adolescence as the ability to engage in evidence-based argumentation across multiple texts and supports its learning in three disciplines: history, science, and English literature. Disciplinary literacy involves complex critical analysis processes as well as close attention to text. The research team proposes a model that captures these processes while attending to the psycho...
Federal funding program:
Award number:
R305F100007
Grant
Specific Aspects of Quality that Support Children's School Readiness in Community-Based and School-Based Early Childhood Programs
This research study will examine the association between aspects of preschool quality and child health, behavioral and cognitive outcomes in community-based and school-based early care and education programs. The purpose of the study is to identify, construct, and examine measures of preschool quality that can be used to inform the development of specific preschool-based interventions and policies that may support school readiness outcomes.
Federal funding program:
Award number:
R305A090065
Contract
Exploratory Study of Instructional Practices that Foster Language Development and Comprehension in Prekindergarten through Grade 3
The National Assessment of Educational Progress (NAEP) found that one-third of fourth-grade students performed below a basic level in reading in 2011. Gaps in reading and language development between disadvantaged children and their more advantaged peers begin early, as documented by the Early Childhood Longitudinal Study. Recent efforts to improve reading instruction and achievement have centered on the use of scientifically based reading instruction. However, while IES evaluations of these t
Federal funding program:
Contract number:
ED-04-CO-0112/0011
Grant
Enhancing Effectiveness and Connectedness among Early Career Teachers in Urban Schools
Early career teachers working in low-income communities experience teacher attrition rates of nearly 50%. Two of the strongest predictors of attrition are teachers' classroom management skills and their ability to engage students in learning. In this study, the researchers will develop, refine, and test the feasibility of a professional development (PD) model for early career teachers working in poor urban communities. The PD model will target teachers' classroom management skills and abi...
Federal funding program:
Award number:
R305A090085
Grant
Awards for Research in Cognition and Student Learning
There is currently a great need but limited supply of high quality research at the intersection of the cognitive science and education research communities.
Federal funding program:
Award number:
R305U070001
Grant
Collaborative Teacher Network
Responsibility for teaching students with disabilities is shared by regular and special educators. Most students with disabilities are educated in regular school buildings, and almost half are educated in regular classrooms for most of the school day. However, few regular education teachers feel fully prepared to teach students with disabilities, and special education teachers may not be fully prepared to teach academic content to the level of state achievement standards. The purpose of t...
Federal funding program:
Award number:
R324B070045
Grant
Assessing Readers Struggling to Comprehend Multiple Sources of Information
In this project, the researchers proposed to develop a set of assessments that could diagnose the strategies and skills required for comprehension of multiple texts. The purpose of this assessment was to identify what causes readers to struggle with this complex but important task. In the early 2000s, most comprehension research examined how students derive meaning from a single text, so there was a need to better understand how students make meaning as they read across multiple texts and fo...
Federal funding program:
Award number:
R305G050091
Grant
Improving Monitoring Accuracy Improves Learning From Text
The intended purposes of this project were (a) to study factors that influence the accuracy of readers' ability to monitor their own comprehension and (b) to develop interventions to strengthen this ability by improving that accuracy. In the early 2000s, research had indicated that accuracy increases when individuals reread texts, write summaries, or generate a list of keywords for texts before rating their comprehension of texts. In the project, the research team was to carry out five studi...
Federal funding program:
Award number:
R305H030170
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