University of Illinois, Urbana-Champaign
Associated IES Content
Grant
Exploring the Predictors and Outcomes of Self-Determination for Secondary Students with Disabilities Using NLTS2
Historically, students with disabilities have had poor transitions to post-school life. Promoting the development of self-determination skills in students with disabilities is considered an area of best practice in this field. However, little empirical research has explored the relationship between individual and ecological factors and self-determination. The research team will use extant data from the National Longitudinal Transition Study 2 (NLTS2) to identify individual and ecological fac...
Federal funding program:
Award number:
R324A120411
Grant
Developing an Intervention to Foster Early Number Sense and Skill
The primary purpose of this project was to help children at risk for difficulties learning mathematics become fluent in basic addition and subtraction facts. In the classroom, students who fall behind in mathematics and are identified as having learning disabilities often lack fluency with basic mathematics facts. These skills are essential for many more-advanced aspects of school mathematics. To address this skill gap, the researchers developed three qualitatively different computer-aided p...
Federal funding program:
Award number:
R305K050082
Grant
Advancing Assessment of Early Elementary Writing
The Principal Investigator (PI) will conduct a program of research to advance knowledge of early writing development and assessment for data informed instructional decision making. Although the ability to express one's thoughts in writing is critical for success in school and life, current approaches to writing instruction are failing our children with only 28% writing proficiently by fourth grade. Children who experience difficulty writing are at risk of school dropout and mental health pro...
Federal funding program:
Award number:
R305B240033
Grant
Analysis of NAEP Mathematics Process, Outcome, and Survey Data to Understand Test-Taking Behavior and Mathematics Performance of Learners with Disabilities
This study will use NAEP grade 8 mathematics assessment process data to understand the action and time sequences of key features in test-taking behavior for learners with and without disabilities, and how the test-taking behavior reflected through these key features relates to student outcomes. Although any performance or process differences found between learners may be due to true differences in test takers' mathematics problem solving, it is possible that the content and design of certain...
Federal funding program:
Award number:
R324P230002
Grant
INVITE: Inclusive and Innovative Intelligent Technologies for Education
The Institute for Inclusive and Intelligent Technologies for Education (INVITE) is developing artificial intelligence (AI) tools and approaches to support noncognitive skills, which refer to a set of attitudes, behaviors, and strategies thought to underpin success in school and at work.
Federal funding program:
Award number:
2229612 (NSF)
Grant
College Ready: Reading and Writing to Learn
The Principal Investigator (PI) will conduct a program of research for improving the reading and writing abilities of high school students with or at risk for high-incidence disabilities. The PI will also participate in mentoring and training activities to develop knowledge and skills related to the iterative development of interventions, effective professional development, multilevel modeling, and grant writing. Increasing the reading and writing capacities of students with high-incidence d...
Federal funding program:
Award number:
R324B210014
Grant
Developing a Sentence Writing Intervention for Young Struggling Writers
The Principal Investigator (PI) will conduct a program of research focused on improving writing outcomes among young students with or at risk for learning disabilities (LD), while participating in mentoring and training activities to build expertise in single-case research design, multilevel modeling, development of written language, and grant management. The ability to construct quality sentences using a variety of syntax structures is a necessary skill that contributes to the ability to wr...
Federal funding program:
Award number:
R324B230030
Grant
Underrepresented Student Learning in Online Introductory STEM College Courses
In this project, the researchers explored interactions among various characteristics of online instruction and postsecondary students' success in STEM courses. In particular, they explored how students who are traditionally underrepresented in STEM-namely, first-generation students, and students from minoritized groups-benefit from or are impeded by online features, such as participation in discussion boards. Online instruction has the potential to make course content more accessible to larg...
Federal funding program:
Award number:
R305A180211
Grant
Inference-Making and Reasoning: Refinement of an Assessment for Use in Gateway Biology Courses
In this project, the researchers developed a measure of deductive reasoning for postsecondary introductory biology students presented with new information. First-year biology college courses constitute a gateway for success in multiple STEM majors, yet many academically able students struggle to learn the concepts. Previous research suggested that taking in large amounts of new information and being able to draw one's own conclusions with that information might be a malleable skill that cont...
Federal funding program:
Award number:
R305A160335
Grant
Coordinating Multiple Representations: A Comparison of Eye Gaze Patterns of High School Students Who Do and Do Not Enroll in Calculus
Calculus is a critical "gateway" course for science, technology, engineering, and mathematics (STEM) learning in the undergraduate years. Better preparation at the high school level is associated with better achievement at the undergraduate level and increased persistence in STEM majors. Recent research has identified some potential individual difference variables that can explain why some students do not succeed and persist whereas others do. Prominent among these individual differences are...
Federal funding program:
Award number:
R305A140700
Grant
A Process View of Reading Among Adult Literacy Learners
Over the course of this project, the researchers examined variation in sentence processing among adults with a wide range of literacy skill. Specifically, they explored the association of literacy skill with variation in the activation of word meanings, how these meanings are sculpted by context and integrated into conceptual representations, as well as the activation of situational representations.
Federal funding program:
Award number:
R305A130448
Grant
A Longitudinal Study of Teaching Practices, Classroom Peer Ecologies, and Youth Outcomes
Teachers have both the opportunity and the responsibility to optimize children's interpersonal relationships in the classroom to facilitate learning. In this exploratory study, researchers will extend on-going longitudinal research that asks how features of classroom peer ecologies such as popularity, friendships, and cliques relate to academic achievement, aggression, and school relatedness. These indicators will then be examined to analyze how these peer ecologies are shaped by teacher pra...
Federal funding program:
Award number:
R305A100344
Grant
Men's Parenting Behaviors in Families of Children with Disabilities: Findings from the ECLS-B
Although a rapidly growing body of research has documented the impact of father involvement with typically developing children, little is known about how men approach parenting children with disabilities, and how their involvement impacts child, mother, and family well-being that support child cognitive and socio-emotional development and school readiness. The purpose of the project is to examine the data available in the Early Childhood Longitudinal Study-Birth Cohort (ECLS-B) to investigat...
Federal funding program:
Award number:
R324A120174
Grant
Implementing the Common Core State Standards for Students with Disabilities: Research and Development of Web-based Supports for IEP Team Decision
Students with disabilities who receive special education services through the Individuals with Disabilities Education Act have an Individualized Education Program (IEP). Schools are turning toward the new Common Core Standards and using them as the basis for developing IEPs and providing instruction for students with disabilities. In this project, the research team will further develop a tutorial program, IEPQ-Core, to assist IEP teams in writing measurable annual goals linked to these new s...
Federal funding program:
Award number:
R324A120081
Grant
Assessing Complex Performance: A Postdoctoral Training Program Researching Students Writing and Assessment in Digital Workspaces
Researchers trained six postdoctoral fellows for 2 years each to become well-rounded researchers. The research opportunities offered to fellows included (1) innovations in formative and summative assessment, (2) the development of methods for assessment of complex performance (such as writing), (3) the disciplinary practices of discipline areas captured in written reports and essays, and (4) the evaluation of a large-scale assessment tool used by the state of Illinois.
Federal funding program:
Award number:
R305B110008
Grant
The Assess-as-You-Go Writing Assistant: A Student Work Environment that Brings Together Formative and Summative Assessment
In the early 2000s, a key educational priority was to use summative assessment both as a measure of learner progress and as an incentive for school improvement. At the same time, many educators and researchers supported also using formative assessment, or assessment for screening, monitoring and diagnosis to aid ongoing learning throughout the academic year. In this project, the research team created a new educational technology tool intended to improve student writing performance and writi...
Federal funding program:
Award number:
R305A090394
Grant
Fostering Fluency With Basic Addition and Subtraction
Children at risk for academic failure frequently have difficulty achieving fluency in basic addition and subtraction facts. Many at-risk first and second graders have difficulty with even the simplest addition facts, such as 6 + 0 = 6 and 7 + 1 = 8. Although early intervention might prevent these deficiencies and learning difficulties, little research has rigorously examined how to best promote fact fluency among young at-risk children. The purpose of this study is to evaluate the efficacy o...
Federal funding program:
Award number:
R305A080479
Grant
University of Illinois at Urbana-Champaign Postdoctoral Research Training Program in Mathematics Education
The University of Illinois at Urbana-Champaign Postdoctoral Research Training Program in Mathematics Education trained five fellows on mathematics learning, mathematical measurement, quasi-experimental and experimental design, and analysis of large-scale evaluations.
Federal funding program:
Award number:
R305B100017
Grant
Mindful Instruction of Nonmainstream Children
This project will test the efficacy of a fully developed intervention, Collaborative Reasoning, that is designed to boost the conceptual understanding, thinking skills, language, and motivation of learners, particularly African American and Latino/a students. Collaborative Reasoning activities include both discussions and group work and are designed to promote open, free-flowing, peer-managed discussions that are intended to help develop critical and reflective thinking. By participating i...
Federal funding program:
Award number:
R305A080347
Grant
Establishing the Efficacy of the "Special Friends" Project
Successful peer interactions lead to positive social and emotional development. Children with disabilities engage in social interaction with peers less frequently than typically developing children do. Children with disabilities who fail to develop positive social relationships with peers are at elevated risk for social maladjustment and academic failure. In addition, they are at great risk of being rejected by their peers. Therefore, effective interventions that can be used in education s...
Federal funding program:
Award number:
R324A080071
Grant
A Longitudinal Study of Gender and Mathematics Using ECLS-K Data
Females continue to be under-represented in mathematics-related fields. Gender gaps in school mathematics performance lay the foundation for these career path differences. Although such gaps were originally thought to appear in secondary school, mathematics achievement gaps are now surfacing in early elementary school, raising new questions about the sources of these gaps. This study will provide a detailed examination of factors that predict gender differences in elementary school mathemati...
Federal funding program:
Award number:
R305A080147
Grant
Conceptual Analysis and Student Learning in Physics
Cognitive psychologists have discovered that experts in a field and novices understand content and approach problem solving in that field in different ways. For example, expert physicists and physics students view the organizational structure of physics content in very different ways. To physicists, the beauty of physics lies in its hierarchical nature-a few general principles that can be applied to solve problems across a variety of contexts. Students, however, generally focus on learning ...
Federal funding program:
Award number:
R305B070085
Grant
IEP Quality Improvement: Research and Development of Web-based Decision Support
The purpose of this project is to develop and test a Web-based IEP Tutorial and decision-making support system (Tutorial) that will be linked to the Illinois State Board of Education's (ISBE) electronic IEP archiving system. The overall aim is to use the developed web-based informational and decision making resources to allow IEP teams to craft better quality IEPs that function to support higher standards-based achievement.
Federal funding program:
Award number:
R324J060002
Grant
A New Look at School Type, Mathematics Achievement and Equity
The purpose of this study is to determine whether teacher qualifications, professional development, classroom instructional practices, student attitudes toward mathematics, and school climate differ in public, private and charter schools, and to determine whether such differences are related to academic achievement for all students and for disadvantaged students in particular.
Federal funding program:
Award number:
R902B050017
Grant
Improving Comprehension And Writing Through Reasoned Argumentation
In this project, the researchers developed two integrated environmental and public policy units for use with Collaborative Reasoning, an education intervention using intellectually engaging classroom discussion to improve students’ ability to comprehend, evaluate, and produce arguments. These units were developed to help teachers integrate Collaborative Reasoning into their content-based courses. After completing the development of the units, the researchers carried out a pilot study t...
Federal funding program:
Award number:
R305G030070
Grant
Instruction Of Reading Comprehension: Cognitive Strategies Or Cognitive Engagement
Levels of student proficiency in reading comprehension in the United States remain low, and there is little evidence to suggest any increase is occurring in the use of effective instruction in reading comprehension. Research has established the efficacy of several approaches to teaching reading comprehension, but little is known about why these approaches work, and teachers find it difficult to actually implement effective approaches in their teaching. The purpose of this study is to develop...
Federal funding program:
Award number:
R305G030140
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