University of Miami
Associated IES Content
Grant
Brief, Transdiagnostic Care to Support Academic Learning in Adolescents With Emotional Disorder Symptoms
The purpose of this mixed-methods evaluation project is to develop, refine, and pilot test a school-based, telehealth-delivered, indicated prevention program to address emotion regulation challenges faced by racially- and culturally-diverse adolescents with anxiety and depressive symptoms living in lower-income communities. The Unified Protocol for Preventing Emotional and Academic Challenges in Education (UP-PEACE) is based on a transdiagnostic form of cognitive behavioral therapy used in c...
Federal funding program:
Award number:
R305A220088
Grant
Multi-Year Middle School Intensive Reading Intervention for Students with or At-Risk for Reading Disabilities.
There are few multi-year studies examining the effect of intensive reading programs for middle school students with or at-risk for reading disabilities (SWRD). Those that exist have shown that without multiple years of intensive reading, students appear to stagnate or regress in their reading levels. Therefore, this project will conduct a two-year intensive reading intervention in grades 6 and 7 using the Adolescent Multi-Component-Intensive Training-Program (AiU). Researchers will conduct a...
Federal funding program:
Award number:
R324A210074
Grant
Teacher and Peer Speech in Inclusion Classrooms: Malleable Factors Affecting Language Outcomes for Children with Disabilities
The purpose of this project is to use innovative technologies to understand the role of teacher and peer speech in the language development and social relationships of preschool children with disabilities in inclusive settings. There is evidence that language-related experiences in the classroom impact children's language development. However, previous studies have been relatively short in duration. In this study, the researchers will use technologies that allow for real-time measurement of ...
Federal funding program:
Award number:
R324A180203
Grant
Enfoque en Ciencia: Extending the Cultural and Linguistic Validity of a Computer Adaptive Assessment of Science Readiness for Use with Young Latino Children
The purpose of this project is to develop and validate an Item Response Theory (IRT) - based, computer adaptive test (CAT) to assess Latino preschoolers’ science knowledge and skills. The research team will extend current IES-funded work (Lens on Science: Development and Validation of a Computer-Administered, Adaptive, IRT-Based Science Assessment for Preschool Children) that is in the final stages of developing and validating a touch screen computer-adaptive child assessment of scienc...
Federal funding program:
Award number:
R305A130612
Grant
Reading Achievement Multi-component Program (RAMP-UP)
The purpose of this project was to examine the efficacy of two versions of a fully developed and empirically supported peer-mediated, multi-component remedial reading program designed specifically for adolescents with reading disabilities. Many adolescents with reading disabilities read 4 to 6 years below grade level, score poorly on reading assessments, and show severe deficits in word recognition, reading fluency, and comprehension. Questions exist regarding the most effective way to provi...
Federal funding program:
Award number:
R324A140003
Grant
Solve It!—Grades 5–6: Improving Math Problem Solving for Students with Learning
Students with disabilities perform significantly lower in mathematics than their non-disabled peers. Math problem solving is particularly challenging for students with disabilities as instruction generally does not provide the kind of modeling and skill building necessary to become an efficient math problem solver. The purpose of this project is to modify Solve It!, a mathematics problem-solving intervention for students with learning disabilities. Solve It! intends to teach students how to ...
Federal funding program:
Award number:
R324A110009
Grant
Language in Math
In 2009, 43 percent of English language learners (ELLs) in 4th grade scored below basic proficiency on the NAEP mathematics test, and this percentage increased to 72 percent among 8th graders and 80 percent among 12th graders. Many schools lack wide-spread expertise in how to address the instructional and language learning needs of ELLs. In particular, little attention has been devoted to understanding how ELLs learn the conventions and expectations for language use in mathematics in order ...
Federal funding program:
Award number:
R305A100862
Grant
Extending the Cultural and Linguistic Validity of the Adjustment Scales for Preschool Intervention (ASPI) for Low-Income, Latino Children
Latino children, many of whom are Spanish-speaking English language learners, are a growing segment of the preschool population. It is important for preschool educators and researchers to have access to valid and reliable measures of the school readiness skills of Latino preschool children. This includes measures of academic skills and assessments of emotional and behavioral adjustment. Although there are some available measures of children's early academic skills, few reliable and valid a...
Federal funding program:
Award number:
R305A100233
Grant
Promoting Science among English Language Learners (P-SELL): Efficacy and Sustainability
As the school-aged population continues to become more racially, ethnically, and linguistically diverse, English language learning (ELL) students can now be found in virtually every school in the nation. For ELL students, content area instruction, such as science, should provide a meaningful learning environment for English language and literacy development. At the same time, improving English skills should provide the medium for understanding academic content. In reality, however, ELL stude...
Federal funding program:
Award number:
R305A090281
Grant
Lens on Science: Development and Validation of a Computer-Administered, Adaptive, IRT-Based Science Assessment for Preschool Children
Recent emphasis has been placed on science as a school readiness domain. However, an obstacle to conducting research and evaluation on early childhood science programs is the lack of appropriate, reliable, and valid direct assessments of children's science knowledge and process skills. This measurement project will fill the need for a reliable and valid direct assessment of preschool children's science. A collaborative team from the University of Miami, the Miami-Dade County Head Start/Early...
Federal funding program:
Award number:
R305A090502
Grant
Miami-Dade County Partnership for School Readiness and Early School Success
The goal of this project was to create a partnership to address the school readiness skills and early school achievement of children who attend M-DCPS. The project unfolded in three major phases. First, the partners created an infrastructure and carried out joint needs assessments. The goal was to build a sustainable researcher-practitioner partnership that uses available data to conduct descriptive analyses to inform M-DCPS practice and policy needs in the short-term. Second, the partners c...
Federal funding program:
Award number:
R305H140140
Grant
Improving Mathematics Performance of At Risk Students and Students with Learning Disabilities in Urban Middle Schools (MSM Project)
Students with disabilities tend to lag behind their peers in mathematics achievement. On the 2007 National Assessment of Educational Progress, 19 percent of students with disabilities in Grade 4, and 8 percent of students with disabilities in Grade 8 were at or above the proficient level in mathematics for their grade. A number of interventions have been developed to address the mathematics needs of students with disabilities, but relatively little high quality research has been conducted t...
Federal funding program:
Award number:
R324A070206
Grant
Interdisciplinary Training in Education Research and Advanced Statistical Methods
The University of Miami established the Interdisciplinary Training in Education Research and Advanced Statistical Methods program to train fellows to conduct in-depth research on education issues arising in diverse, urban settings.
Federal funding program:
Award number:
R305C050052
External Person
Mary Avalos
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