University of Missouri, Columbia
Associated IES Content
Grant
Supporting Teachers in Engaging Parents in Middle School (Mid-STEP): The Development of a Training Curriculum and Coaching Model
In this project, the researchers seek to address the void of evidence-based teacher training programs to support family engagement in education in middle school by using an iterative process to develop a teacher training curriculum and coaching model called Supporting Teachers in Engaging Parents in Middle School (Mid-STEP). Mid-STEP will focus on training and supporting middle school teachers in developing communication and culturally responsive skills to engage all families in education an...
Federal funding program:
Award number:
R305A240039
Grant
Supporting Teaching of Algebra: Individual Readiness (STAIR)
The purpose of this project is to evaluate different levels of intensity of a professional development (PD) and coaching model for middle school special education teachers to accelerate pandemic recovery in mathematics for their students with disabilities. Due to pandemic-related school closures, many students have not received enough instruction to develop a deep understanding of mathematics content. Students who experienced mathematics difficulties prior to the pandemic are at even greater...
Federal funding program:
Award number:
R324X220102
Grant
Developing a Comprehensive Intervention for Children with Social Behavior and Academic Readiness Risk in Kindergarten: The Kindergarten Check-up (KCU)
The purpose of this project is to develop an intervention, the Kindergarten Check-up (KCU), to support Kindergarten students who have an increased risk for failure due to poor school readiness skills, including early social behavioral and academic risk. Specifically, the research team will adapt the Family Check-up (FCU), an evidence-based family-centered intervention, and combine it with individually tailored KCU intervention modules thru an iterative process involving parents, teachers, sc...
Federal funding program:
Award number:
R305A220322
Grant
Evaluating the Efficacy of a Daily Check-in/Check-out Intervention for Students At Risk for Emotional and Behavioral Disorders
The purpose of this study is to evaluate the efficacy of Check-in/Check-out (CICO) for improving social, emotional, and academic behavior of elementary school students at risk for emotional and behavioral disorders (EBD). CICO is a manualized Tier 2 behavioral intervention commonly implemented within a multi-tiered framework and designed to improve the social and behavioral performance of students with emerging problem behavior. Research has indicated that CICO is a promising intervention fo...
Federal funding program:
Award number:
R324A190046
Grant
Evaluation of a Self-Monitoring Training Program for Elementary School Students
In this study, the research team will test whether the Self-Monitoring Training and Regulation Strategy (STARS) intervention can improve behavior, social emotional learning skills, and academic performance for fifth grade students who engage in disruptive or otherwise challenging classroom behaviors. Up to 20% of elementary school students engage in behavior that is disruptive to learning for themselves and their classmates. STARS is a Tier 2 targeted intervention for students who need extra...
Federal funding program:
Award number:
R305A150517
Grant
Mission HydroSci: A Virtual Environment for Next Generation Science Learning
The purpose of this project is to develop and test a game-based, virtual environment and curriculum, Mission HydroSci (MHS), designed to support student learning in the topics of water systems science and scientific argumentation. MHS will be developed to meet the needs of teachers and students in blended learning contexts. For example, classes that meet in schools (as opposed to distance learning) and that use learning materials and experiences facilitated through online environments to su...
Federal funding program:
Award number:
R305A150364
Grant
Evaluating the Efficacy of the School-based Social Competence Intervention for Adolescents (SCI-A) with High Functioning Autism
Youth with high-functioning autism spectrum disorders (ASD) exhibit social skills deficits that inhibit their ability to navigate the complex social environment. For example, students with ASD are often unable to pick up nonverbal social cues and social prompts, and tend to display socially unacceptable behavior. Students are described as socially awkward, self-centered, or emotionally blunted. This interferes not only with their ability to succeed in school, but also with their successful t...
Federal funding program:
Award number:
R324A120027
Grant
Project Construct: A Catalyst for Early Achievement
In this project, the research team proposed to assess the efficacy of Project Construct, a curriculum shaped by research about children's thinking. Project Construct was based on the idea that children actively construct their own knowledge through "hands-on, minds-on" learning experiences. In this study, the investigators intended to examine the impact of Project Construct on students' general knowledge, language, mathematical, and socio-emotional development.
Federal funding program:
Award number:
R305J030103
Grant
CALDER Recruitment & Retention (CALDER-R&R)
CALDER-R&R examines policies addressing teacher shortages and their impact on teachers, student learning, and equity. Two important perspectives undergird the Center's work. First is the understanding that teacher shortages are not a single phenomenon. Instead, they exist in specific subject areas (for example, science and mathematics), among teachers from specific backgrounds (for example, teachers from historically marginalized racial and ethnic backgrounds), in specific schools (for e...
Federal funding program:
Award number:
R305C240007
Grant
Evaluation of a Virtual Classroom Management Training Program for Rural Middle School Teachers
In this replication study, the researchers will test the impact of an online versions of CHAMPS (Conversation, Help, Activity, Movement, Participation and Success), a middle school teacher training program designed to promote effective classroom management skills, on teacher classroom management practices and student social-emotional behavior and academic achievement in rural middle schools. A prior IES-funded efficacy trial in urban middle schools found that CHAMPS delivered in person signi...
Federal funding program:
Award number:
R305A240034
Grant
Evaluation of the K-5 Second Step Social-Emotional Learning Program and Bully Prevention Unit: Impact on Youth Violence and School Climate Among Students With and at Risk for Disability Identification
This study will evaluate the impact of a social and emotional learning (SEL) program plus a bully prevention program for students in grades K–5 on SEL, academic, and school climate outcomes. Bullying has become a pervasive problem in the United States. Although policies mandate that schools address bullying, many programs do not identify or target specific student populations who may be at heightened risk for involvement, such as students with or at risk for disabilities. Interventions are...
Federal funding program:
Award number:
R324A240131
Grant
Impact of Disability Anti-bullying Training for Elementary Special and General Education Teachers (PROJECT DIAL): Impact on Teacher Awareness and Self-Efficacy and Student Outcomes
This study will evaluate the impact of an online bullying prevention professional development program-Disability Anti-Bullying Training for Elementary Special and General Education Teachers (DIAL PD)-on teacher self-efficacy, skills, and practices in bullying identification, prevention, and mitigation among youth with or at risk for disabilities. Bullying remains a pervasive problem for school-aged youth in the U.S., especially for students with disabilities, who are disproportionately invol...
Federal funding program:
Award number:
R324A240188
Grant
Project SELF: Teaching High School Students With Disabilities to Self-Regulate Their Behavior
The Principal Investigator (PI) will conduct a program of research focused on improving self-regulation for high school students with disabilities and challenging behavior. The PI will also participate in mentoring and training to build skills related to school-based experimental research, iterative intervention development, and grant writing and management. Students with disabilities can experience social, emotional, and behavior problems at significantly higher rates than their peers witho...
Federal funding program:
Award number:
R324B230012
Grant
Supporting Teachers in Engaging Parents (STEP): The Development of a Teacher Training Curriculum and Coaching Model to Foster Family Engagement
The purpose of this project is to address the lack of evidence-based teacher training programs to support family engagement in education. Using an iterative process, the research team will develop a new teacher training curriculum and coaching model called Supporting Teachers in Engaging Parents (STEP). The STEP Model will focus on using feasible, efficient, and sophisticated methods for training and supporting teachers in developing communication and culturally responsive skills necessary t...
Federal funding program:
Award number:
R305A210126
Grant
Scaling Bayesian Latent Variable Models to Big Education Data
The goal of the proposed project is to develop user-friendly, free, open-source software for estimating the types of Bayesian latent variable models that are often encountered in education: models with multilevel structure, with ordinal variables, and with large sample sizes. This will provide education researchers with tools that allow them to apply state-of-the-art developments quickly and easily in Bayesian statistics to their own datasets. The software will build on the existing R packag...
Federal funding program:
Award number:
R305D210044
Grant
Measuring Prosocial Behavior in Schools through a Virtual Reality Game: vSchool
Measuring Prosocial Behavior in Schools through a Virtual Reality Game: vSchool
Federal funding program:
Award number:
R305A210321
Grant
ECHO: Prosocial and Positive School Climate
The purpose of this project is to develop and pilot a model, ECHO: Prosocial and Positive School Climate, for building the capacity of teachers to increase students' prosocial behavior and create a positive climate at their school.
Federal funding program:
Award number:
R305A210212
Grant
Innovative, Translational, and User-Friendly Tools for Comprehensive Statistical Model Evaluation
A key component of any scientific undertaking is the construction of a model that explains the data. No model is an exact representation of the phenomena under investigation and, especially in the education sciences, useful models are often simplistic approximations of immensely complex processes. Goodness-of-fit (GOF) assessment provides a limited view of a model's usefulness. While GOF addresses the closeness of the model to the observed data, generalizability measures the potential fit of...
Federal funding program:
Award number:
R305D210032
Grant
Evaluation of a Web-Based Classroom Management Program to Promote Effective Classroom Management Practices Among Early Career Teachers
Ineffective classroom behavior management practices interfere with instruction, child development, and academic achievement. Many teachers are not adequately trained to deal with behavior problems in the classroom, leading to many early career teachers leaving the field. The purpose of this project is to conduct an efficacy study of the Classroom Check-up (CCU), a web-based teacher training and coaching program to promote effective teacher classroom management skills with early career teache...
Federal funding program:
Award number:
R305A200297
Grant
Developmental Adaptation of a Self-monitoring Training Program for Middle School Students
Developmental Adaptation of a Self-monitoring Training Program for Middle School Students
Federal funding program:
Award number:
R305A200111
Grant
The National Center for Rural School Mental Health (NCRSMH): Enhancing the Capacity of Rural Schools to Identify, Prevent, and Intervene in Youth Mental Health Concerns
A consortium of researchers and rural school districts across Missouri, Virginia, and Montana are establishing the National Center for Rural School Mental Health (NCRSMH) to enhance the capacity of rural schools to identify, prevent, and intervene in youth mental health concerns. Nearly 20 percent of school-age children experience serious mental health issues yet few receive services, a situation exacerbated in rural settings. Rural communities are incorrectly perceived as having fewer menta...
Federal funding program:
Award number:
R305C190014
Grant
Identifying Discrete and Malleable Indicators of Culturally Responsive Instruction and Discipline
Scholars and educators have proposed that improving teachers' cultural responsiveness is an important step in addressing educational disparities among students from marginalized cultural, racial, or ethnic backgrounds. Despite growing interest in the field, however, consensus is lacking about how culturally responsive practices (CRPs) should be defined and operationalized in schools and classrooms. The purpose of this project is to use the CRP framework from a promising intervention, Double ...
Federal funding program:
Award number:
R305A180111
Grant
Implementing A Comprehensive Data-Based Coordinated System Of Care For School Districts To Promote Youth Academic Success And Social Emotional Development: A Researcher-Practitioner Partnership
The goals of this project were to: validate the Early Identification System (EIS) currently in use by the BCSMHC, a universal assessment system designed to summarize county, district, school, grade, and individual student level social, behavioral, emotional, and academic risk factors
Federal funding program:
Award number:
R305H170023
Grant
Missouri Interdisciplinary Postdoctoral Research and Training Program
The Missouri Interdisciplinary Postdoctoral Research and Training Program addressed an area of ongoing need in education research, the capacity of researchers to design and conduct rigorous high quality research that is relevant for policy and practice
Federal funding program:
Award number:
R305B150028
Grant
Evaluation of a Classroom Management Training Program for Middle School Teachers
In this efficacy study, researchers tested whether CHAMPS (Conversation, Help, Activity, Movement, Participation, Success), a program for promoting classroom management skills in middle school teachers, improves student engagement, behavior, and academic achievement. A secondary aim was to explore factors such as teacher burnout and school climate that may influence teachers' implementation of CHAMPS practices. Although CHAMPS was developed decades ago and has been implemented in dozens of s...
Federal funding program:
Award number:
R305A130143
Grant
The Classroom Check-up: Supporting Elementary Teachers in Classroom Management Using a Web-based Coaching System
Researchers worked with elementary school partners to develop an online system of support for teachers in effective classroom management practices to improve educational and social outcomes for students. The Classroom Check-Up (CCU) was modified for web-based delivery and school personnel implementation in elementary schools through an iterative development process that incorporated the needs and resources of local ecologies.
Federal funding program:
Award number:
R305A130375
Grant
Development of a Multifaceted, Comprehensive Vocabulary Instructional Program for the Upper Elementary Grades
The National Reading Panel Report of 2000 concluded that vocabulary is a critical component of reading comprehension; however, the process of implementing effective vocabulary instruction in authentic classroom settings is less well understood. In particular, teachers need a comprehensive, explicit, and practical approach for instructing all of their students, including English language learners, on vocabulary knowledge. This is particularly important in the upper elementary grades when con...
Federal funding program:
Award number:
R305A100994
Grant
Evaluation of a Video-Based Modeling Program to Promote Effective Teacher Classroom Management Practices
Although much is known about effective classroom management strategies, many teachers are not adequately trained to deal with behavior problems in the classroom. The Incredible Years teacher training (IY TT) program is an innovative video-based modeling program that incorporates active learning of classroom management skills. In this efficacy study, the research team will examine the effects of IY TT on the academic performance of students in kindergarten through third grade and determine ...
Federal funding program:
Award number:
R305A100342
Grant
Developing a 3D-based Virtual Learning Environment for Use in Schools to Enhance the Social Competence of Youth with Autism Spectrum Disorder
Children identified with high functioning autism or Asperger syndrome have deficits in social competence that can lead to problematic social behavior and social isolation. Lack of appropriate social skills interferes not only with their ability to succeed in school, but with successful transition to adulthood (e.g., employment). A promising social skills program, Social Competence Intervention based on a framework of Cognitive Behavioral Intervention: SCI-CBI, has shown promise for improving...
Federal funding program:
Award number:
R324A090197
Grant
Developing a School-based Social Competence Intervention (SCI)
Youth with high functioning autism spectrum disorders (ASD) exhibit social skills deficits that inhibit their ability to navigate the complex social environment. For example, students with ASD are often unable to pick up nonverbal social cues and social prompts, and tend to display socially unacceptable behavior. Students are described as socially awkward, self-centered, or emotionally blunted. This interferes not only with their ability to succeed in school, but with successful transition...
Federal funding program:
Award number:
R324A090060
Grant
Electronic Performance Support Systems (EPSS) as Assistive Technologies To Improve Outcomes for Secondary Students
The Individuals with Disabilities Education Act of 2004 requires that students with disabilities have access to the general education curriculum. Although students with learning disabilities and students with emotional and behavioral disorders spend the majority of their day in the regular classroom, they have been described as "actively inefficient" learners, which means they use simpler, less effective strategies for learning. Adaptive devices and assistive technology devices that emphasiz...
Federal funding program:
Award number:
R324B070176
Grant
National Center for Performance Incentives (Policy-NCPI)
The purpose of the National Center on Performance Incentives (NCPI) was to conduct a focused program of education research on the impact of teacher incentives on student and teacher outcomes.
Federal funding program:
Award number:
R305A060034
Grant
State Policy, Multicultural Teacher Education, and Student Learning
This project will conduct a survey and content analysis to determine the status of state policies on multicultural teacher education in all 50 states and the District of Columbia. These data will be combined with the 2003, the 1998 and the 1996 NAEP 4th and 8th grade reading and mathematics data to examine the level and impact of teacher training/preparation for teaching racially/ethnically diverse students on student outcomes.
Federal funding program:
Award number:
R902B040052
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