University of Virginia
Associated IES Content
Grant
Leveraging Evidence-based Reading and Relational Tools to Improve Kindergarteners' Literacy Skills and Behavior
The purpose of this study is to test the optimal sequence of two teacher-implemented supplemental interventions for kindergarten students at risk for reading difficulties. The first intervention, Read Well Kindergarten (RWK), teaches evidence-based foundational reading skills and the second intervention, Banking Time (BT), is meant to enhance teacher-student relationships to decrease challenging behavior. Both have been shown to be effective and feasible in classroom settings, but they have ...
Federal funding program:
Award number:
R324A230093
Grant
Special Education Research Accelerator Phase 2: Identifying Generalization Boundaries
Federal funding program:
Award number:
R324U230001
Grant
An Integrative Data Analysis of the Coping Power Program: Exploration of Academic Outcomes, Subgroup Effects, Mechanisms, and Implementation Factors
The purpose of this project is to conduct an integrative data analysis (IDA) which combines individual-level student data collected across 11 randomized controlled trials (RCTs) of the Coping Power Program (CP), an evidence-based, school-based, preventive intervention effective in reducing externalizing behaviors in children demonstrating aggressive, disruptive behaviors. Adoption and implementation of evidence-based behavioral interventions in schools continues to be a multifaceted challeng...
Federal funding program:
Award number:
R305A220244
Grant
Integrated Replication Designs for Identifying Generalizability Boundaries of Causal Effects
The purpose of this grant is to develop an approach for identifying generalizability boundaries, which describe conditions under which effects are expected to replicate across variations in units, treatments, outcomes, settings, and times. The researchers will use principles of fractional and confounded factorial designs to plan integrated fractional replication designs and use subject-matter theory to specify causal estimands of interest, along with hypothesized moderators. The research wil...
Federal funding program:
Award number:
R305D220034
Grant
Evaluating the Efficacy of the LOOK Teacher Consultation Model to Improve Self-Regulation, Behavioral, and Social Outcomes Among Children With Challenging Behaviors
The purpose of this proposal is to test the impact of the Learning to Objectively Observe Kids (LOOK) consultation model when implemented with preschool teachers. Developed with IES funding, LOOK is designed to improve preschool teachers' use of effective social-emotional strategies and to improve children's self-regulatory, behavioral, and social-readiness skills. Early self-regulation difficulties, particularly evident in children from low-income families, often result in patterns of disru...
Federal funding program:
Award number:
R305A200054
Grant
Build the FRaME: Using Feedback, Reflection, and Multimedia to Teach Evidence-Based Practices for Effective Classroom Management
Teachers nationwide report feeling underprepared to manage classrooms that include students with disabilities or students who demonstrate problematic behaviors that escalate to class wide disruption. Teacher candidates and novice teachers report significantly lower self-efficacy concerning their ability to affect student outcomes and behaviors compared with experienced teachers. The research team will address this need by developing a feasible and sustainable multimedia intervention that, wh...
Federal funding program:
Award number:
R324A200061
Grant
Iterative Replication of Read Well in First Grade
The goal of this project is to systematically replicate Read Well to investigate its impact on first grade children with reading difficulties. Read Well's impact was previously studied with positive outcomes indicated for letter names and sounds and word reading development in kindergarten. Despite these promising findings, there is a need for additional research to address unanswered questions and better understand the conditions under which the intervention is effective and for whom. As su...
Federal funding program:
Award number:
R324R200014
Grant
Developing Infrastructure and Procedures for the Special Education Research Accelerator
Federal funding program:
Award number:
R324U190001
Grant
Developing Methodological Foundations for Replication Sciences
Using the Causal Replication Framework, the project team developed tools and methods to improve the design, implementation, and analysis of replication studies. The project team focused on three aims: (1) develop and improve research designs for evaluating the replicability of causal results, (2) create planning tools and diagnostic measures to improve the implementation of replication designs, and (3) build analytic tools for evaluating replication success from well-implemented designs.
Federal funding program:
Award number:
R305D190043
Grant
Long Term Effects of Professional Development to Support New Teachers' Use of Effective Classroom Management Techniques
The purpose of this project is to test potential long-term benefits of the integration of two prevention programs, Good Behavior Game and My Teaching Partner (GBG+MTP) for teachers who have recently entered the teaching profession. Results from the original IES efficacy trial show positive impacts on teacher practices and student behavior and achievement for teachers who are more distressed as they begin their teaching careers and also are assigned classrooms with high levels of disruptive b...
Federal funding program:
Award number:
R305A190162
Grant
Coping Power for Rural Middle Schoolers: A Tiered Approach to Increasing Behavioral and Mental Health Supports and Reducing Disparities
The purpose of this project is to develop, refine, and pilot test a rural adaptation of the Early Adolescent Coping Power (EACP) program so that it adequately addresses behavioral and mental health problems among rural middle schoolers. The Rural-EACP will address the cultural and contextual challenges of providing appropriate supports to help youth with aggressive behavior challenges in rural settings.
Federal funding program:
Award number:
R305A190116
Grant
Assessing the Use of Assessments: Assessment, Instructional Practices, and Math Gains in Kindergarten
This study will explore whether and how the use of formal and informal math assessments is associated with greater child math gains. The use of assessments has expanded rapidly in recent years, driven in part by federal initiatives. However, the research basis for these assessments is limited, especially in terms of linking the use of assessments to improved student outcomes. Researchers will examine direct associations between math assessment use and student learning gains. They will also e...
Federal funding program:
Award number:
R305A190037
Grant
Examining the Efficacy of RULER on School Climate, Teacher Well-being, Classroom Climate, and Student Outcomes
In this project, researchers will evaluate the efficacy of RULER, a school-wide intervention that is designed to provide opportunities for teachers and students to enhance their social-emotional skills. As of 2017, RULER is being used in over 1,500 schools nationwide. Despite being a widely-used intervention, RULER has been evaluated by only one randomized-control trial that was implemented in limited grades and settings. The current study aims to build on the promising findings from that ea...
Federal funding program:
Award number:
R305A180326
Grant
Autism Postdoctoral Training Program Addressing the Educational Needs of Pre-K through Secondary Aged Students
Federal funding program:
Award number:
R324B180034
Grant
Features of Early Childhood Education Coaching Interventions that Mediate and Moderate Impacts on Teacher-Child Interactions and Child Outcomes
The purpose of this project is to analyze data from two evaluation studies of the MyTeachingPartner (MTP) coaching model to identify malleable coaching factors that are associated with teacher and child outcomes. Recent evidence from the analysis of Quality Rating and Improvement Systems (QRIS) indicate that teacher-child interactions are related to children's school readiness and school success. Although coaching is widely used, little is known about the possible effects of coaching feature...
Federal funding program:
Award number:
R305A170120
Grant
Efficacy of the Core Knowledge Language Arts Read Aloud Program in Kindergarten through Second Grade Classrooms
The purpose of this project is to test the efficacy of the Core Knowledge Language Arts: Listening and Learning (CKLL) read aloud program for children in kindergarten through second grade. Many students struggle with reading comprehension in the United States and research has suggested that teachers may foster the development of comprehension by reading aloud to students in primary grade classrooms. However, many teachers are not strategic in choosing texts to read aloud, or follow curricula...
Federal funding program:
Award number:
R305A170635
Grant
Improving Teacher Capacity to Implement High Quality Service Learning in Elementary Science Classrooms
The project team developed, tested, and evaluated a program called Connect Science (CS). The program is designed to help upper elementary school teachers create service-learning opportunities for their students as part of their science instruction. Currently, educators are looking for evidence-based curricular approaches that engage students in authentic, meaningful work while also meeting required academic standards. Service-learning is a project-based learning approach that answers that ne...
Federal funding program:
Award number:
R305A150272
Grant
Testing the Efficacy of Double Check: A Cultural Proficiency Professional Development Model in Middle Schools
In this study, researchers tested whether Double Check, a teacher professional development program designed to promote cultural proficiency and student engagement practices, can improve student academic and behavioral outcomes in middle school. Double Check was developed with IES funding (Double Check: A Cultural Proficiency and Student Engagement Model) as a potential way to reduce the disproportionate representation of minority students in disciplinary actions and special education referra...
Federal funding program:
Award number:
R305A150221
Grant
Development of Project DREAM: An After-School Program to Promote Academic Success via Social and Emotional Learning and Connectedness with Adults
In this study, researchers developed and tested an afterschool prevention program. The program was designed to promote better social and emotional competencies and relationships with non-parental adults for disconnected middle school students to support their academic achievement. Research indicates that disconnected adolescents are in need of supportive relationships with non-parental adults to support their social and emotional competencies and help them remain engaged in school. Project D...
Federal funding program:
Award number:
R305A150028
Grant
Testing the Efficacy of Reading RULES: A Tier 1 and Tier 2 Intervention for First-Grade Children with Decoding and Comprehension Difficulties
The purpose of this project is to evaluate the efficacy of Reading RULES for first-grade students who are at risk for serious reading difficulties and disabilities in both word reading and comprehension. Students who do not learn to read adequately in the early grades typically have persistent reading difficulties. Potential persistent reading problems may be prevented or their severity reduced if they are addressed aggressively and early. Reading RULES combines whole-class and intensive sma...
Federal funding program:
Award number:
R324A180221
Grant
Efficacy of Conversational Responsiveness Preschool Intervention
In this study, the researchers proposed to evaluate the Hanen approach, a research-based technique for improving preschool teachers' interactions with children. The intervention was designed to improved instructional quality, thereby fostering children's language, literacy, and social skills in both the short and long term. In the early 2000s, research indicated that the academic and social problems of disadvantaged students begin well before they enter elementary school, so a strategy for a...
Federal funding program:
Award number:
R305F050006
Grant
Building State-wide Quality Rating Strategies for Early Childhood System Reform: Lessons From the Development of Louisiana's Kindergarten Readiness System
The purpose of this project is to validate a new outcomes-based approach to Quality Rating and Improvement Systems (QRIS) and explore assumptions about the role of parental selection in early childhood programs. High quality early childhood education (ECE) programs can narrow school-readiness gaps, alter children’s life trajectories and yield substantial social returns. However, there is substantial variation in quality, both across and within early childhood sectors (e.g., licensed ch...
Federal funding program:
Award number:
R305A140069
Grant
Testing the Efficacy of a Developmentally Informed Coping Power Program in Middle Schools
A substantial body of research has documented that disruptive behavior problems often co-occur with poor academic functioning and low school connectedness. Other behavioral challenges, such as bullying and aggressive behavior, also cause school disruptions and are associated with both short- and long-term academic difficulties as well as mental health concerns. These issues are particularly significant during the middle school years, when rates of school violence and disruption increase and ...
Federal funding program:
Award number:
R305A140070
Grant
Developing an Early Literacy Assessment for Spanish-Speaking Children in Preschool: PALS español PreK
The Phonological Awareness Literacy Screening in Spanish (PALS español) is an assessment administered in Spanish each fall and spring to Spanish-speaking students in grades K-3 to determine whether they are making adequate progress in learning to read and also to provide instructionally useful diagnostic information to teachers. This assessment, developed through another IES grant (Designing Assessment to Enhance English Literacy Development Among Spanish-Speaking Children in Grades K...
Federal funding program:
Award number:
R305A130469
Grant
Professional Development to Support New Teachers' Use of Effective Classroom Management Techniques
Teacher classroom management plays a critical role in academic success for students. The purpose of this efficacy study is to test whether the combination of two established and efficacious teacher training programs-the Good Behavior Game (GBG) and My Teaching Partner (MTP)-will improve new teachers' classroom management practices, leading to improved behavior, motivation, and academic achievement for their students. Combined, the two teacher training programs address three important element...
Federal funding program:
Award number:
R305A130107
Grant
Using Multimedia to Improve Middle School Science and Special Education Teachers' Use of Evidence-Based Vocabulary Practices, and the Impact of Vocabulary Performance of Students with Disabilities
The Principal Investigator (PI) will further develop his skills in the use of multi-level modeling statistics and item response theory, the development of reliable and valid measures of teacher implementation and practices, and working with practitioners to design and implement professional development (PD) activities while conducting related research activities. Using a multimedia approach, the research project aims to develop and pilot test professional development processes to improve voc...
Federal funding program:
Award number:
R324B130023
Grant
Supporting Young Children's School Readiness and Reduced Challenging Behaviors: An Online Course to Enhance Toddler Teacher-Child Interactions
Children who struggle with behavioral problems at school entry are at significant risk for a host of school difficulties. Many of these children will be referred for special education because of adjustment problems in the classroom, achievement problems co-varying with behavioral concerns, or both. Many will ultimately be placed within the special education system. Interventions are available to prevent and reduce these early disruptive behaviors by providing children with high-quality teach...
Federal funding program:
Award number:
R324A130249
Grant
Identifying Predictors of Program Implementation to Inform a Tailored Teacher Coaching Process
A growing number of school-based prevention programs have demonstrated positive effects on a range of educational and behavioral outcomes, yet there is considerable variation in the fidelity with which these programs are implemented. There is growing interest in coaching as a support system for optimizing implementation, which in turn could maximize outcomes for students. The primary goal of this exploratory study is to identify teacher, classroom, and school contextual factors, as well as a...
Federal funding program:
Award number:
R305A130701
Grant
Evaluation of the Language-Focused Curriculum
In this project, the researchers evaluated the efficacy of the Language-Focused Curriculum on preschool children's learning. The Language-Focused Curriculum was designed to improve at-risk children's language development. At the time of this project, evidence suggested that early language delays could lead to later problems in literacy skills and social relations. This research team investigated whether The Language-Focused Curriculum fostered children's oral language development, thereby re...
Federal funding program:
Award number:
R305J030084
Grant
Using Validated Measures of Children's Engagement with Teachers, Peers, and Tasks to Guide Teachers' Response Toward Children with Emotional and Behavioral Challenges
Early self-regulation difficulties, particularly evident in children from low-income families, often result in patterns of challenging behaviors (e.g., impulsivity) that negatively impact academic achievement and are demanding for teachers to manage. Evidence-based practices exist for preschool teachers to apply in their work with children with challenging behaviors, but the promise of such practices has gone unrealized as teachers either do not use them or apply them ineffectively. The purp...
Federal funding program:
Award number:
R305A120323
Grant
Efficacy Trial of MyTeaching Partner-Mathematics and Science Curricula and Implementation Support System
There are few opportunities for young children, especially children from low-income backgrounds, to be exposed to mathematics and science content in the home environment or prekindergarten classrooms. At the same time, early childhood educators often lack mathematics and science content knowledge and the confidence needed to provide developmentally appropriate instruction to young children. The MyTeachingPartner-Mathematics and Science (MTP-Mathematics and Science) curricula, previously dev...
Federal funding program:
Award number:
R305A120631
Grant
Improving Classroom Learning Environments by Cultivating Awareness and Resilience in Education (CARE): A Cluster Randomized Controlled Efficacy Trial
This study was a test of the Cultivating Awareness and Resilience in Education (CARE) professional development program that was developed with funding from a previous IES Development award. CARE is designed to enhance teachers' capacity to provide a supportive and engaging context for social-emotional and academic learning. CARE provides emotion skills instruction, mindfulness/stress reduction practices, and caring and listening practices through group sessions and distance coaching. The pur...
Federal funding program:
Award number:
R305A140692
Grant
Efficacy of the WINGS After-School Social and Emotional Learning (SEL) Program
The goal of this project is to evaluate the efficacy of the WINGS for Kids (WINGS) after-school social and emotional learning (SEL) program. WINGS is a fully developed and highly structured after-school SEL program that has been serving children who experience extraordinarily high levels of social and economic risks for the past 10 years. The program currently operates in four elementary schools, serves 24 children in each grade (K to 5) at each school, is offered for 3 hours per day and 5 d...
Federal funding program:
Award number:
R305A110703
Grant
Using an Empirically-supported Teacher Consultation Model to Facilitate the Implementation of an Integrated Social-emotional Learning and Literacy Curriculum in Urban Elementary Schools
Social-emotional skills and academic achievement are intertwined, with research showing that poor academic achievement is both predicted by aggressive, disruptive behavior and a predictor of maladaptive behavior. Learning in a school context involves social and interactive processes among teachers, students, and their peers. Students' social-emotional competencies and self-regulation skills serve as important mechanisms for obtaining information and benefiting from instruction and learning a...
Federal funding program:
Award number:
R305A100590
Grant
Examining the Efficacy of Banking Time: A Teacher-Child Early Intervention to Improve Children's Emotional and Behavioral Development
Strong and supportive relationships between teachers and their students can be important to academic and social development. Children with significant problem behaviors, though, are less likely to develop close, positive, high quality relationships with their teachers. The purpose of this project is to assess the efficacy of a preschool program called Banking Time with preschoolers most at risk for developing a disruptive behavior disorder and receipt of special education services due to s...
Federal funding program:
Award number:
R324A100215
Grant
Development of an Online Course to Improve Teachers' Use of Effective Teacher-Child Interactions During Delivery of Early Literacy and Language Instruction
Research has shown that the quality of preschool teachers' interactions with their students contributes to children's school readiness. Teacher professional development interventions that support teachers' use of effective instructional practices may be one way to promote children's development of preacademic skills that are related to later school success .Few studies have systematically tested the effects of coursework on teacher-child interactions or child outcomes. The purpose of this...
Federal funding program:
Award number:
R305A100154
Grant
Increasing Adolescent Engagement, Motivation, and Achievement: Efficacy of a Web-Based, Teacher Professional Development Model
By the time adolescents enter high school, more than half report that they do not take school or their studies seriously. Many adolescents also report that their interactions with teachers are not satisfying or motivating, suggesting that teachers may be uniquely positioned to promote student engagement in school. Because disengagement and lack of motivation are often expressed through disruptive and uncooperative classroom behavior, their negative effects on learning are compounded by miss...
Federal funding program:
Award number:
R305A100367
Grant
Designing Assessment to Enhance English Literacy Development Among Spanish-Speaking Children in Grades K–3
On the 2007 National Assessment of Educational Progress, only 49% of Hispanic fourth-graders (compared to 77% of non-Hispanic White fourth-graders) and only 57% of Hispanic eighth-graders (compared to 83% of non-Hispanic White eighth-graders) scored at or above the basic level in reading. In order to support the development of good reading skills, accurate assessment and identification of strengths and weaknesses early in development is of critical importance. Reading assessments administe...
Federal funding program:
Award number:
R305A090015
Grant
Building Social Competence for School Success through a Continuum of Positive Behavior Supports (CPBS)
A delay in social skills may interfere with all areas of learning and academic achievement. Problem behaviors not resolved in preschool often continue into elementary school and adolescence. Young children who manifest problem behavior are more likely to drop out of school when they become older, become delinquents in adolescence, abuse drugs and alcohol, join gangs, exhibit violent and abusive behavior in adulthood, and be incarcerated as adults. Therefore, it is important to design inte...
Federal funding program:
Award number:
R324A080016
Grant
Pre-Kindergarten Mathematics and Science for At-Risk Children: Outcomes-Focused Curricula and Support for Teaching Quality
There are significant differences in students' mathematical knowledge and performance from prekindergarten through high school across socioeconomic groups, with students who live in poverty exhibiting lower levels of achievement and being at risk for later school failure. These disparities increase as students advance through school. In addition, achievement gaps in science also persist from elementary school through high school across socioeconomic groups. Currently, there is a lack of i...
Federal funding program:
Award number:
R305A070068
Grant
Print Referencing Efficacy
In the early 2000s, research showed that there were substantial early differences in children's emergent literacy skills and that those skills contribute to long-term outcomes in children's reading achievement. Additionally, research showed that intervening before children reached elementary school significantly decreased the likelihood of their developing reading difficulties. This research team implemented and rigorously evaluated a preschool literacy intervention designed to facilitate ch...
Federal funding program:
Award number:
R305G050005
Grant
Bayesian Longitudinal Data Modeling in Education Sciences
Longitudinal research can provide valuable insights into change and causal relationships, which are inherently linked to policy and decision making for children and young adults. To draw reliable conclusions with high external validity, education researchers often collect and analyze large-scale longitudinal datasets with complex structures. Amidst various emerging analytical challenges associated with complex longitudinal data, Bayesian methods are demonstrating promise in addressing them. ...
Federal funding program:
Award number:
R305B240029
Grant
Project LINK: Learning to Generate Inferences and Building Knowledge Using an Online Platform
In this project, the researchers aim to develop and pilot test a scalable, theoretically and empirically supported knowledge-building and inference instruction intervention (Learning to Generate Inferences and Building Knowledge [LINK]) to improve reading comprehension for all students in grades 6 and 7. An early version of LINK demonstrated promise in accelerating reading comprehension for students with reading difficulties (RD) in a sample with a high proportion of multilingual students wh...
Federal funding program:
Award number:
R305A240175
Grant
Testing the Efficacy of Double Check Online Coaching: A Culturally Responsive Student Engagement Model
In this replication impact study, the researchers will test an online adaptation of Double Check, a coaching model for supporting teachers use of culturally responsive student engagement practices to reduce disproportionality in exclusionary discipline. Double Check was created with IES support to help educators reflect on and address five domains of culturally responsive practices: Connection to curriculum, Authentic relationships, Reflective thinking, Effective communication, and Sensitivi...
Federal funding program:
Award number:
R305A240235
Grant
Evaluating the Impact of the STREAMin3 Curriculum to Improve the Quality of Children's Early Learning Experiences and Their School Readiness Skills
The goal of this study is to conduct an initial efficacy trial to test the impact of the STREAMin3 curriculum model. Many of America's youngest children attend private, center-based, early learning and care programs. The quality of these programs is often mediocre or poor. States are increasingly expanding their early childhood education (ECE) investments to improve the quality of programs serving infants and toddlers. However, much of the research advancing high-quality ECE experiences is f...
Federal funding program:
Award number:
R305A240080
Grant
Following Up on Initial Promise: Experimental Evidence on the Impacts of Full-Day Pre-K
High quality early childhood education (ECE) has been shown to have profound positive effects on child development, help narrow opportunity gaps, and yield substantial social returns. Yet, more recent research on the impacts of large-scale, present-day ECE programs have yielded mixed results, raising at least 3 key questions for ECE policymakers and researchers: First, there is a need to identify what particular features of preschool programs contribute to children's development. Second, the...
Federal funding program:
Award number:
R305A220281
Grant
Development and Validation of the Culturally and Racial Equity Sustaining (CARES) Classroom Assessment System
The purpose of this project is to extend, refine, and validate a measurement system to assess culturally- and racial equity-sustaining (CARES) practices in the classroom, leveraging the model that was previously developed with the same acronym to highlight its five relevant domains: Connections to curriculum, Authentic relationships, Reflective thinking, Effective communication, and Sensitivity to student culture. The CARES classroom assessment system (including three instruments initially d...
Federal funding program:
Award number:
R305A220212
Grant
Putting Data to Work to Re-Engage Young Adults Who Experienced Pandemic-Related Educational Disruptions
TBR-The College System of Tennessee seeks to develop data insights about community college student persistence and test coaching strategies that support students whose postsecondary paths were disrupted by COVID-19. The project team will use data from community colleges and the state's longitudinal data system to identify promising career pathways for community college students and examine the impact of COVID-19 on student success. Using insights from these analyses about the impact of COVID...
Federal funding program:
Award number:
R305S220005
Grant
University of Virginia Education Science Training Program in English Language Learning (EL-VEST)
The University of Virginia Education Science Training Program in English Language Learning (EL-VEST) will provide substantive and methodological postdoctoral training to four fellows.
Federal funding program:
Award number:
R305B210008
Grant
Equity in Virginia's Public Education System: A Longitudinal Examination Spanning the COVID-19 Shutdown
The Virginia Department of Education and the University of Virginia will examine student equity of access to instructional opportunities and educational outcomes and describe how Virginia's responses to COVID-19 may have influenced equity in student outcomes and differences in teacher outcomes across student characteristics.
Federal funding program:
Award number:
R305S210009
Grant
The Virginia Education Sciences Predoctoral Training Program
The Virginia Education Science Training (VEST) program, funded originally in 2004, is designed to provide doctoral students with advanced training in conducting scientifically rigorous and policy-relevant education research that can improve outcomes for prekindergarten through postsecondary education students.
Federal funding program:
Award number:
R305B200005
Grant
Teacher Working Conditions and Equitable Student Outcomes
In order to close persistent achievement gaps along lines of race and ethnicity and economic disadvantaged status, all students must be taught by an effective teacher. Improving working conditions can help accomplish that because these conditions define the school context in which teachers do their work and facilitate teachers realizing the intrinsic rewards they seek. This project will explore the relationships between working conditions, teacher retention, and equitable student outcomes.
Federal funding program:
Award number:
R305A200106
Grant
MTP-Team: A Scalable, Web-Supported Peer-Learning Program for Implementing the My Teaching Partner-Secondary Approach
The purpose of this project was to create a more scalable, replicable, and school-system-friendly version of the My Teaching Partner-Secondary (MTP-S) one-on-one coaching approach that has moderate evidence of effectiveness [WWC review] for improving student achievement outcomes. The research team incorporated the principles of MTP-S into the professional learning community (PLC) structure currently embedded in many school districts. This new version of MTP-S, called My Teaching Team (MTT), ...
Federal funding program:
Award number:
R305A170073
Grant
University of Virginia Education Science (VEST) Interdisciplinary Post-Doctoral Training Program
The Virginia Education Science (VEST) Interdisciplinary Post-Doctoral Training Program engaged five promising researchers in opportunities to develop skills to conduct rigorous research in education science.
Federal funding program:
Award number:
R305B170002
Grant
Developing a Research and Policy Agenda to Improve School Climate in Virginia
This project supported the Virginia Department of Education's (VDOE) efforts to systematically measure school climate and working conditions, provide targeted technical assistance to schools to improve their school climate and working conditions concerns, and incorporate school climate metrics into Virginia's school accountability system in order to help VDOE gain a better understanding of how school climate is related to student education outcomes.
Federal funding program:
Award number:
R305H170016
Grant
Building an Effective PK-3 Education System: Actionable Aspects of Policies, Programs, Schools, and Classroom Processes that Promote Children's Learning in the Nation's 11th Largest School District
This research team will examine associations between district policy, classroom processes, and early learning trajectories of low-income children during preschool and the early elementary school grades in Northern Virginia. Specifically, the researchers will examine policies, governance structures, and procedures at the federal, state, and local levels; identify patterns of educational resources in classrooms (i.e., teacher-child interactions, developmentally aligned content, and time expos...
Federal funding program:
Award number:
R305N160021
Grant
Nudges to the Finish Line: Experimental Interventions to Prevent Late College Departure
This research team will investigate whether text messages that provide personalized information to students attending open- and broad-access enrollment institutions will help them complete their college degrees. The team will complete both development and evaluation activities. The main objective during the development phase of the project will be to develop a text messaging campaign that is informed by the specific informational, behavioral, and psychological challenges that can pose obstac...
Federal funding program:
Award number:
R305N160026
Grant
Evaluating Maryland State Policies to Improve School Climate
In this project, researchers will evaluate the impacts of Positive Behavioral Interventions and Supports (PBIS), a multi-tiered intervention to prevent student behavior problems and promote a positive school environment to support academic success. The Maryland State Department of Education has built the infrastructure for statewide implementation of PBIS through a long-standing partnership with Johns Hopkins University and Sheppard Pratt Health System. Maryland has provided training to almo...
Federal funding program:
Award number:
R305H150027
Grant
Virginia Education Science Training (VEST) program
The University of Virginia established its predoctoral training program in 2004 through the IES grant Interdisciplinary Doctoral Training Program in Education Sciences (R305B040049) followed by a second training grant in 2009.
Federal funding program:
Award number:
R305B140026
Grant
Examining the Effects of IMPACT on Students Achievement: DCPS-UVA Research Partnership
The partnership of the District of Columbia Public Schools (DCPS), University of Virginia (UVA), and Stanford University focused on the development and analysis of student, teacher, and school administrative data from DCPS to understand the effects of IMPACT: The DCPS Effectiveness Assessment System for School-Based Personnel on student achievement and guide its ongoing design refinements. In addition, researchers worked closely with policymakers to understand better the strategic and instit...
Federal funding program:
Award number:
R305H140002
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
University of Virginia Post-Doctoral Interdisciplinary Training Program in Education Science
This training program prepared five postdoctoral fellows to conduct rigorous education research in topics related to effective teachers and teaching practices, early learning, and social and behavioral contexts for learning.
Federal funding program:
Award number:
R305B130013
Contract
Impact Evaluation of Teacher and Leader Performance Evaluation Systems
Educator performance evaluation systems are a potential tool for improving student achievement through increasing the effectiveness of the teacher and principal workforce. The Every Student Succeeds Act of 2015 allows the use of Title II Part A funds for the development and support of evaluation systems. This study was designed to examine the implementation of a package of performance evaluation system components and the impact of their use for formative purposes. These are components that sta
Federal funding program:
Contract number:
ED-IES-11-C-0066
Grant
Strengthening School Leaders' Instructional Leadership Practice Through Developing Teachers' Abilities to Integrate Technology in Support of Student Learning
The research team proposes to develop an intervention, CANLEAD (Cognitive Assistance Network, Learning Environment, and Database), that enables team members (principals, teacher-leaders, and technology specialists) to: (1) recognize what strong instruction in math and science looks like when it makes use of technology, and (2) foster integration of technology into math and science instruction that leads to improvements in student learning outcomes in math and science.
Federal funding program:
Award number:
R305A110913
Grant
Interdisciplinary Postdoctoral Research Training Program in Education Sciences
The University of Virginia Postdoctoral Interdisciplinary Training Program in the Education Sciences provided training for five fellows in multiple projects including ones focused on teacher quality, early childhood, and social and behavioral contexts for academic learning.
Federal funding program:
Award number:
R305B100009
Grant
University of Virginia Predoctoral Training Program in Education Sciences (PTPES)
The University of Virginia established the Interdisciplinary Doctoral Training Program in Education Sciences in 2004. Under this 2009 award, the Virginia Education Science Training (VEST) program continued to provided training for fellows.
Federal funding program:
Award number:
R305B090002
Grant
Evaluation of Core Knowledge Charter Schools in Colorado
This project will evaluate the impact of Core Knowledge (CK) charter elementary schools in Colorado on student achievement primarily in kindergarten through third grade. It will also examine whether there are differential impacts by student and school characteristics, whether the level of implementation of the Core Knowledge program is associated with the impacts on student achievement, as well as the cost-effectiveness of the CK charter schools.
Federal funding program:
Award number:
R305E090003
Grant
The Efficacy of the Responsive Classroom Approach for Improving Teacher Quality and Children's Academic Performance
In 2005, one in five fourth-grade children in America performed below the basic level on the National Assessment of Educational Progress in math. Among eighth-grade students, one in three students performed below the basic level. Standards-based math curricula were introduced to address this problem. Although standards-based math curricula may provide teachers with strategies for improving student learning of academic content, typically these curricula do not provide teachers with well-ar...
Federal funding program:
Award number:
R305A070063
Grant
Interdisciplinary Postdoctoral Training Program in Education Sciences
The Interdisciplinary Postdoctoral Fellowship Program in Education Sciences at the University of Virginia Center for Advanced Study of Teaching and Learning (CASTL) trained six postdoctoral fellows via two research training rotations. The primary training rotation involved funded projects within CASTL. Among these projects were five randomized evaluation trials, quasi-experimental studies on large scale databases of state and national significance, planned comparison evaluations, natural history
Federal funding program:
Award number:
R305B060009
Grant
National Center for Research on Early Childhood Education
The National Center for Research on Early Childhood Education (NCRECE) focuses on conducting research, disseminating research findings, and carrying out leadership activities aimed at improving the quality of early childhood education across the United States. The Center is based at the University of Virginia and is directed by Robert Pianta. Major activities include:
Federal funding program:
Award number:
R305A060021
Grant
Interdisciplinary Doctoral Training Program in Education Sciences
The University of Virginia's Interdisciplinary Predoctoral Training Program in Education Sciences (PTPES) built upon the Curry School of Education's interdisciplinary focus on risk and prevention and educationally relevant research in a range of departments in the College of Arts and Sciences.
Federal funding program:
Award number:
R305B040049
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