University of Washington
Associated IES Content
Grant
School-Based Paraeducator Education for Engagement at Recess
The purpose of this study is to compare two implementation strategies for a social engagement intervention that supports autistic children and their non-autistic peers during recess. Many students who are socially isolated in school would benefit from support to develop friendships and improve peer-related social skills. Autistic students in particular often ask for this kind of support when interviewed. However, training and resources for school staff to support students in social engagemen...
Federal funding program:
Award number:
R324A240031
Grant
Initial Efficacy Trial of a Group-Based Implementation Strategy Designed to Increase Teacher Delivery of Evidence-Based Prevention Programs
The purpose of this project is to test the effects of BASIS-T (Beliefs and Attitudes to Support Implementation in Schools - Teachers) on the implementation and student outcomes of evidence-based prevention programs (EBPP) via a hybrid type 3 implementation-effectiveness trial. Failing to address individual-level motivational factors of implementers is especially costly, as individual behavior change is ultimately required for successful EBPP implementation, even when organizational factors s...
Federal funding program:
Award number:
R305A220481
Grant
Helping Educational Leadership Mobilize Evidence (HELM): An Organizational Intervention to Promote Strategic Implementation in Schools
The purpose of this project is to develop and test an organization-focused implementation intervention, called Helping Educational Leaders Mobilize Evidence (HELM). HELM aims to improve elementary school principals' use of strategic implementation leadership to support the adoption and high-fidelity use of Tier 1/universal social emotional and behavioral programs and practices that improve student outcomes.
Federal funding program:
Award number:
R305A200023
Grant
Preparing Teachers and Paraprofessionals for the Successful Inclusion of Children With ASD
The purpose of this exploration study is to identify and examine the malleable individual and organizational characteristics that increase teachers' and paraprofessionals' use of evidence-based practices (EBPs) to more meaningfully include and retain children with autism spectrum disorders (ASD) in general education settings. Specifically, this study will: 1) explore which EBPs general and special education teachers and paraprofessionals have been trained to use and actually use to support i...
Federal funding program:
Award number:
R324A200033
Grant
CTE Teachers and Long-Term Outcomes for Students With Disabilities
The purpose of the proposed research is to provide a first look at career and technical education (CTE) teacher effectiveness for students with disabilities (SWD). We measure effectiveness based on estimates of teacher effects on various non-test and long-run student outcomes (e.g.postsecondary enrollment, employment), and we also assess whether effectiveness varies according to teachers' licensure, pathway into teaching (e.g. traditional vs alternative), and prior work experiences. This is ...
Federal funding program:
Award number:
R324A200092
Grant
Innovative Statistical Learning Methods and Software for Large-Scale Assessment
When the constructs that educational assessments try to measure are multifaceted, whether by design or not, multidimensional item response theory (MIRT), also known as item factor analysis, provides a unified framework and convenient statistical tool for item analysis, calibration, and scoring. The advancement of computational and statistical techniques has allowed for increased usage of MIRT models, but even with state-of-the-art algorithms, the computation can still be time-consuming, espe...
Federal funding program:
Award number:
R305D200015
Grant
Understanding Reading Development and Instructional Context of Students with Intellectual Disabilities
The purpose of this project is to examine the developmental trajectory of malleable reading factors (decoding, listening comprehension, and reading comprehension) among elementary school children with an intellectual disability (ID). Despite specific areas of difficulty, students with ID can learn grade-level content including reading when provided systematic and explicit instruction; however, they continue to be behind their peers with other disabilities in academic growth and achievement. ...
Federal funding program:
Award number:
R324A190051
Grant
Systematic Teacher Talent Management: Partnering to Support Beginning and Struggling Veteran Teachers
Starting from 2018-19, Seattle Public Schools (SPS) will embark on a joint labor management program-Peer Assistance and Review (PAR)-with the teacher union. The PAR system will apply to all beginning and veteran teachers who are identified as needing improvement based on annual evaluation ratings. This partnership will focus on three aims: (a) to gather information on teacher effectiveness and human resource practices; (b) to conduct data inquiries to study the initial PAR implementation and...
Federal funding program:
Award number:
R305H190021
Grant
Teacher Metalinguistic Awareness in Writing Instruction: Links among Teacher Knowledge, Teacher Practice and Student Learning
This study will examine upper elementary (grades 4-6) teachers' critical metalinguistic awareness (CMA) and related instructional enactments as potential malleable factors associated with student reading and writing outcomes. Mounting research evidence indicates that students' literacy growth is supported by metalinguistic skill. To initiate their students into the complexities of academic language, teachers need their own critical metalinguistic awareness. The specific aims of the project a...
Federal funding program:
Award number:
R305A170112
Grant
Development of RELATE (Relationships to Enhance Learners' Adjustment to Transitions and Engagement)
The purpose of this project was to iteratively develop and pilot a brief professional development training that is called RELATE. This training is intended to enhance teachers' skills in establishing, maintaining, and restoring relationships with high school students, a critical protective factor during the transition to high school. The RELATE program helps teachers implement concrete relationship building skills with high school students, particularly those from marginalized racial/ethnic ...
Federal funding program:
Award number:
R305A170458
Grant
Efficacy of a Brief Intervention Strategy for School Mental Health Clinicians
The purpose of this study was to evaluate the efficacy of a four-session engagement, assessment, triage, and brief intervention strategy for high school students seeking or referred to school mental health (SMH) services. Findings from an IES development and innovation project (R305A120128) with a sample of 66 students showed that the Brief Intervention Strategy for School Clinicians (BRISC) promoted positive effects on a variety of outcomes, including mental health impairment, emotional sym...
Federal funding program:
Award number:
R305A160111
Grant
Accessing Science through Literacy: Facilitating Blended and Inclusive Content Area Literacy Instruction for Students with Intellectual Disability
The Principal Investigator (PI) will conduct a program of research to increase access to the general education curriculum for students with intellectual disability while participating in mentoring and training activities to develop knowledge and skills related to middle school science instruction, interventions using classroom-based support strategies, single-case design and analysis, and grant-writing. The PI intends to develop and test interventions designed to increase comprehension of an...
Federal funding program:
Award number:
R324B160012
Grant
Methods for Addressing Measurement Error Issues in Longitudinal Educational Studies
The purpose of this project was to investigate different methods of using a two-stage framework to address measurement error in the estimation of latent theta scores obtained from standardized tests through item response theory (IRT). In the two-stage approach, an appropriate measurement model is first fitted to the data, and the resulting theta scores are used in subsequent analysis. Potential benefits of this approach include clearer definition of factors, convenience for secondary data an...
Federal funding program:
Award number:
R305D170042
Grant
Exploring Washington's College Bound Scholarship Program: Sign-Up Decisions and the Relationship between Program Eligibility and Performance, Incarceration, College Going, and Persistence
This project will address the income gap in college admission and completion by exploring Washington State's College Bound Scholarship Program, a program designed to improve college attainment for low-income Washington students. The Washington College Bound Scholarship Program (WSP) is a pledge-based scholarship program designed to help low-income students get on a path toward college and provide them resources to make college affordable. The WSP-and similar promise scholarship programs-diff...
Federal funding program:
Award number:
R305A140697
Grant
Brief Intervention for School Clinicians
In this project researchers developed, documented the feasibility of, established fidelity measures for, and pilot tested a school-based mental health intervention designed for high schools, the Brief Intervention for School Clinicians (BRISC). Research indicates that youth who experience mental health problems, especially those who do not receive appropriate, timely intervention, are at risk for academic failure. School-based services can improve access to help for students in need and impr...
Federal funding program:
Award number:
R305A120128
Workshop/Training
Innovation Science for Education Analytics (ISEA)
This program trains education researchers how to use machine learning and natural language processing methods to extract valuable insights from education big data.
Jan 01, 2025
12:00AM - 11:59PM EDT
Grant
Variational Methods and Factor Regularization: Analyzing Complex Large-Scale Assessments with High-Dimensional Covariates
National and international large-scale assessments (LSA) continue to serve as credible, independent, gold-standard yardsticks to assess what students know and can do in various subject areas. This proposal aims to contribute to the practitioner's toolkit for assessment analysis and score reporting by providing innovative variational regularization methods, software, and guidelines for the two critical steps in LSA analyses: Multidimensional Item Response Theory (MIRT) calibration and generat...
Federal funding program:
Award number:
R305D240021
Grant
AmplifyGAIN: Generative AI for Transformative Learning
Generative artificial intelligence (GenAI) has great potential to augment teachers' effectiveness and personalize learning opportunities to enhance both the quality and equity of student learning outcomes. Nevertheless, the content generated by general-purpose AI tools has shortcomings, with limited conceptual depth and inadequate understanding of pedagogical principles and student learning. Consequently, schools and districts are concerned about overreliance on technology as a replacement f...
Federal funding program:
Award number:
R305C240012
Grant
Testing the Efficacy of the Helping Educational Leaders Mobilize Evidence (HELM) Implementation Strategy
In this study, the researchers will examine the efficacy of the Helping Educational Leaders Mobilize Evidence (HELM) implementation strategy for promoting building-level implementation leadership, implementation climate, and high-fidelity delivery of evidence-based practices. This study tests whether HELM improves outcomes when used in conjunction with Positive Behavioral Interventions and Supports (PBIS), an evidence-based practice. The researchers will compare the effects of PBIS implement...
Federal funding program:
Award number:
R305A240030
Grant
A Research Institute for Implementation Science in Education (RIISE) to Address the "Last Mile" in Education
This three-year methods training grant will increase the number of education scholars with expertise in conceptualizing, designing, and executing implementation research studies. By establishing a Research Institute for Implementation Science in Education, the training team will provide training and mentorship to build a network of implementation scientists devoted to helping education research become accessible to and used by the teachers, principals, and other administrators the research i...
Federal funding program:
Award number:
R305B210004
Grant
Gender Stereotypes in STEM: Exploring Developmental Patterns for Prevention
The gender gap in STEM (science, technology, engineering, and math) remains a large and persistent problem in the United States. Although many factors influence this gap, research points to gender difference in students' interest and motivation in STEM as a major contributor to later disparities in STEM majors and careers. This difference in interest and motivation is driven, in part, by stereotypes. Stereotypes refer to beliefs that link groups with certain traits or characteristics. Two ne...
Federal funding program:
Award number:
R305A200520
Grant
Development and Testing of a Research-Based Tier 3 Wraparound Model for Schools
Social, emotional, and behavioral problems are well-documented barriers to academic achievement. Frameworks such as multi-tier system of school supports (MTSS) and Positive Behavioral Interventions and Supports (PBIS) focus on addressing emotional and behavioral needs of students via effective strategies across tiers. However, at the "Tier 3" intensive level, few research-based strategies exist for students with serious emotional and behavioral challenges (SEBC) that span home, school, and c...
Federal funding program:
Award number:
R305A200050
Grant
Development of a Web-Based Integrated Behavior Support and Teacher Coaching System for Early Childhood Settings
The purpose of this project is to develop and test a collaborative, web-based tool to improve early childhood teachers' implementation of interventions for children with or at risk for emotional or behavioral disorders (EBD). Despite the development of multi-tiered systems of supports and evidence for the efficacy of positive behavior supports and function-based interventions (aimed at preventing and reducing challenging behavior), many early childhood programs lack the capacity to implement...
Federal funding program:
Award number:
R324A180061
Grant
Development of a Tiered Coaching Model to Support the Professional Development of Inclusive Early Childhood Educators
The purpose of this project was to develop a tiered coaching model with a decision-making framework to guide coaches in determining the level of support teachers need. This decision-making framework was aimed at enabling instructional coaches to match their feedback to the type and amount of support that preschool teachers need during different activities, with different children, and across different points in their careers. While professional development (PD) and coaching have become a com...
Federal funding program:
Award number:
R324A170149
Grant
University of Washington SMART Center Postdoctoral Research Program
SMART PREP recruited five education researchers, one of whom resigned for a different postdoctoral position shortly after beginning, two in the first cohort (starting in 2018) and three in the second cohort (starting in 2020). The remaining 4 fellows each received 2 years of training and mentoring. The focus of their training was to prepare them to conduct relevant, high-quality research focused on the social and behavioral contexts for academic learning and the use of mental health strategi...
Federal funding program:
Award number:
R305B170021
Grant
Project PIMSELA: Partnering to Investigate Math and Science English Learners' Access and Achievement
The central aim of the "Partnering to Investigate Math and Science English Learners' Access and Achievement" (PIMSELA) project was to understand underlying factors that explain English learner (EL) students' diminished access to, and underachievement in, middle and high school math and science in Seattle Public Schools (SPS).
Federal funding program:
Award number:
R305H170019
Grant
The Organizational Assessment for Strategic Implementation in Schools (OASIS): A Measurement Suite to Support Educator Adoption of Evidence-Based Practices
In this project, researchers developed a suite of measures called the Organizational Assessment for Strategic Implementation in Schools (OASIS). OASIS is designed for teachers to provide school and district leaders with information regarding how best to support and sustain the use of evidence-based practices to prevent emotional and behavioral problems among students. While research has shown that these are practices teachers and schools can use to reduce emotional and behavioral problems fo...
Federal funding program:
Award number:
R305A160114
Grant
The Seattle Minority Engagement and Discipline Reduction Research Collaborative
The Minority Engagement and Discipline Reduction (MENDR) research partnership between the University of Washington (UW) and Seattle Public Schools (SPS) completed its two major goals:
Federal funding program:
Award number:
R305H150035
Grant
Literacy Study Group for Teachers of Students with Emotional and Behavioral Disorders
This project developed and tested the Integrated Literacy Study Group (ILSG), a web-based professional development intervention designed to assist teachers in delivering high-quality reading instruction to elementary school students with emotional and behavioral disorders (EBD). Students with EBD are likely to experience significant reading difficulties, which is strongly correlated with low academic achievement, school dropout, conduct and social problems, and unemployment. Many of these ch...
Federal funding program:
Award number:
R324A180220
Grant
Applicants at the Doorstep: Improving Hiring Practices through a Better Understanding of the Link Between Applicant Information and Teacher Quality
The primary aims of the partnership were to better understand the relation between applicant data and teacher performance; to determine where hiring processes succeed and fail to identify the best teacher applicants; and finally, to create a foundation from which to develop a future research grant proposal to develop and analyze the effectiveness of new applicant assessment tools.
Federal funding program:
Award number:
R305H130030
Grant
Preparing Scholars for Rigorous Mixed-Method Studies of K-20 Education Policies and Programs: The Collaborative Researchers for Education Sciences Training (CREST) Program
The Collaborative Researchers for Education Sciences Training (CREST) program at the University of Washington provided doctoral training to a cohort of fellows.
Federal funding program:
Award number:
R305B090012
Grant
Think Time Efficacy Study
This project is conducting a randomized efficacy study of the Think Time Strategy, a prevention-oriented behavioral intervention, with elementary school children who exhibit disruptive behavior. Think Time has been developed and pilot tested with elementary age children who exhibit disruptive behavior and has been recognized as a promising intervention program. However, the efficacy of this program has not been tested.
Federal funding program:
Award number:
R324A070183
Grant
Evidence-Based Interventions for Severe Behavior Problems: Check, Connect, and Expect (CC&E)
The purpose of this program is to conduct intervention research that results in improving the quality of the lives of students with severe behavior problems who often engage in behaviors that are disruptive in school environments and, at times, dangerous to themselves and others. The intervention is a hybrid approach, using methods from evidenced based practices in the Check and Connect Program (Christenson, Sinclair, & Lahr, 1998, 2004) and the Behavior Education Program (Crone, Horner, & ...
Federal funding program:
Award number:
H324P040012
Grant
Estimation of Teacher Effects
year-to-year stability of teacher effects over a nine year period to determine how various measures of teacher performance vary over time, as well as how they vary across different teaching contexts.
Federal funding program:
Award number:
R305U060003
Grant
Making Meaning: Morphological Processing and Its Contribution to Adolescent and Pre-Adolescent Literacy
In this project, the researchers' goal was to further understand the mechanisms used by students to increase their vocabulary and comprehension through the use of morphological insights and develop instructional practices to support their learning. At the time of this study, although many vocabulary researchers had theorized that morphological awareness was involved in the observed explosion of students' reading vocabulary over the elementary years, competing explanations existed. Even among...
Federal funding program:
Award number:
R305H060073
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