University of Wisconsin, Madison
Associated IES Content
Grant
Family-Centered Ecological Assessment and Intervention to Address Student Threats of Violence and Promote Social, Emotional, and Behavioral Competence
The purpose of this project is to develop and pilot test the Family Check-Up Threat Assessment model, a family-centered ecological approach to assessment of and intervention for students who make school violence threats. With several high-profile school shootings and the increasing rates of youth suicide in the last decade, school violence-defined as intent to inflict harm on self or others-is a pressing public health concern, with negative long-term implications for victims and the students...
Federal funding program:
Award number:
R324A240110
Grant
Promoting Family-School Collaboration in Positive Behavioral Interventions and Supports
The purpose of the project is to develop, refine, and conduct a test of the family–school collaboration (FSC) in the Positive Behavioral Interventions and Supports (PBIS) framework. This approach will enhance family-school collaboration in schoolwide PBIS and related schoolwide programs and practices.
Federal funding program:
Award number:
R305A230396
Grant
More Than Just Safety: School Security Measures and Academic, Behavioral, and Social Outcomes
In this study, researchers will examine schools' use of security measures and their association with a variety of academic, behavioral, and social outcomes. A major priority for schools is to keep students and school personnel safe, and a variety of security measures are used to maintain safety. However, little research has examined the outcomes associated with these common practices. Many critics are concerned about issues of equity, suggesting that school security measures have particularl...
Federal funding program:
Award number:
R305A220478
Grant
Bayesian Probabilistic Forecasting with International Large-Scale Assessments
The purpose of this project is to develop models and methods to demonstrate that international large-scale assessments, in particular PISA, can be used to forecast international trends in literacy and numeracy outcomes.
Federal funding program:
Award number:
R305D220012
Grant
Building Students' Environmental Knowledge and Engagement With Local Government Through Civic Science
In this project, the research team will develop and pilot a high school curriculum that integrates civic with scientific literacy to engage students with local governments and community-based organizations to impact environmental policy. Little attention has been paid to the integration of civic and scientific literacy; yet this nexus and skill set is the kind of civic preparation younger generations need to make informed decisions about environmental problems. Similarly, in civic educatio...
Federal funding program:
Award number:
R305A210221
Grant
Catch and Release: Predicting Maintenance of Tier 2 Reading Intervention Effects
In this project, the research team will examine the extent to which students' pre-intervention literacy skills and their engagement during Tier 1 literacy instruction predict their (a) text reading fluency during a Tier 2 reading intervention and (b) text reading fluency after successfully exiting the Tier 2 intervention. Little attention has been paid to students' maintenance of reading intervention effects generally, particularly for students who are initially successful but identified as ...
Federal funding program:
Award number:
R305A210027
Grant
Systematic Efficacy Replication Study of Conjoint Behavioral Consultation in Elementary Schools
The purpose of this project is to conduct a systematic efficacy replication of a family-school partnership intervention, Conjoint Behavioral Consultation (CBC), for students with or at risk of serious emotional disturbance (SED). The study will test CBC using school-based specialists as interventionists instead of research personnel who were used in prior efficacy studies. The research team will examine impact of the intervention on student behavior outcomes, parent-teacher relationships, an...
Federal funding program:
Award number:
R324R210013
Grant
Addressing Emergency Certification in Rural Education Settings (Project ACRES)
The purpose of this project is to develop and pilot test a professional development intervention focused on evidence-based and high-leverage practices (EBPs and HLPs) to enhance the behavior management capabilities and self-efficacy of emergency certified special educators working in rural school districts. Special education personnel shortages are chronic and widespread, particularly in rural schools. Schools rely on new, emergency certified teachers to address this shortage. Emergency cred...
Federal funding program:
Award number:
R324A200038
Grant
Building an Efficient Targeted Intervention for Students At Risk for Internalizing Problems: The Resilience Education Program (REP)
The purpose of this project is to further develop and refine the Resilience Education Program (REP), a Tier 2 intervention for elementary students at risk for internalizing problems. Research has documented a lack of high-quality, feasible, school-based Tier 2 internalizing interventions, even as many schools have adopted MTSS frameworks, such as Positive Behavior Interventions and Supports (PBIS), and are engaging in universal screening for behavior, which increases their identification of ...
Federal funding program:
Award number:
R324A190129
Grant
Bayesian Dynamic Borrowing: A Method for Utilizing Historical Data in Education Research
In education research, long-standing, large-scale educational assessments, such as the National Assessment of Educational Progress (NAEP ), the Programme for International Student Assessment (PISA), and the Early Childhood Longitudinal Program (ECLS), provide historical data that can be used to inform policy-relevant research. However, statistical analyses of current large-scale assessment data may not make use of this historical information, and it may be difficult to do so when applying co...
Federal funding program:
Award number:
R305D190053
Grant
Addressing the Integrity of the Problem-Solving Process: An Empirical Analysis of Problem-Solving Teams to Improve Team Functioning and Student Outcomes
The purpose of this project is to adapt an existing problem-solving model, Outcomes: Planning Monitoring and Evaluating (Outcomes: PME)to support school problem-solving teams (PSTs) in their efforts to enhance team-based problem-solving and use of evidence-based practices (EBP), teacher intervention integrity, and student behavior outcomes. Within multi-tiered systems of supports,PSTs are integral to the selection and implementation of evidence-based interventions to address behavioral and a...
Federal funding program:
Award number:
R324A190198
Grant
Enhancing the Quality of Instruction in 4-Year-Old Kindergarten
In Madison Metropolitan School District (MMSD), achievement gaps between students of different race/ethnicity and social status persist across the primary, middle, and secondary school years. MMSD has made reducing educational inequality a key goal, and will partner with the Wisconsin Center for Education Research at the University of Wisconsin-Madison (WCER) to form the Madison Education Partnership (MEP).The partners will work together to enhance the quality of four-year-old Kindergarten (...
Federal funding program:
Award number:
R305H180053
Grant
Development of Assessment Tools and Educator Training to Support Tier 2 Behavioral Intervention Selection
The purpose of this project was to support the development and validation of the Intervention Selection Profile (ISP), a suite of brief assessment tools to identify appropriate interventions for students in need of Tier 2 support. In a response to intervention (RTI) framework, Tier 2 interventions are for students who are struggling to make adequate progress in response to general classroom-level (Tier 1) instruction and supports. A large body of research has supported the effectiveness of s...
Federal funding program:
Award number:
R305A180515
Grant
Academic and Behavior Combined Support (ABC Support) in Tier 2 Interventions
The purpose of this project is to develop and evaluate a Tier 2 intervention with a combined focus on behavior and academic skills, Academic and Behavior Combined Support (ABC Support). In current multi-tiered systems of support (MTSS), students who are not successful with Tier 1 instruction receive supplementary support. Schools face critical choices when making decisions regarding the focus of Tier 2 interventions. Despite the frequent co-occurrence of academic and behavior challenges for ...
Federal funding program:
Award number:
R305A170061
Grant
Conjoint Behavioral Consultation for Middle School Students With or at Risk for Serious Emotional Disturbance: A Career Development and Research Plan
The Principal Investigator (PI) will conduct a program of research for improving outcomes for adolescents with or at risk for serious emotional disturbance (ED) while participating in mentoring and training activities to develop knowledge and skills related to adolescent development, measurement and assessment, research methodology (e.g., multilevel modeling, qualitative data analysis), and grant writing. The PI intends to iteratively develop and test the feasibility and promise of Conjoint ...
Federal funding program:
Award number:
R324B160043
Grant
A Classroom-based Training Program of Attention and Emotion Regulation
Researchers developed and pilot tested a mindfulness training program for 5th grade teachers and students to improve teacher well-being and student self-regulation and attention. The program uses a single intervention approach called Mindfulness-Based Stress Reduction and a "train the trainers" model for classroom teachers to maximize efficiency and impact.
Federal funding program:
Award number:
R305A140479
Grant
Technology-interactive Classroom-embedded Modules for Measuring Challenging Math and Science Skills of ELs
English Language Learners, on average, score lower on math and science assessments than their English-speaking peers. Growing evidence suggests that ELLs who have the opportunity to develop English proficiency and adequate content coverage, including coverage of more complex concepts and skills, may over time do as well as, or better than, their native English-speaking peers. Given that many ELLs are still mastering English, the challenge is to give them access to more complex subject matter...
Federal funding program:
Award number:
R305A140117
Grant
Automating the Measurement and Assessment of Classroom Discourse
The purpose of this project is to automate the Classroom Language Assessment System (CLASS 4.24), a computer program developed at the University of Wisconsin Center for Education Research. CLASS 4.24 is used to code classroom interactions between a teacher and his or her students, and (a) has successfully identified key instructional variables promoting reading achievement, (b) has been used to successfully support professional development, and (c) is currently used for teacher education at ...
Federal funding program:
Award number:
R305A130030
Grant
Systems-level Analysis of Evidence-based Intervention Implementation by Problem-Solving Teams
Research indicates that schools rarely implement evidence-based practices for students exhibiting behavioral problems or disorders. In many cases, implementation of evidence-based practices may require a system-level change to improve their adoption and use as well as improve support and commitment from all school personnel. The purpose of this project is to develop and evaluate an intervention protocol that adopts the principles of applied behavior analysis and applies them to an organizati...
Federal funding program:
Award number:
R324A120212
Grant
Matching Strategies for Observational Studies with Multilevel Data in Educational Research
Federal funding program:
Award number:
R305D120005
Grant
Identifying Mediating and Moderating Mechanisms to Address Outcomes Associated with Poverty for Adolescents with Disabilities: Secondary Analysis of Data from the National Longitudinal Study-2 (NLTS2)
Living in poverty during childhood can be predictive of lower school performance and increased likelihood of dropping out of school. Students with disabilities are twice as likely to be living in poverty as students without disabilities. However, little empirical research has explored the relationship between poverty and school/post-school outcomes focusing on students with disabilities. The research team will use extant data from the National Longitudinal Transition Study 2 (NLTS2) to inves...
Federal funding program:
Award number:
R324A120408
Grant
Bayesian Inference for Experimental and Observational Studies in Education
The purpose of this project was to develop, apply, and disseminate Bayesian statistical tools for designs and analytic strategies used in empirical education research. This included: (1) randomized experimental designs; (2) quasi-experimental/observational designs; and (3) longitudinal studies. In addition, the project compared different types of prior information that may be encountered in practical circumstances, and provided guidance into best practices in Bayesian statistical modeling fo...
Federal funding program:
Award number:
R305D110001
Grant
An Efficacy Trial of Two Interventions Designed to Reduce Stereotype Threat Vulnerability and Close Academic Performance Gaps
: This project tested the efficacy of reducing gaps in academic performance between minority and White students and between students of lower and higher socioeconomic status through two types of interventions aimed at reducing stereotype threat. Stereotype threat refers to the apprehension individuals experience when confronted with a personally relevant stereotype that threatens their social identity or self-esteem. Prior work has proposed that the phenomenon could help explain group differ...
Federal funding program:
Award number:
R305A110136
Grant
Validating Universal Screening and Progress Monitoring Instruments for Use with ELLs in Response-to-Intervention Models
Current demands for early identification and intervention, coupled with accountability demands, have increased the need for good measures to identify English Language Learners (ELLs) at risk for academic difficulties. This project will examine universal screening and progress monitoring literacy procedures necessary for the appropriate use of Response-to-Intervention (RTI) models with ELL students. Researchers will establish the reliability, validity, and predictive accuracy of existing univ...
Federal funding program:
Award number:
R305A100585
Grant
Peer Support and Peer Network Interventions to Improve Peer Relationships and School Engagement
Secondary students with severe intellectual disabilities often have difficulty gaining access to the social and academic experiences that can better equip them for life after high school. Current research suggests that social interactions between students with intellectual disabilities and their peers without disabilities may promote academic, functional, and social skill development, improve social competence and friendship development, and improve quality of life. Despite the adoption of m...
Federal funding program:
Award number:
R324A100391
Grant
Value-Added Models and Accountability: Next Steps
Value-added models and indicators are being considered for use and are being used to measure the performance of schools, teachers, programs, and policies on an ongoing basis. Most current value-added models fall into two somewhat distinct groups, those that treat individual effects as random and those that treat individual effects as fixed. Random-effects models have been found to yield relatively precise estimates of school and classroom effects but can suffer from an inability to control f...
Federal funding program:
Award number:
R305D100018
Grant
Creating an Integrated Resource Information System to Assess Student, Teacher, Classroom, and School Effects on Value-Added Student Learning Gains and to Support More Cost-Effective Budgeting
This project seeks to create a comprehensive integrated resource information system that will include the key elements of resource use at the school, classroom, and student level. Resources are to be broadly defined as financial, programmatic, human, and social/organizational. The system is to link the resource data to student achievement data so that the use of resources at each level can be linked to effectiveness in improving student achievement. The goal is for decision-makers to be a...
Federal funding program:
Award number:
R305A080038
Grant
Informing State Mathematics Reform Through State NAEP
This project will attempt to develop a comprehensive approach which states can use to evaluate growth in student achievement over time. The project will use both cross-sectional and cohort analysis to produce a state improvement indicator. This indicator will be designed to reflect both achievement growth and gaps in achievement growth.
Federal funding program:
Grant
School Mental Health Collaborative Postdoctoral Research and Training Program
The School Mental Health Collaborative-Postdoctoral Research and Training Program (SMHC-PRT) aims to hire four fellows in two cohorts.
Federal funding program:
Award number:
R305B220003
Grant
The University of Wisconsin–Madison Interdisciplinary Training Program for Predoctoral Research in the Education Sciences
The University of Wisconsin-Madison's Interdisciplinary Training Program for Predoctoral Research in the Education Sciences (ITP), initially funded by IES in 2005, trains doctoral students to conduct education policy research in collaborative partnerships with education agencies.
Federal funding program:
Award number:
R305B200026
Grant
PurpleState 2.0: Investigating the Impact of a Virtual Internship on Argumentative Reading and Writing in Civic Education
In this project, researchers will develop and pilot an online intervention (Purple State) to promote high school students' civic skills. Many young people lack skills for informed citizenship, including the ability to critically read, comprehend, and evaluate information, especially when accessed through social media.
Federal funding program:
Award number:
R305A190476
Grant
The Day Reconstruction Method: A New Tool for Measuring Teachers' Work and Work Contexts
This project is intended to develop a measure of teachers' workplaces and how teachers spend their workday. Building on a small-scale pilot study that described teacher work activities, the social context of their work, and their affect while working, researchers propose to develop and validate the Day Reconstruction Method (DRM) measure. The instrument is intended to capture the simultaneous occurrence of these constructs, thus potentially yielding insight into aspects of teachers' work tha...
Federal funding program:
Award number:
R305A180516
Grant
How Dynamic Gestures and Directed Actions Contribute to Mathematical Proof Practices
The research team will explore how directed actions-body movements that learners are instructed to formulate-and pedagogical language relate to high-school students' geometric proof production, a pre-college education topic essential for promoting advanced mathematical reasoning and future studies and work in STEM fields. The specific research aims include exploring how simulated action (i.e., students' speech and gesture production) informs students' understandings of the proof process; whe...
Federal funding program:
Award number:
R305A160020
Grant
Interdisciplinary Training Program for Predoctoral Research in the Education Sciences
In 2005, the University of Wisconsin, Madison established the Interdisciplinary Training Program in the Education Sciences (ITP). Through this 2015 grant, ITP continued to train doctoral students in social science disciplines and education and to equip them with the analytic skills needed to assess the impacts of key policies and programs relevant to policymakers and practitioners at the federal, state, and local levels.
Federal funding program:
Award number:
R305B150003
Grant
An Evaluation of the Authentic Intellectual Work Initiative in Iowa
A significant concern among education stakeholders is that many U.S. high schools fall short in preparing students for successful transitions to adult life. The Common Core State Standards were designed to address these concerns by defining the knowledge and skills students need to succeed in entry-level college coursework and workforce training. Many states and school districts are seeking strategies to help teachers teach in ways that align with the Common Core State Standards and subseq...
Federal funding program:
Award number:
R305H140045
Grant
Postdoctoral Training Program in Mathematical Thinking, Learning, and Instruction
This training program prepared four researchers to conduct scientifically rigorous math education research.
Federal funding program:
Award number:
R305B130007
Grant
Promoting Discriminative and Generative Learning: Transfer in Arithmetic Problem Solving
Educators often see that students have difficulty applying the lessons taught in school to new contexts, particularly in mathematics. For instance, students' knowledge of mathematics often seems like a collection of disconnected facts and procedures and is insufficient for mastering mathematic skills. To foster students' acquisition of robust and transferable knowledge, it is not clear how much of a focus should be placed on efficient retrieval of arithmetic facts or on rich understanding o...
Federal funding program:
Award number:
R305A130082
Grant
Connecting Mathematical Ideas through Animated Multimodal Instruction
Mathematical ideas are connected to and build upon other mathematical ideas. Understanding these connections is fundamental to having a deep conceptual understanding of mathematics. This project will build on previous IES-funded research (Does Visual Scaffolding Facilitate Students' Mathematics Learning? Evidence From Early Algebra) that focused on exploring how mathematics teachers make connections between ideas during middle school lessons in beginning algebra. The purpose of this current ...
Federal funding program:
Award number:
R305A130016
Grant
Postdoctoral Training Program in Mathematical Thinking, Learning, and Instruction
The Postdoctoral Training Program in Mathematical Thinking, Learning, and Instruction focused on math education and provided opportunities for five fellows to focus on a range of scientifically rigorous methods, including data analysis techniques that support causal inference within experimental, quasi-experimental, and observational designs.
Federal funding program:
Award number:
R305B100007
Grant
Developing and Validating the Next Generation of Leadership Evaluation Tools: Formative Assessment for High Stakes Accountability
In this project, the researchers proposed to develop and validate the Comprehensive Assessment of Leadership for Learning (CALL), a rubric-based online formative assessment system for middle and high school leaders to self-evaluate and to guide the development of critical leadership practices.
Federal funding program:
Award number:
R305A090265
Grant
School Leadership for Student Achievement: A Survey and Quasi-Experimental Analysis of Leadership in Florida
Using surveys and an existing state longitudinal database, this project will estimate the effects of school leadership on student achievement in a large sample of schools in the state of Florida.
Federal funding program:
Award number:
R305A090316
Grant
Interdisciplinary Training Program (ITP) for Predoctoral Research in the Education Sciences at the University of Wisconsin–Madison
The University of Wisconsin–Madison established the Interdisciplinary Training Program in the Education Sciences (ITP) in 2005. The 2009 grant allowed the program to continue its focus on training scholars in education policy and systems. The program's methodological focus was randomized controlled trials and other rigorous statistical methods, such as econometric techniques, that provide evidence on potential impacts when randomized trials are not feasible.
Federal funding program:
Award number:
R305B090009
Grant
Scaffolding Students' Use of Multiple Representations for Science Learning
In this project, the researchers will develop and evaluate a novel approach to science instruction that engages multiple representations-text, hands-on experimentation and interactive computer simulations-which incorporates scaffolding both by the teacher and the computer, in order to immerse middle school students in these practices of science. Prior research has found that students benefit from using multiple representations when: (i) the representations are integrated into instructional a...
Federal funding program:
Award number:
R305A080507
Grant
Single-Case Research Design and Analysis: Applications in Educational Intervention Research
The purpose of this project is to review the current state of single-case research design and data analysis as applied to educational intervention research. The review will culminate in recommendations to single-case researchers to adopt more scientifically rigorous experimental designs and statistical analyses, thereby enhancing the validity of the researchers' conclusions. In addition, the researchers will consider methods for synthesizing the research literature from single-case research ...
Federal funding program:
Award number:
R324U060001
Grant
Does Visual Scaffolding Facilitate Students' Mathematics Learning? Evidence From Early Algebra
What factors influence whether students comprehend and learn from instructional language? One potential factor is the nonverbal support for language comprehension provided by teachers' use of visual scaffolding, including pointing, representational gestures, diagrams, and other methods of highlighting visual information. Previous studies in noneducational settings have shown that visual scaffolding may facilitate listeners' comprehension of speech, particularly when the verbal message is am...
Federal funding program:
Award number:
R305H060097
Grant
Project Summer: Improving Summer Employment and Community Inclusion Outcomes for Transition-Age Youth with Disabilities
The purpose of Project Summer is to develop a practical, but effective, intervention designed to improve transition services for youth with disabilities and maximize engagement in summer employment and other transition-related activities. While research on transition services for youth typically has focused on educational and vocational programming provided during the academic school year, little is known about the employment and community activities of youth with disabilities during the su...
Federal funding program:
Award number:
R324S060023
Grant
Study of Innovative School Leadership Performance Evaluation Systems
The purpose of this project was to provide evidence of the potential efficacy of standard-based leadership evaluations in helping principals develop the proficiencies needed to support improved student achievement.
Federal funding program:
Award number:
R305E050135
Grant
Interdisciplinary Training Program in the Education Sciences (ITP)
The Interdisciplinary Training Program (ITP) at the University of Wisconsin, Madison trained fellows to carry out rigorous quantitative research to provide scientific evidence on pressing problems of policy and practice in education.
Federal funding program:
Award number:
R305C050055
Grant
Advancing the Math Skills of Low-Achieving Adolescents in Technology-Rich Learning Environments
In this project, researchers planned to implement, test, and refine the most effective way to teach both problem-solving and basic skills to low-achieving adolescents using a teaching method called Enhanced Anchored Instruction (EAI). At the time of this study, research showed that students with learning disabilities (LD) gain, on average, only 1 year of achievement in math for every 2 years they are in school. The researchers believed they could help address this gap by providing informat...
Federal funding program:
Award number:
R305H040032
Grant
Training Indexing To Enhance Meaning Extraction In Young Readers
At the time of this project, 38 percent of U.S. 4th graders could not read and understand a paragraph in a children's book, and the percentages for struggling minority students and students from low-income families were even higher. In this project, the researchers aimed to use advances in cognitive science and the study of language development to create and pilot test an intervention to enhance young children's reading comprehension. They proposed a series of cognitive studies to build the ...
Federal funding program:
Award number:
R305H030266
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