Virginia Commonwealth University
Associated IES Content
Grant
Hybrid2: Creating Equitable Spaces for Science Discourse in Blended Learning Environments
This project will explore the high-quality science learning opportunities available for underrepresented minority (URM) middle school students and their relation to students' science learning outcomes. Specifically, the researchers will explore hybrid2 science learning opportunities in which disciplinary scientific discourses are integrated with students' everyday discourses (hybrid 1), along with blended learning opportunities where face-to-face learning is integrated with online platforms ...
Federal funding program:
Award number:
R305A240345
Grant
Distilling Practice Elements for School-Based Practices and Programs That Improve Social and Behavioral Outcomes: A Meta-Analysis
Elementary school is an important time to promote the SEB competencies of students. Comprehensive intervention models (i.e., manualized programs that include multiple practices such as behavior specific praise) and discrete practices (i.e., a specific behavior or action) exist that improve SEB outcomes of elementary students, but these models and practices do not demonstrate the same level of efficacy across all students. As a result, it is difficult for researchers and stakeholders to acces...
Federal funding program:
Award number:
R305A220261
Grant
Developing and Validating a Technically Sound and Feasible Self-Report Measure of Teachers Delivery of Common Practice Elements
The purpose of this project is to further refine and evaluate the Treatment Integrity Instrument of Elementary Settings, consisting of teacher- (TIES-T) and observer-report (TIES-O) versions, for use in a quality improvement (QI) process. The QI process is designed to support the implementation and sustainment of universal evidence-based programs (EBPs) for student social, emotional, and behavioral (SEB) needs in elementary schools. The researchers will iteratively refine and validate the TI...
Federal funding program:
Award number:
R305A210168
Grant
Moderation and Non-compliance in Multi-Site Trials with Measurement Error and Missing Data
The purpose of this grant is to produce a general statistical framework and an associated set of statistical guidelines and tools for studying such impact variability. The project will address three major design issues: 1) A treatment effect may be moderated by covariates that are measured with error; 2) The covariates and outcome, whether continuous or discrete, may be only partially observed; and 3) Compliance to treatment assignment may be imperfect. The project will also extend these iss...
Federal funding program:
Award number:
R305D210022
Grant
Friendships and the Academic Skills and Behaviors of Students with Emotional and Behavioral Disorders: The Importance of Classroom Social Contextual Factors
The Principal Investigator (PI) will conduct a program of research focused on improving outcomes of students with or at risk for emotional and behavioral disorders (EBD) while participating in mentoring and training activities to develop knowledge and skills related to the friendships and social experiences of socially vulnerable youth, longitudinal social network methods and analyses, and grant management. It is well documented that children with EBD experience difficulties with social skil...
Federal funding program:
Award number:
R324B220003
Grant
MERC School-Based Action Research Team Professional Development Model to Support the Use of Culturally Responsive Teaching Practices that Impact Student Learning
The goal of this project is to develop, in an iterative fashion, a teacher professional development model for culturally responsive teaching (CRT) -a networked School-Based Action Research Team (SBART) model. Partners will study the model's relation to teacher professional growth and change in CRT practice. Partners will also begin to examine the relation between teacher participation in this intervention and student learning outcomes.
Federal funding program:
Award number:
R305H190053
Grant
Developmental Relations Between Language Ability and Behavior Problems
The Principal Investigator (PI) will conduct a program of research to better understand relations between oral language and behavior problems in young children while participating in mentoring and training activities to develop expertise in language development, advanced longitudinal analyses, school-based research partnerships, and grant writing and management. The PI intends to conduct a longitudinal investigation to explore relations between language and behavior among young children at r...
Federal funding program:
Award number:
R324B200039
Grant
A Conceptual Replication of BEST in CLASS: An Efficacy Study of BEST in CLASS-Elementary
The purpose of this project is to replicate findings of previous research conducted on the BEST in CLASS classroom-based intervention by testing the efficacy of BEST in CLASS - Elementary (BEST in CLASS-E).The BEST in CLASS is an intervention composed of several practice elements that target increasing the quantity and quality of specific teacher behaviors with high-risk focal children to prevent and reduce the occurrence of their chronic problem behaviors. Although the BEST in CLASS interve...
Federal funding program:
Award number:
R305A180182
Grant
Longitudinal Evaluation of the Impact of Sleep Problems on the Academic and Social Functioning of Adolescents with and without ADHD
The purpose of this project is to conduct a prospective longitudinal study of students with and without Attention-Deficit/Hyperactivity Disorder (ADHD) beginning at Grade 8 to assess sleep patterns, academic, and social functioning, and factors that may differentially predict the presence of sleep problems. Sleep problems are considerably more common in individuals with ADHD in comparison to the general population, with approximately 30% of children and 60% of adults with ADHD exhibiting sig...
Federal funding program:
Award number:
R305A160126
Grant
BEST in CLASS-Elementary: A Preventative Classroom-based Intervention Model
In this project researchers developed and tested the BEST in CLASS-Elementary model for training and coaching early elementary school teachers to support the development of their students with challenging classroom behavior. The content of the training and coaching is based on the BEST in CLASS-Prekindergarten model, which was developed and tested for efficacy with IES funding. The researchers modified BEST in CLASS-PK to incorporate practices appropriate for early elementary school classroo...
Federal funding program:
Award number:
R305A150246
Grant
META Researchers and Practitioners in Partnership (RPP) to Enhance Data Use Practice that Improves Student Learning
This researcher-practitioner partnership, the Metropolitan Educational Training Alliance (META), will develop teachers' capacity to use data to inform instruction. Specifically, the partners will (1) document the current status of teachers' data use practice to inform a pilot professional development model and (2) examine the model's influence on teachers' data use practice and association with improved student learning. In response to federally required testing mandates and accountability ...
Federal funding program:
Award number:
R305H150088
Grant
Development and Validation of a Treatment Integrity Measure of Classroom-Based Instructional Interventions in Early Childhood Settings
Many preschool children exhibit problem behaviors and pre-academic deficits that place them at risk for emotional and behavioral disorders. Evidence-based instructional practices delivered by teachers in classrooms have demonstrated positive effects for young children with problem behavior. Efforts to implement and evaluate the evidence-based programs (EBPs) for preschool children with problem behaviors across diverse early childhood classrooms face a number of implementation and evaluatio...
Federal funding program:
Award number:
R305A140487
Grant
SEALS II – Supporting Early Adolescent Learning and Social Success across the Middle School Years
As children become adolescents, they experience a range of academic, behavioral, emotional, and social challenges that if negotiated unsuccessfully may negatively impact their school adjustment and constrain their future educational goals and outcomes. During the middle school years, instructional practices, classroom management approaches, and peer group processes impact whether students remain engaged in school and develop productive roles and relationships that promote their educational a...
Federal funding program:
Award number:
R305A160398
Grant
Efficacy of an Organizational Skills Intervention for Middle School Students with ADHD
The purpose of this efficacy study was to test whether the Homework, Organization, and Planning Skills (HOPS) intervention, refined for use in school settings with funding from an IES Development and Innovation award, can help middle school students with Attention Deficit/Hyperactivity Disorder (ADHD) deal with the organization, time management, and planning (OTMP) challenges of school.
Federal funding program:
Award number:
R305A130011
Grant
Accessible Methodology and User-Friendly Software for Multivariate Hierarchical Models Given Incomplete Data
This project expanded the work completed in a previous IES grant (Development of Accessible Methodologies and Software in Hierarchical Models with Missing Data) on software to handle missing data in univariate two- and three-level multilevel models.
Federal funding program:
Award number:
R305D130033
Grant
Supporting Early Adolescent Learning and Social Success - Project SEALS
As students begin middle school they are vulnerable to a range of academic, behavioral, and social problems that may negatively impact their school adjustment. Many adolescents experience difficulties during this time due to a poor fit between their developmental needs and the demands of the school environment. Children develop as an integrated whole suggesting that difficulties in one domain (e.g., academic, behavioral, social) may have consequences for functioning in other domains. The Sup...
Federal funding program:
Award number:
R305A120812
Grant
Promoting Social, Emotional, and Behavioral Competence in Adolescents with Disabilities: A School-wide Inclusive Violence Prevention Model
Although many schools in the United States implement violence prevention programs, the vast majority of these interventions were developed with typically developing youth in mind. Generally, programs are either assumed to generalize to youth with disabilities or they exclude these youth because programs were not designed to meet their needs. Unfortunately, prior research indicates that youth with disabilities are at higher risk than their typically developing peers for experiencing victimiza...
Federal funding program:
Award number:
R324A100160
Grant
Organizational Skills Interventions for Children with ADHD
Attention Deficit/Hyperactivity Disorder (ADHD) is one of the most commonly diagnosed childhood disorders with a prevalence rate estimated at 8%. Children with ADHD often have difficulty with school-related tasks and activities such as completing or turning in homework, planning for long-term assignments, studying for tests, and keeping class materials and papers organized. These organizational and temporal difficulties become particularly problematic with the increased demands of middle sch...
Federal funding program:
Award number:
R305A100996
Grant
Promoting Social, Emotional, and Behavioral Competence in Young High-Risk Children: A Preventative Classroom-Based Early Intervention Model
Approximately 7 to 25 percent of young preschool-aged children are reported to engage in behavior that reflects emotional/behavioral disorders. The early onset of behavior problems strongly predicts later problem behaviors in elementary and middle school, which significantly disrupt the classroom learning environment. Existing strategies to address these early problem behaviors in preschool settings are limited because they do not target classroom factors such as interactions between teach...
Federal funding program:
Award number:
R324A080074
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