IES Blog

Institute of Education Sciences

From Fellow to Funded: Former IES Postdoctoral Fellows Funded as Principal Investigators

A group of young adults bumping fists

As part of our Spotlight on IES Training Programs series, IES is proud to showcase five former IES postdoctoral fellows who are now principal investigators for grants funded in FY 2020. The goal of the NCER and NCSER postdoctoral training programs is to prepare scholars to conduct rigorous, relevant education and special education research. As the following examples demonstrate, IES fellows are contributing to evidence-based education in a wide range of academic domains and are addressing the needs of students, teachers, and families through their innovative measurement, exploratory, development, and evaluation work.

 

Dr. Crystal Bishop (IES Fellow at the University of Florida until 2016) will lead Tools for Families. This project will develop and pilot test a new component for an existing intervention that aims to improve outcomes for young children with disabilities in preschool programs. The existing program is called Evaluating Embedded Instruction for Early Learning (EIEL) and already includes tools to help teachers. In this new study, Dr. Bishop will create an additional component that helps teachers engage students’ families in implementing EIEL strategies.

 

Dr. Joseph Nese (IES Fellow at the University of Oregon until 2011) will lead A Comprehensive Measure of Reading Fluency: Uniting and Scaling Accuracy, Rate, and Prosody. This project aims to develop and validate an automated scoring system of oral reading fluency for students in grades 2 to 4 to better identify students in need of reading interventions and better evaluate reading interventions and builds off a previous grant Dr. Nese received as PI, Measuring Oral Reading Fluency: Computerized Oral Reading Evaluation (CORE) (R305A140203).

 

Dr. David Purpura (IES Fellow at the University of Illinois until 2012) will lead Reading and Playing With Math: Promoting Preschoolers' Math Language Through Picture Books and Play Activities. This program will develop, refine, and evaluate a new math language intervention, Reading and Playing with Math (RP-Math). RP-Math will leverage the language instruction using storybooks and mathematics instruction.

 

Dr. Rachel Rosen (IES Fellow at the University of Michigan until 2014) will lead Choice and Information: The Impact of Technology-Based Career Advising Tools on High School Students' CTE Choices and Academic Performance. This project will evaluate  two widely used technology-based career advising tools for secondary school students, Naviance and YouScience, to see whether and how these tools influence student thinking about career options, career and technical education (CTE) coursework and work-based learning options, and decisions about CTE pathways and programs of study.

 

Dr. Candace Walkington (IES Fellow at the University of Wisconsin, Madison until 2013) will lead Exploring Collaborative Embodiment for Learning (EXCEL): Understanding Geometry Through Multiple Modalities. This program will explore how different types multisensory experiences and modes of collaboration affect students' geometric reasoning. The researchers will leverage augmented reality (AR) technology to see if different ways of engaging with content (such as holograms, tablet-based, or paper-based images) lead to different learning outcomes.

 


This blog was written by Shirley Liu, virtual intern and an English/Anthropology & Sociology double major at Lafayette College, and Dr. Meredith Larson, program officer for NCER postdoctoral training.

 

Calling All K-12 Students: NASA’s Artemis Program Invites You to Imagine Living on the Moon

Through its Artemis program, NASA will land the first woman and next man on the Moon by 2024, using innovative technologies to explore more of the lunar surface than ever before. NASA is collaborating with commercial and international partners to establish sustainable exploration by the end of the decade and to apply what is learned to take the next giant leap—sending astronauts to Mars.

 

K-12 Artemis Moon Pod Student Essay Contest

 

 

NASA is inviting students in kindergarten through Grade 12 to join the Artemis adventure.  Through its challenge, students can imagine “what it might be like if you were living with a pod of astronauts 250,000 miles from Earth.”

In the challenge, students write essays focusing on leading a one-week expedition at the Moon’s South Pole. Plans and details of the expedition should consider the types of skills, attributes, and personality traits of their Moon Pod crew, and one machine, robot, or technology that will be left on the lunar surface to help future astronauts explore the Moon.

Three levels of challenges are being held for students in Grades K-4, 5-8, and 9-12. Every student who submits an entry will receive a certificate from NASA and be invited to a special NASA virtual event—with an astronaut! For all entry requirements and judging criteria, please read the rules.  Students and teachers can sign up and submit their entry at the contest site. Even if you are not a student you can still participate. U.S. residents over the age of 18 can apply to be judges for the contest to help NASA make their selection.

The essay competition is being managed by a web-based platform developed by Future Engineers based in Burbank, California.  This platform was created with the support of a 2017 award from the IES Small Business Innovation Research program (ED/IES SBIR).  Future Engineers built this platform to be an online hub for classrooms and educators to access free, project-based STEM activities and to provide a portal where students submit and compete in different kinds of maker and innovation challenges across the country.  The Artemis essay contest follows the Mars 2020 “Name the Rover” contest, which was also managed by Future Engineers. (See the recap of that challenge here.)

 

Stay tuned for the winning essays in the months to come!

 


Edward Metz (Edward.Metz@ed.gov) is a research scientist at the Institute of Education Sciences at the US Department of Education and Program Manager of ED/IES SBIR.

Katherine Brown is the lead communication specialist for the Office of STEM Engagement at NASA.

 

About ED/IES SBIR

The U.S. Department of Education’s Small Business Innovation Research program, administered by the Institute of Education Sciences (IES), funds projects to develop education technology products designed to support students, teachers, or administrators in general or special education. The program emphasizes rigorous and relevant research to inform iterative development and to evaluate whether fully developed products show promise for leading to the intended outcomes. The program also focuses on commercialization once the award period ends so that products can reach students and teachers and be sustained over time. ED/IES SBIR-supported products are currently used by millions of students in thousands of schools around the country.

 

About NASA’s Office of STEM Engagement

NASA’s journeys have propelled technological breakthroughs, pushed the frontiers of scientific research, and expanded our understanding of the universe. These accomplishments, and those to come, share a common genesis: education in science, technology, engineering, and math. NASA’s Office of STEM Engagement strives to create unique opportunities for a diverse set of students to contribute to NASA’s work in exploration and discovery; build a diverse future STEM workforce by engaging students in authentic learning experiences with NASA’s people, content and facilities; and attract diverse groups of students to STEM through learning opportunities that spark interest and provide connections to NASA’s mission and work. To achieve these goals, NASA’s Office of STEM Engagement strives to inspire the next generation to discover their way to a new era of American innovation and explore further into space than ever before.

 

Spotlight on IES Training Programs: Introduction to a Blog Series

Since 2004, IES has been preparing researchers to conduct high-quality, rigorous education and special education research through training grant programs. This roughly $281 million investment has helped change universities and departments across the nation and supported the training of over 200 students interested in beginning doctoral programs, nearly 1000 doctoral students, over 280 postdoctoral fellows, and hundreds of practicing researchers at universities, research firms, state and local agencies, and other organizations.

Over the months to come, we will be spotlighting these IES training programs and those who have participated in them. This blog series will include interviews, updates, and program descriptions as we learn more about the research, innovations, and careers of IES training program participants.

 

Join us as we celebrate the possibilities created by the following IES training programs:


For more information about the NCER training programs, contact Dr. Katina Stapleton, and for information about NCSER training programs, contact Dr. Katie Taylor.

This blog was written by Dr. Meredith Larson, program officer for NCER Postdoctoral Research Training grants, and is the first in an ongoing series: Spotlight on IES Training Programs.

 

Recent Report Identifies Possible Categories of Adult Struggling Readers (and How to Help Them)

Nearly one in five U.S. adults aged 16 and over may struggle with basic literacy. These adults may struggle with any of the core components of reading, such as decoding, vocabulary, and comprehension. They may struggle for many different reasons—English is not their first language, possible cognitive declines from aging, or a lack of formal education. To identify the right instructional tools and curricula, we need to understand the varying needs of this heterogeneous group of adult struggling readers and design appropriate solutions.

In a recent report, IES-funded researchers conducted a latent class analysis of 542 adults (age 16- to 71-years old) enrolled in adult education programs whose reading scores indicate a reading level between the 3rd- and 8th-grade level. The analysis identified four possible subgroup categories of adult struggling readers based on their performance on lower-level competencies (phonological awareness, decoding, vocabulary) and higher-level competencies (comprehension, inferencing, background knowledge):

 

  • Globally Impaired Readers: adults who show difficulties in all competencies
  • Globally Better Readers: adults who are relatively strong in all competencies
  • Weak Decoders: readers who are relatively weaker in lower-level competencies but strong in higher-level competencies
  • Weak Language Comprehenders: readers who are strong in lower-level competencies but relatively weaker in higher-level competencies

 

On average, Weak Decoders were older than other categories, though Globally Impaired Readers were on average older than Globally Better Readers or Weak Language Comprehenders. Globally Better Readers and Weak Decoders included a larger proportion of native English speakers than the other two categories. Thus, both age and English proficiency may predict the pattern of strengths and weaknesses. However, having a high school diploma did not predict performance patterns.

Although Globally Better Readers tended to perform better on reading assessment than other categories, even this group of readers performed at the 6th-grade level on average. Thus, all groups of readers would benefit from additional instruction. The researchers suggest different approaches for addressing the needs of learners in the different categories. For example, Weak Language Comprehenders may benefit from technology-based solutions that help build their oral language competencies, whereas Globally Impaired Readers and Weak Decoders may benefit from direct instruction on decoding skills.

 


This research was conducted as part of the Center for the Study of Adult Literacy (CSAL): Developing Instructional Approaches Suited to the Cognitive and Motivational Needs for Struggling Adults funded in 2012 through NCER.

The abstract for the publication discussed above is available on ERIC; Identifying Profiles of Struggling Adult Readers: Relative Strengths and Weaknesses in Lower-Level and Higher-Level Competencies (Talwar, Amani; Greenberg, Daphne; Li, Hongli).

Dr. Meredith Larson, program officer for postsecondary and adult education, wrote this blog. Contact her at Meredith.Larson@ed.gov for additional information about CSAL and adult education research.

CALM - Child Anxiety Learning Modules: From Research to Practice at Scale in Education

Many elementary school students experience anxiety that interferes with learning and achievement, but few receive services. To expand the network of support for these young students, IES-funded researchers have turned to school nurses as a potential front-line resource. The Child Anxiety Learning Modules (CALM) intervention incorporates cognitive-behavioral therapy (CBT) and other evidence-based strategies for school nurses to use when a child has vague somatic complaints that often signal underlying anxiety.

 

 

In 2014, IES funded a Development and Innovation grant to support the development of CALM to enhance the capacity of elementary school nurses to help children with anxiety. Based on promising findings of feasibility and reduced anxiety and fewer school absences, the development team is launching an initial efficacy trial this fall to investigate the scale up potential of the CALM intervention.

 

We asked the developers of CALM—Golda Ginsburg (University of Connecticut School of Medicine) and Kelly Drake (Founder/Director of the Anxiety Treatment Center of Maryland; Johns Hopkins University School of Medicine)—to answer a few questions for our blog. Here’s what they answered.

 

 

 

 

 

 

 

 

 

 

 

 

Can you describe how the CALM intervention was developed? What led you to develop an intervention for school nurses to implement?

We have been developing and evaluating psychosocial interventions for youth with anxiety for the last two decades, and we’ve learned a lot about effective, evidence-based strategies. We know that CBT, which consists of coping strategies that target the physical, cognitive, and behavioral manifestations of anxiety, is effective in helping youth manage and reduce anxiety. Unfortunately, we’ve also learned that most youth do not receive these—or any—services to help them. To address this gap in service utilization, our efforts have focused on ways of improving access to these therapeutic strategies by broadening the pool of potential providers. Given that early interventions can reduce the long-term consequences of untreated anxiety AND that youth with anxiety often complain of troublesome physical symptoms at school, we naturally thought of school nurses as a key provider with enormous potential. However, although nurses reported spending a lot of time addressing mental health issues, they received minimal training in doing so. That’s when the idea of the CALM intervention was born. We developed the initial CALM intervention using an iterative process in which versions of the intervention and its implementation procedures were sequentially refined in response to feedback from expert consultants, school nurses, children, parents, and school personnel until it was usable in the school environment by school nurses.

 

Was it part of the original plan to develop an intervention that could one day be used at scale in schools?

Yes—absolutely! Members of the National Association of School Nurses have been on our advisory team throughout to help us plan for how to scale up the intervention if we find it helps students.

 

What was critical to consider during the research to practice process?

A central focus was to minimize burden on school staff and to integrate the intervention within the goals and mission of schools’ interdisciplinary teams. Therefore, using a multidisciplinary support team was critical in taking the intervention from a research idea to an intervention that school nurses could delivered in their real-world practice setting—schools! As clinical psychologists, we also relied on our multidisciplinary team to ensure the intervention was usable by school nurses in terms of content and flexible and feasible for their busy school day. Indeed, school nurses and school nurse organizations provided critical support for the development of CALM with a focus on feasible strategies and methods for nurses to implement. They also provided invaluable feedback regarding perceived barriers to successful implementation of the intervention and adoption by nurses and school systems, and solutions to potential barriers and options for scaling up the intervention. We also relied on experts in school-based mental health programs and those with expertise in designing, evaluating, and implementing evidence-based prevention programs in schools. We also leveraged state-level expertise by consulting with school health experts in the Connecticut State Department of Education and the Connecticut Nurses Association regarding mental health education for nurses.

 

What model are you using for dissemination and sustainability?

A wide variety of methods will be used to disseminate findings from the current study to reach different stakeholders. We will present and publish findings at 1) national scientific and practitioner-oriented conferences, 2) Maryland and Connecticut State Departments of Education and participating school districts, and 3) in relevant peer-reviewed journals. In addition, should the findings reveal a beneficial impact of the intervention, we will have the final empirically supported training and intervention materials available for broad scale implementation. The CALM intervention will be packaged to include a training seminar, training videos, nurse intervention manual, child intervention handouts, consultation/coaching plan, and assessment materials. The research team will offer training seminars with all supporting materials to school nurse organizations at the national, state, and local levels. We will also engage nurse supervisors to identify nurses—or volunteer themselves—to become trainers for newly hired nurses in the future. Finally, our current Advisory Board, which consists of members of the National Association of School Nurses (NASN), school nurses, and researchers with expertise in large scale school-based mental health program implementation and evaluation, will assist in broad dissemination and sustainability efforts.

 


Golda S. Ginsburg, Ph.D., Professor of Psychiatry, University of Connecticut School of Medicine and Adjunct Professor at The Johns Hopkins University School of Medicine, has over 25 years of experience developing and evaluating school-based interventions including school-based interventions for anxiety delivered by school clinicians, teachers, and nurses.

Kelly Drake, Ph.D., Founder/Director of the Anxiety Treatment Center of Maryland, Research Consultant with UConn, and Assistant Professor of Psychiatry in the JHU School of Medicine has extensive training and experience in clinical research with anxious youth and training clinicians in delivering CBT for children.

This interview was produced by Emily Doolittle (Emily.doolittle@ed.gov) of the Institute of Education Sciences. This is part of an ongoing interview series with education researchers, developers, and partners who have successfully advanced IES-funded education research from the university laboratory to practice at scale.