IES Blog

By Liz Albro, NCER Associate Commissioner of Teaching and Learning

Summer Conference Season

Many IES-funded researchers have been sharing the findings of their studies at academic conferences this past month.  Want to learn more? Lists of presentations describing IES-funded research at the Society for Text & Discourse and Society for the Scientific Study of Reading annual meetings are available on our conferences page.

A Busy Month for IES Research in the News

Have you visited our IES Research in the News page lately? It’s a great way to learn more about IES-funded research.  Not only can you read more about the new awards that have been recently made, you can learn about findings from recent studies. We do our best to keep up, but if we’re missing something, send us a note at IESResearch@ed.gov.

More Recognition for ED/IES SBIR Products

ED/IES SBIR supported games by Triad Interactive Media (PlatinuMath) and Electric Funstuff won Gold at the Serious Play Conference.  And ED/IES SBIR awardee Fluidity Software won 1st Place in the “Best Performing Office Add-On” category, for their FluidMath app, which teachers and students use to create dynamic math and physics formulas.

Summer Research Training Institute on Cluster-Randomized Trials in Education Sciences

Congratulations to the 29 participants who completed the ninth Summer Research Training Institute on cluster-randomized trials (CRTs) in education sciences!

The purpose of this training is to prepare current education researchers to plan, design, conduct, and interpret cluster-randomized trials. A tenth Institute will be held in summer 2016, so be sure to follow us on Twitter or subscribe to the IES Newsflash to get application information as soon as it is available. 

Please send any questions or comments to IESResearch@ed.gov.

By Sammi Plourde, NCSER Intern; Kristen Rhoads, NCSER Program Officer; and Becky McGill-Wilkinson, NCER Program Officer

IES-funded research by Dr. Compton and his colleagues was recently awarded the International Literacy Association’s (ILA) Albert J. Harris Award!  ILA is an advocacy organization that publishes current research on literacy and provides resources for practitioners, students, and leaders involved in facilitating literacy development across the world.  The Albert J. Harris Award is given annually to a recently published journal article or monograph that contributes to better understanding of prevention or measurement of learning disabilities or reading disabilities.

The winning article by Jennifer K. Gilbert, Donald L. Compton, Douglas Fuchs, Lynn S. Fuchs, Bobette Bouton, Laura A. Barquero, and Eunsoo Cho entitled “Efficacy of a First-Grade Responsiveness-to-Intervention Prevention Model for Struggling Readers,” features findings from a NCSER-funded measurement study focused on identifying and intervening with struggling readers as early as first grade.  The article describes effects of intensive intervention within a multi-tiered prevention model. Struggling readers who were randomly assigned to receive an intensive, small-group intervention had better reading gains compared to students who received classroom instruction as usual. However, some students continued to struggle despite receiving the intensive intervention.  Those students were then randomly assigned to receive the intensive intervention in a one-on-one format or to continue in a small-group format. Results indicated that no differences in performance existed between the two formats.  They also found that more than half of the students who participated in the intervention failed to achieve average reading scores by the end of third grade.  These findings suggest that students with persistent reading problems need intervention as early as possible that spans multiple years.  They also suggest that instruction for the students should be tailored to meet individual needs.  

Dr. Compton and his colleagues are continuing this research with IES.  They were funded by NCER to conduct a follow-up research study to identify characteristics of children who begin elementary school with typical reading development but are then later identified as having a reading disability. This work will provide information on how to guide instruction for students who have these characteristics.

Congratulations to Dr. Compton and his colleagues for making such an important contribution to identifying, preventing, and treating reading disabilities!

Questions? Comments? Please send them to IESResearch@ed.gov. 

By Liz Albro, NCER Associate Commissioner of Teaching and Learning

Welcome to our second “Month in Review” post! In addition to writing blogs, both NCER and NCSER have been busy making new awards this month, and preparing abstracts describing our newly funded projects published on our website. 

New Research Awards

Across the two research centers, IES awarded 148 new discretionary grants to support research and research training activities. I hope that you will take the time to dip into our abstracts describing the individual projects. From early childhood to postsecondary, from basic cognitive science to system-level analysis, from exploration to impact, the projects reflect the wide scope of education research questions that the IES research centers support. To learn more about the awards, click here to read about the new NCSER awards, and here for information about the new NCER awards. Be sure to check back on Monday, July 6^th, to read a new blog from Commissioner Brock discussing the 2015 awards and the forecast for 2016.

IES Funded Research in the News

Research findings from the Cognition and Student Learning portfolio were featured in two EdWeek articles in June. These articles describe some of the exciting work being done to address long-standing questions of transferring knowledge learned in one class or context to support new learning in mathematics  and science.

The ED/IES Small Business Innovation Research (SBIR) portfolio was featured in three different articles in June! Read more about how games developed with SBIR funding are being used to teach students about a wide variety of topics, like algebra, environmental science, and social skills.

IES Staff Presentations

On June 16-17, NCSER co-sponsored a Technical Working Group Meeting with the Department of Education’s Office of Special Education Programs (OSEP) and Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) on Evidence-Based and Emerging Practices: State of Science and Practice for Children with Disabilities.  The meeting was an important opportunity for leaders in the field of special education to share what has been learned across a number of pivotal areas in research and practice and also to identify some promising next steps. A synthesis of the meeting is underway and will be available later this year.

ED/IES SBIR program officer Ed Metz participated in the National SBIR Conference, and led a panel on games for learning.

Applying for IES Research Funding This Summer? Missed Our Webinars?

No problem. PowerPoint presentations and transcripts from the webinars led by our program officers are available on our website. Click here to access information about preparing grant applications for IES. 

Featuring Michael Kennedy, University of Virginia

By Liz Berke, NCSER intern

What do these three individuals have in common:  a former special education teacher in Delaware, a former reading specialist in California, and a former special education teacher in Georgia?  They are the three Principal Investigators of the three inaugural projects funded by NCSER through its Research Training Program in Special Education: Early Career Development and Mentoring grant program.  Through this program, scholars embarking on their research careers in special education and early intervention have the opportunity to work with established mentors as they develop their research skills.   Over the next few months, we will be featuring the current research of our investigators that IES has supported through this and other research programs for early career investigators. We are looking forward to sharing their perspectives with our readers. 

First up in our series is Dr. Michael Kennedy from the University of Virginia.  A former special education teacher in Delaware, Dr. Kennedy is being mentored by Dr. Mary Brownell (University of Florida) and John Lloyd (University of Virginia).  The main aim of his IES funded project is to create valid measures of teacher practices and to work with practitioners to develop effective professional development materials and processes.  The materials are intended to help middle school science and special education teachers improve their delivery of evidence-based vocabulary instruction for students with disabilities.   Dr. Kennedy was recently awarded the Early Career Researcher award from the Instructional Technology Special Interest Group of the American Educational Research Association and University of Virginia’s Alumni Board of Trustees All University Teaching Award.

We had the opportunity to speak with Dr. Kennedy about the challenges and benefits of starting a career in special education research and how IES is helping him reach his professional goals. 

What are some of the biggest challenges that you face as an early career researcher? How do you hope this award will help you overcome those challenges?

I would say the biggest challenge as a young researcher is that my eyes are regularly bigger than my stomach in terms of wanting to take on huge research questions that would require a large interdisciplinary team and access to a plethora of resources.  Being patient and addressing questions that are still important, but actually doable as an Assistant Professor working on a shoestring budget definitely takes discipline.  The Early Career Award from NCSER has helped me assemble a team of Hall of Fame caliber colleagues that is really superb in helping me stay focused on one key component of the larger study at a time, while simultaneously helping me recognize how the initial studies are working toward something greater.  Working on one big project of my own design for four years is something I’ve never done before; I’ve learned it’s very easy to lose sight of the forest because of the pesky trees, so I really rely on my mentors for perspective and guidance.  

What advice would you give to early career researchers?

I think my best advice is to really lock down your niche within your field and go to work on creating new knowledge that people can really connect with in practical ways.  As an example, think about your sub-field’s most successful and well-known researcher and what they are known for (I’ll wait).  Isn’t it remarkable how easy it is to pair that person with the widget, curriculum, or broad body of research they are associated with?  It’s hard to imagine, but they were once Assistant Professors like us trying to get a program of research off the ground.  How did they do it?  Other than being really smart, their currency was, and remains new thinking and ideas that can be translated into materials that help students improve as evaluated by relevant dependent measures.  If you don’t have ideas that other people care about and can make a difference for people, you aren’t going to get very far in our line of work.  So that brings me back to my first comment – you have to become expert in your corner of the world, and then let your creativity take over.

What is your favorite aspect of working with your mentors?

I would say my favorite part of working with my mentors is the access to top notch feedback that simply does not exist post grad school for most people.  As doc students we are constantly receiving feedback from our advisors and other professors, but all of that pretty much goes away as we take our first jobs.  Sure we get feedback from journal editors & reviewers, but that is not regular enough to always make a big difference.  Being able to walk down the hall (or get on the phone in the case of my co-mentor) to have a conversation about a new idea or data specific to a project they are invested in is really a remarkable gift.  Another really important aspect of my relationship with my mentors is how differently they think about things than I do.  They ask questions I never considered and poke holes in my logic that can be frustrating, but I recognize how important it is to consider these perspectives and make sure I address it.  My advice for all considering applying for this project is to think very carefully about who you select as your mentor or co-mentors – think big and don’t settle!  

Questions? Comments? Please send them to: IESResearch@ed.gov. 

By Rob Ochsendorf (NCSER Program Officer), Joan McLaughlin (NSCER Commissioner), and Liz Berke (NCSER Intern) 

How would you solve this problem?  7 + 25 – 23 = ___.  Skilled math students recognize key features of problems and use appropriate shortcuts when solving problems but recent research led by Dr. Katherine Robinson has shown that less than a third of 7th graders actually used shortcut strategies.  Dr. Robinson noted that, “These students show strong preferences for using well-practiced rote strategies for solving these problems rather than thinking deeply and flexibly about either the problems or how they can use their knowledge of arithmetic to facilitate problem solving.”  

During May of this year, Dr. Robinson and other researchers from across the world convened in St. Louis, Missouri to share findings in the growing area of research known as math cognition. This two-day conference entitled, “Typical and Atypical Learning of Complex Arithmetic Skills and Higher-Order Mathematics Concepts,” is part of a series of five annual conferences, Math Cognition and Learning Conferences  (MCALC), funded by a grant from the National Institute of Child Health and Human Development (NICHD) with additional support from NCSER.  

Dr.  Joan McLaughlin, NCSER Commissioner, and Dr. Rob Ochsendorf attended MCALC this year and highlighted the importance of math cognition research to support students with or at risk for disabilities in their math learning.  NCSER funds a number of projects in this area, including a National Research and Development Center focused on understanding the cognitive processes involved in the development of fraction skills in elementary school children.  NCSER has taken an interest in the MCALC mission from the beginning and continues to support graduate students’ attendance and participation each year.  

At the conclusion of this year’s meeting, NCSER staff talked with lead investigators Dan Berch (University of Virginia) and David Geary (University of Missouri) to discuss the MCALC meetings and activities, which have included the founding of a new international society for math cognition (Mathematical Cognition and Learning) and an edited book series, in addition to the annual meetings.  

What do you think were the key takeaways from the 2015 MCALC meeting? 

The conferences really have two important, interrelated goals.  The first is social - to help researchers, especially the younger ones, develop connections with and discuss their ideas and current research with each other and senior members of the field.  This networking is important for building collaborations and for finding links between different areas of mathematical cognition and learning. The second is to more fully understand mathematical learning and cognition. The focus at this meeting on individual differences highlighted the importance of domain-general and math-specific knowledge in fostering both procedural and conceptual aspects of mathematical development, and provided directions for intervention with struggling students. 

What are the important long term contributions of this series of meetings? 

The long-term goal of the meetings and the new society is to bring together people with a shared interest in quantitative processing and development that might otherwise not be aware of one another's work, much less discuss it one-on-one. The 5-volume series coming out of the meetings is important as well.  We hope that these will provide a critical and useful reference work that highlights cutting edge advances across the whole field, from number processing in nonhumans to educational interventions.

Are there issues that you would like the IES research community to be aware of in terms of these meetings and these developments?  

I'd like to see more IES researchers entering the field. There is a clear need to better understand and foster students' mathematical development and there is now a thriving research community and literature base that makes this an exciting and rewarding field to be a part of. 

Two more MCALC meetings will be held in 2016 and 2017.  

May, 2016 - The Role of Linguistic, Cultural, SES, and Parenting Factors in Mathematical Cognitive Development  

May, 2017 - Improving Mathematical Learning: How Neurobiological, Cognitive, and Developmental Approaches Can Inform the Design of Effective Instructional Interventions 

If you are interested in attending one of these upcoming meetings, please contact Dr. Dan Berch.  

Other questions? Comments? Please contact us at IESResearch@ed.gov.