|Title:||Preparing Education Scientists: A Postdoctoral Training Program Emphasizing Rigorous Research on Systems-Level Prevention and Remediation of Academic and Behavioral Problems|
|Principal Investigator:||Kame'enui, Ed||Awardee:||University of Oregon|
|Program:||Postdoctoral Research Training Program in the Education Sciences [Program Details]|
|Award Period:||5 years||Award Amount:||$670,211|
Co-Principal Investigators: Seeley, John; Crone, Deanne
This postdoctoral training program supported and trained five post-doctoral fellows with expertise in the following areas: (1) research design and implementation, (2) applied content expertise, and (3) methodology and data analysis. Each fellow participated in a 2-year advanced training and research experience. In the first year of the program, fellows collaborated with researchers to build an individualized fellowship training plan that guided their experiences over the course of the fellowship. Fellows chose two research grants as program anchors. Nine research projects (eight were IES-funded) and three extant databases provided postdoctoral fellows with direct and systematic opportunities to participate and collaborate on prevention and intervention research that cut across a range of educationally significant topics including literacy, mathematics, English learners, and behavioral intervention. Each fellow focused their training experience on two content areas and within one or two IES goals.
Three critical features of the training program were (1) an emphasis on both academic and behavioral challenges, (2) a systems-level approach to prevention and intervention in education, and (3) correspondence with IES goals. The available projects used a range of rigorous research designs and advanced statistical analyses, including randomized control trials and hierarchical linear modeling. During their 2-year appointments, fellows audited coursework, participated in grant writing and research, delivered presentations at professional conferences, and published manuscripts in peer-reviewed journals.
Anderson, Daniel (ORCID)
As of 2020, Dr. Anderson was a research assistant professor in Behavioral Research and Teaching at the University of Oregon, Dr. Carlson was an assistant professor in educational psychology at the College of Education and Human Development at Georgia State University, Dr. Jensen was an associate professor in the Department of Teacher Education in the David O. McKay School of Education at Brigham Young University, Dr. Morphy was a speech language pathologist in the Klamath Falls City School District, and Dr. Sota is an instructional designer.
Journal article, monograph, or newsletter
Anderson, D., Kahn, J, and Tindal, G. (2017). Exploring the Robustness of a Unidimensional Item Response Theory Model With Empirically Multidimensional Data. Applied Measurement in Education, 30, 163–177. doi: 10.1080/08957347.2017.1316277
Basaraba, D.L., Biancarosa, G., Carlson, S.E., and Shanley, L. (2014). Teaching Students to Read Like Historians. ASCD Express, 9(13).
Carlson, S.E., Biancarosa, G., Basaraba, D.L., and Shanley, L. (in press). Common Core Standards for Comprehending Science Texts: How can Instruction Support Students in Light of These New Standards?. ASCD Express.
Carlson, S.E., Seipel, B., and McMaster, K. (2014). Development of a New Reading Comprehension Assessment: Identifying Different Types of Comprehenders. Learning and Individual Differences, 32: 40–53. doi:10.1016/j.lindif.2014.03.003
Carlson, S.E., van den Broek, P., McMaster, K., Rapp, D.N., Bohn-Gettler, C.M., Kendeou, P., and White, M.J. (2014). Effects of Comprehension Skill on Inference Generation During Reading. International Journal of Disability, Development and Education, 61(3): 258–274. doi:10.1080/1034912X.2014.934004
Clinton, V., Carlson, S. E., and Seipel, B. (2016). Linguistic Markers of Inference Generation While Reading. Journal of Psycholinguistic Research, 45(3), 553–574.
Clinton, V., Seipel, B., van den Broek, P., McMaster, K., Kendou, P., Carlson, S. E., and Rapp, D. (2014). Gender Differences in Inference Generation by Fourth Grade Students. Journal of Research in Reading, 37(4): 356–374. doi:10.1111/j.1467–9817.2012.01531.x
Crone, D. A., Carlson, S. E., Haack, M. K., Kennedy, P. C., Baker, S. K., and Fien, H. (2016). Data-Based Decision-Making Teams in Middle School: Observations and Implications From the Middle School Intervention Project. Assessment for Effective Intervention, 41(2), 79–93. Full text
Farley, D., Anderson, D., Irvin, P. S., and Tindal, G. (2016). Modeling Reading Growth in Grades 3 to 5 with an Alternate Assessment. Remedial and Special Education, 38(4): 195–206. doi:10.1177/0741932516678661
Fien, H., Anderson, D., Nelson, N. J., Kennedy, P., Baker, S. K., and Stoolmiller, M. (2018). Examining the Impact and School-Level Predictors of Impact Variability of an 8th Grade Reading Intervention on At-Risk Students' Reading Achievement. Learning Disabilities Research & Practice, 33(1), 37–50.
Seipel, B., Carlson, S.E., Bianco-Simeral, S., Frigaard, M., Wolff, C., and Goto, K. (2014). The Nutritional Moral of the Story: An Examination of Storybooks Used to Promote Healthy Food-Choice Behavior. Psychology and Education: An Interdisciplinary Journal, 51(3).