Co-Principal Investigators: John Seeley and Deanne Crone

This postdoctoral training program will support and train four 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 will participate in a 2-year, advanced training and research experience. In the first year of the program, fellows will collaborate with the researchers to build an individualized fellowship training plan that will guide their training and research experiences over the course of the 2-year fellowship. Each fellow will choose two research grants as program anchors. The research projects that the fellows can choose from correspond to the full continuum of the five goals in the IES framework. The nine research projects (eight are IES-funded) and three extant databases will provide postdoctoral fellows with direct and systematic opportunities to participate and collaborate on prevention and intervention research that cuts across a range of educationally significant topics including, literacy, mathematics, English learners, and behavioral intervention. Each fellow will focus his or her training experience on two content areas and within one or two IES goals.

The three critical features of the training program are (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 utilize a range of rigorous research designs and advanced statistical analyses, including randomized control trials and hierarchical linear modeling. During their 2-year appointments, fellows will audit coursework, participate in grant writing, participate in research, deliver presentations at professional conferences, and produce manuscripts for submission to a peer-reviewed journal.

Publications

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.

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, 9(13).

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.

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.

Clinton, V., Carlson, S.E., and Seipel, B. (in press). Linguistic Markers of Inference Generation While Reading. Journal of Psycholinguistic Research.

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.

Crone, D.A, Carlson, S.E., Haack, M., Kennedy, P., Baker, S.K., and Fien, H. (under review). Data-Based Decision-Making Teams in Middle School: Observations and Implications From the Middle School Intervention Project.

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.

Fien, H., Anderson, D., Nelson, N. J., Baker, S. K., Kennedy, P. (in press). 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 and Practice.

Seipel, B., Carlson, S.E., Bianco-Simeral, S., Frigaard, M., Wolff, C., and Goto, K. (in press). 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).