Skip Navigation
Funding Opportunities | Search Funded Research Grants and Contracts

IES Grant

Title: Children's Learning Research Collaborative Fellowships for Postdoctoral Research Training in the Education Sciences
Center: NCER Year: 2012
Principal Investigator: Justice, Laura Awardee: Ohio State University
Program: Postdoctoral Research Training Program in the Education Sciences      [Program Details]
Award Period: 4 years (9/1/2012 8/31/2016) Award Amount: $607,824
Goal: Training Award Number: R305B120008
Description:

Co-Principal Investigators: Shayne Piasta and Ann O'Connell

Postdoctoral fellows in this program will receive training focused on designing and testing interventions intended to strengthen the language and literacy skills of children. Four fellows will be recruited to join the Children's Learning Research Collaborative (CLRC). Each fellow will receive two years of training.

As members of CLRC, the fellows will have the opportunity to:

  • focus on critical educational issues that respond to current pressing concerns;
  • participate in collaborative and authentic relationships with key education stakeholders;
  • develop skills in rigorous research design and the use of causally interpretable methodologies; and
  • learn from researchers with a range of interdisciplinary expertise.

Fellows will work on grant projects, attend research groups, learn advanced methods for identifying malleable factors; develop instructional practices that are theoretically driven, empirically based, and feasibly implemented; and rigorously evaluate the causal impacts of such practices when implemented under controlled conditions and under normal conditions. Fellows may audit classes and conduct research-related internships within alternative settings such as the Columbus Metropolitan Library or the Ohio Department of Education.

Through their training, fellows will develop:

  • academic skills (i.e., the skills faculty must possess in order to be successful, such as writing peer-review quality manuscripts and grant proposals),
  • technical skills (i.e., the skills researchers need to successfully engage in high-quality rigorous research), and
  • practical skills (i.e., skills researchers need to conduct work in the educational settings, such as the ability to interact well with parents, teachers, school administrators and policymakers).

Publications

Book chapter

Avalos, M.A., Bengochea, A., and Secada, W.G. (2015). Reading Mathematics: More Than Words and Clauses; More Than Numbers and Symbols on a Page. In K. Santi, and D. Reed (Eds.), Improving Reading Comprehension of Middle and High School Students (pp. 49–74). Switzerland: Springer International Publishing.

Avalos, M.A., Bengochea, A., and Secada. W. (2015). Reading Mathematics: More Than Words and Clauses; More Than Numbers and Symbols on a Page. In K. Santi, and D. Reed (Eds.), Improving Comprehension for Middle and High School Students (pp. 49–74). New York: Springer.

Damonte, J.C., Johanson, M., Golinkoff, R.M., and Hirsh-Pasek, K. (in press). The Changing Nature of Word Learning in the First Two Years of Life: The Emergentist Coalition Model. Encyclopedia of Language Development. Thousand Oaks, CA: Sage.

Schachter, R. E., and Freeman, D. (In Press). Using stimulated recall to study teachers and teaching: A brief introduction to the research methodology. In P. Lucas (Ed.), Temas e Rumos nas Pesquisas em Linguistica: Questos empiricas, eticas e praticas (Vol. 1): Pontas.

Journal article, monograph, or newsletter

Bengochea, A., Justice, L. M., and Hijlkema, M. J. (2015). Print Knowledge in Yucatec Maya-Spanish Bilingual Children: An Initial Inquiry. International Journal of Bilingual Education and Bilingualism: 1–16.

Coogle, C. G., Rahn, N. L., and Ottley, J. R. (2015). Pre-Service Teacher Use of Communication Strategies upon Receiving Immediate Feedback. Early Childhood Research Quarterly, 32: 105–115.

Coogle, C. G., Rahn, N. L., Ottley, J. R., and Storie, S. (2016). eCoaching across Routines to Enhance Teachers' Use of Modeling. Teacher Education and Special Education, 39(4): 227–245.

Coogle, C.G., Rahn, N., and Ottley, J.R. (2015). Pre-Service Teacher Use of Evidence-Based Communication Strategies in Inclusive Preschool Classrooms Upon Receiving Bug in Ear Feedback. Early Childhood Research Quarterly, 32: 105–115.

Dynia, J. M., Schachter, R. E., Piasta, S. B., Justice, L. M., O'Connell, A. A., and Yeager Pelatti, C. (2016). An Empirical Investigation of the Dimensionality of the Physical Literacy Environment in Early Childhood Classrooms. Journal of Early Childhood Research.

Flynn, E. E., and Schachter, R. E. (2017). Teaching for Tomorrow: An Exploratory Study of Prekindergarten Teachers' Underlying Assumptions about How Children Learn. Journal of Early Childhood Teacher Education, 38(2): 182–208.

Gort, M., and Bengochea, A. (under review). Emergent bilingual children at play: Negotiation and meaning making in dual language preschool classrooms. Submitted to International Journal of Bilingual Education and Bilingualism. Manuscript under review.

Johanson, M., and Papafragou, A. (2016). The Influence of Labels and Facts on Children's and Adults' Categorization. Journal of Experimental Child Psychology, 144: 130–151.

Johanson, M., and Papafragou, A. (2014). What Does Children's Spatial Language Reveal About Spatial Concepts? Evidence From the Use of Containment Expressions. Cognitive Science, 38(5): 881–910.

Johanson, M., and Papafragou, A. (2016). The Influence of Labels and Facts on Children's and Adults' Categorization. Journal of Experimental Child Psychology, 144: 130–151.

Johanson, M., Justice, L. M., and Logan, J. (2016). Kindergarten Impacts of Preschool Language-Focused Intervention. Applied Developmental Science, 20(2): 94–107.

LARRC, Johanson, M., and Arthur, A. (2015). Improving the Language Skills of Pre-kindergarten Students: Preliminary Impacts of the Let's Know! Experimental Curriculum. Child and Youth Care Forum: 1–26.

Ottley, J. R. (2016). Real-Time Coaching with Bug-in-Ear Technology: A Practical Approach to Support Families in Their Child's Development. Young Exceptional Children, 19(3): 32–46.

Ottley, J. R., Coogle, C. G., and Rahn, N. L. (2015). The Social Validity of Bug-in-Ear Coaching: Findings from Two Studies Implemented in Inclusive Early Childhood Environments. Journal of Early Childhood Teacher Education, 36(4): 342–361.

Ottley, J. R., Grygas Coogle, C., Rahn, N. L., and Spear, C. F. (2016). Impact of Bug-in-Ear Professional Development on Early Childhood Co-Teachers' Use of Communication Strategies. Topics in Early Childhood Special Education, 36(4): 218–229.

Ottley, J. R., Piasta, S. B., Mauck, S. A., O'Connell, A., Weber-Mayrer, M., and Justice, L. M. (2015). The Nature and Extent of Change in Early Childhood Educators' Language and Literacy Knowledge and Beliefs. Teaching and Teacher Education, 52: 47–55.

Ottley, J.R., and Hanline, M.F. (2014). Bug-in-Ear Coaching: Impacts on Early Childhood Educators' Practices and Associations With Toddlers' Expressive Communication. Journal of Early Intervention, 36(2): 90–110.

Ottley, J.R., Ferron, J.M., and Hanline, M.F. (2016). Explaining Variance and Identifying Predictors of Children's Communication via a Multilevel Model of Single-Case Design Research: Brief Report. Developmental Neurorehabilitation, 19(3): 197–202.

Ottley, J.R., Piasta, S., Mauck, S., O'Connell, A., Weber-Mayrer, M., and Justice, L. (under review). The Nature and Extent of Early Childhood Educators' Growth in Language and Literacy Knowledge and Beliefs. Teaching and Teacher Education.

Piasta, S. B., Justice, L. M., O'Connell, A., Mauck, S., Weber-Mayrer, M., Schachter, R.E., and Spear, C. F. (under review). State-sponsored language and literacy professional development: Impacts on early childhood educators' knowledge, beliefs, and practices. Manuscript resubmitted for publication in the Journal of Research on Educational Effectiveness.

Schachter, R. E. (2017). Early Childhood Teachers' Pedagogical Reasoning about How Children Learn during Language and Literacy Instruction. International Journal of Early Childhood, 49(1): 95–111.

Schachter, R. E. (2015). An Analytic Study of the Professional Development Research in Early Childhood Education. Early Education and Development, 26(8): 1057–1085.

Schachter, R. E., Spear, C. F., Piasta, S. B., Justice, L. M., and Logan, J. A. R. (2016). Early Childhood Educators' Knowledge, Beliefs, Education, Experiences and Children's Language- and Literacy-Learning Opportunities: What Is the Connection?. Early Childhood Research Quarterly, 36: 281–294.

Schachter, R. E., Strang, T. M., and Piasta, S. B. (2017). Teachers' Experiences with a State-Mandated Kindergarten Readiness Assessment. Early Years: An International Research Journal: 1–17.

Schachter, R. E., Weber-Mayrer, M., Piasta, S. B., and O'Connell, A. (under review). What Happens During Literacy Coaching?: Coaches' Reports of Their Interactions with Educators. Manuscript submitted for publication in Journal of Literacy Research. (R305E100030)

Schachter, R.E. (under review). Early Childhood Teachers' Reasoning With Conceptions About How Children Learn. Early Childhood Research Quarterly.

Spear, C., Piasta, S. B., Yeomans-Maldonado, G., Ottley, J. R., Justice, L. M., and O'Connell, A. (under review). Early childhood special and general educators: An examination of similarities and differences in background characteristics, beliefs, knowledge, and practice. Manuscript submitted for publication to Journal of Teacher Education. (R305E100030)

Tompkins, V. L., Bengochea, A., Nicol, S., and Justice, L. M. (2017). Maternal Inferential Input and Children's Language Skills. Reading Research Quarterly.


Back