|Title:||Interdisciplinary Postdoctoral Training Program in Education Sciences|
|Principal Investigator:||Pianta, Robert C.||Awardee:||University of Virginia|
|Program:||Postdoctoral Research Training Program in the Education Sciences [Program Details]|
|Award Period:||4 years||Award Amount:||$608,294|
Fellows in the Interdisciplinary Postdoctoral Fellowship Program in Education Sciences at the University of Virginia Center for Advanced Study of Teaching and Learning (CASTL) will be involved in a set of rich research and career development opportunities, including a primary research training rotation involving funded projects within CASTL. Among these projects are five randomized evaluation trials, quasi-experimental studies on large scale databases of state and national significance, planned comparison evaluations, natural history studies, and the Teachers for a New Era research program. These projects are organized in programs of research focused on early childhood/elementary classroom quality and intervention effects, teacher workforce quality and effects, and schooling experiences in relation to other developmental influences. In addition, work with affiliated faculty in a secondary rotation will draw into education sciences the expertise of faculty from across the University, including the Departments of Psychology, Economics, and Sociology.
Related IES Projects: This university received a previous award to implement a predoctoral fellowship program within its school-wide Interdisciplinary Doctoral Training Program in Risk and Prevention at the Curry School of Education.
Cameron, C.E. (2012). A Transitional Model of Effective Teaching and Learning in the Early Childhood Classroom. In R.C. Pianta, W.S. Barnett, L.M. Justice, and S.M. Sheridan (Eds.), Handbook of Early Childhood Education (pp. 278–296). New York: Guilford Press.
Journal article, monograph, or newsletter
Burrage, M.S., Ponitz, C.C., McCready, E.A., Shah, P., Sims, B.C., Jewkes, A.M., and Morrison, F.J. (2008). Age- and Schooling-telated Effects on Executive Functions in Young Children: A Natural Experiment. Child Neuropsychology, 14(6), 510–524.
Cameron, C.E., Connor, C.M., Morrison, F.J., and Jewkes, A.M. (2008). Effects Of Classroom Organization on Letter-Word Reading in First Grade. Journal of School Psychology, 46, 173–192.
Cameron, C.E. , McClelland, M.M., Jewkes, AM., Connor, C.M., Farris, C.L. and Morrison, F. J. (2008). Touch Your Toes! Developing a Direct Measure of Behavioral Regulation in Early Childhood. Early Childhood Research Quarterly, 23(2): 141–158.
Curby, T.W., Rimm-Kaufman, S.E., and Ponitz, C.C. (2009). Teacher-Child Interactions and Children's Achievement Trajectories Across Kindergarten and First Grade. Journal of Educational Psychology, 101(4): 912–925.
Merritt, E.G., Wanless, S.B., Rimm-Kaufman, S.E., Cameron, C., and Peugh, J.L. (2012). The Contributions of Teachers' Emotional Support to Children's Social Behaviors and Self-Regulatory Skills in First Grade. School Psychology Review, 41(2): 141–159.
Morris, A.S., Silk, J.S., Steinberg, L., Myers, S.S. and, Robinson, L.R. (2007). The Role of the Family Context in the Development of Emotion Regulation. Social Development, 16 (2), 361–388.
Myers, S.S. and Pianta, R.C. (2008). Developmental Commentary: Individual and Contextual Influences on Student-Teacher Relationships and Children's Early Problem Behaviors. Journal of Clinical Child & Adolescent Psychology, 37(3): 600–608.
Ponitz, C.C. and Rimm-Kaufman, S.E. (2011). Contexts of Reading Instruction: Implications for Literacy Skills and Kindergarteners' Behavioral Engagement. Early Childhood Research Quarterly, 26(2): 157–168.
Ponitz, C.C., Rimm-Kaufman, S.E., Brock, L.L., and Nathanson, L. (2009). Early Adjustment, Gender Differences, and Classroom Organizational Climate in First Grade. Elementary School Journal, 110(2): 142–162.
Ponitz, C.C., Rimm-Kaufman, S.E., Grimm, K.J., and Curby, T.W. (2009). Kindergarten Classroom Quality, Behavioral Engagement, and Reading Achievement. School Psychology Review, 38(1): 102–120.
Rimm-Kaufman, S.E., and Ponitz, C.C. (2009). Introduction to the Special Issue on Data-Based Investigations of the Quality of Preschool and Early Child Care Environments. Early Education and Development, 20(2): 201–210.
Rimm-Kaufman, S.E., Larsen, R.A., Curby, T.W., Baroody, A.E., Merritt, E., Abry, T.S., Ko, M., Thomas, J., and DeCoster, J. (2014). Efficacy of the Responsive Classroom Approach: Results From a 3–Year, Longitudinal Randomized Controlled Trial. American Education Research Journal, 51(3): 567–603.
Vitiello, V.E., Booren, L.M., Downer, J.T., and Williford, A.P. (2012). Variation in Children's Classroom Engagement Throughout a day in Preschool: Relations to Classroom and Child Factors. Early Childhood Research Quarterly, 27(2): 210–220.