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IES Grant

Title: Interdisciplinary Postdoctoral Training Program in Education Sciences
Center: NCER Year: 2006
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
Goal: Training Award Number: R305B060009

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.

Publications from this project:

Burrage, M., Cameron, C. C., Shah, P., McCready, E. M., Sims, B. C., & Morrison, F. J. (in press). A natural experiment of schooling effects on executive functions. Child Neuropsychology.

Cameron, C. E., Connor, C. M., Morrison, F. J., & 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, A.M., Connor, C. M., Farris, C. L. & 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.

Morris, A.S., Silk, J. S., Steinberg, L., Myers, S. S. &, 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. & Pianta, R.C. (in press). Developmental Commentary: Individual and Contextual Influences on Student-Teacher Relationships and Children’s Early Problem Behaviors. Journal of Clinical Child & Adolescent Psychology.