|Title:||University of Virginia Post-Doctoral Interdisciplinary Training Program in Education Science|
|Principal Investigator:||Rimm-Kaufman, Sara||Awardee:||University of Virginia|
|Program:||Postdoctoral Research Training Program in the Education Sciences [Program Details]|
|Award Period:||4 years (9/1/2013-8/31/2017)||Award Amount:||$681,095|
Co-Principal Investigators: Robert Pianta and James Wyckoff
The focus of this training program is to prepare postdoctoral fellows to conduct rigorous education research in topics related to effective teachers and teaching practices, early learning, and social and behavioral contexts for learning. The program will be based at the University of Virginia's Curry School of Education in two interdisciplinary research centers—the Center for the Advanced Study of Teaching and Learning (CASTL) and the Center of Education Policy and Workforce Competitiveness (Ed Policy Works). Three fellows will be hired for 2 to 3 years each and will work with the mentors on their funded projects, which include exploration, development, efficacy, and effectiveness studies.
Training includes four main components: (1) individualized work with a senior investigator, (2) experience learning and using rigorous methods and statistics, (3) immersion in a scientifically rigorous community of scholarship, and (4) mentored experiences in consultation with educational stakeholders (e.g., state/federal agencies, district policy-makers, and practitioner groups). The goal of these experiences is to provide fellows with a rich array of experiences that will not only hone their research expertise (e.g., theory, experimental design, methods, and writing) but also expose them to decision-making at the intersection of research, policy, and practice. Specifically, fellows will increase their substantive knowledge about teacher effectiveness and develop technical skills to apply methods supporting causal inference through hands-on experience in experimental and quasi-experimental methods.
Ansari, A. and Crosnoe, R. (2018). The Transition into Kindergarten for English Language Learners. In A. Mashburn, J. LoCasale-Crouch, and K. Pears. (Eds.), In Welcome to Kindergarten! Describing, Explaining, and Promoting Children's Positive Transitions to School. Springer, Cham.
Fuller, B., Dauter, L., and Waite, A. (2016). New Roles for Teachers in Diverse Schools. D. Gitomer and C. Bell (Eds.), Handbook of Research on Teaching. Washington, DC: American Educational.
Pahlke, E., and Goble, P. (2015). Gender and Education. In J.D. Wright (Ed.), International Encyclopedia of Social and Behavioral Sciences (2nd ed., pp. 682–688). Cambridge, MA: Elsevier, Inc. doi:10.1016/B978–0–08–097086–8.92151–2
Rosinger, K.O., Taylor, B.J., and Slaughter, S. (2016). The Crème de la Crème: Stratification and Accumulative Advantage Within US Private Research Universities. In S. Slaughter and B.J. Taylor (Eds.), Higher Education, Stratification, and Workforce Development (pp. 81–101). Dordrecht, the Netherlands: Springer.
Slaughter, S., Taylor, B.J., and Rosinger, K.O. (2015). A Critical Reframing of Human Capital Theory in US Higher Education. In A.M. Martínez-Alemán, B. Pusser, and E.M. Bensimon (Eds.), Critical Approaches to the Study of Higher Education: Competitive Advantage (pp. 80–102). Baltimore, MD: Johns Hopkins University Press.
Taylor, B.J., Rosinger, K.O., and Slaughter, S. (2016). Patents and University Strategies in The Prestige Economy. In S. Slaughter and B.J. Taylor (Eds.), Stratification, Privatization, and Employability of Higher Education in the US and EU: Competitive Advantage (pp. 103–123). Dordrecht, the Netherlands: Springer.
Journal article, monograph, or newsletter
Ansari, A. (2017). Multigrade Kindergarten Classrooms and Children's Academic Achievement, Executive Function, and Socioemotional Development. Infant and Child Development 26(6), e2036. doi: 10.1002/icd.2036
Ansari, A. (2017). The Selection of Preschool for Immigrant and Native-Born Latino Families in the United States. Early Childhood Research Quarterly, 41 (4), 149–160.
Ansari, A. (2018). The Persistence of Preschool Effects from Early Childhood Through Adolescence. Journal of Educational Psychology, 110(7), 952–973.
Ansari, A., and Gottfried, M. A. (2018). Early Childhood Educational Settings and School Absenteeism for Children With Disabilities. AERA Open, 4(2), 2332858418785576.
Ansari, A., and Gottfried, M. A. (2018). The Benefits of Center-Based Care and Full-Day Kindergarten for School Attendance in the Early Grades. Child & Youth Care Forum, 47(5), 701–724.
Ansari, A., and Pianta, R. C. (2018). Variation in the Long-Term Benefits of Child Care: The Role of Classroom Quality in Elementary School. Developmental Psychology, 54(10), 1854–1867.
Ansari, A., and Purtell, K. M. (2018). Absenteeism in Head Start and Children's Academic Learning. Child Development, 89(4), 1088–1098.doi: 10.1111/cdev.12800
Ansari, A., and Purtell, K. M. (2018). Continuity and Changes in Classroom Age Composition and Achievement in Head Start. Journal of Applied Developmental Psychology, 58, 86–95.
Ansari, A., and Purtell, K. M. (2018). School Absenteeism Through the Transition to Kindergarten. Journal of Education for Students Placed at Risk (JESPAR), 23(1–2), 24–38.
Ansari, A., and Purtell, K. M. (in press). What Happens Next? Delivering on the Promise of Preschool. Early Childhood Research Quarterly.
Ansari, A., Pivnick, L. K., Gershoff, E. T., Crosnoe, R., and Orozco-Lapray, D. (in press). What Do Parents Want From Preschool? Perspectives of Low-Income Latino/a Immigrant Families. Early Childhood Research Quarterly.
Downer, J. T., Goble, P., Myers, S. S., and Pianta, R. C. (2016). Teacher-Child Racial/Ethnic Match Within Pre-Kindergarten Classrooms and Children's Early School Adjustment. Early Childhood Research Quarterly, 37, 26–38. Full text
Fuller, B., Waite, A., Miller, P., and Torres Irribarra, D. (2016). Explaining Teacher Turnover: School Cohesion and Intrinsic Motivation in Los Angeles. American Journal of Education, 122, 537–567. doi: 10.1086/687272.
Gershoff, E. T., Sattler, K., and Ansari, A. (2018). Strengthening Causal Estimates for Links Between Spanking and Children's Externalizing Behavior Problems. Psychological Science, 29(1), 110–120.
Goble, P., Eggum-Wilkens, N. D., Bryce, C. I., Foster, S. A., Hanish, L. D., Martin, C. L., and Fabes, R. A. (2017). The Transition from Preschool to First Grade: A Transactional Model of Development. Journal of Applied Developmental Psychology, 49, 55–67.
Goble, P., Hanish, L. D., Martin, C.L., Eggum-Wilkens, N.D., Foster, S.A., and Fabes, R.A., (2016). Preschool Contexts and Teacher Interactions: Relations with School Readiness. Early education and development, 27(5), 623–641. Full text
Nathaniel, P., Sandilos, L. E., Pendergast, L., and Mankin, A. (2016). Teacher Stress, Teaching-Efficacy, and Job Satisfaction in Response to Test-Based Educational Accountability Policies. Learning and Individual Differences, 50, 308–317. Full text
Purtell, K. M., and Ansari, A. (2018). Classroom Age Composition and Preschoolers' School Readiness: The Implications of Classroom Quality and Teacher Qualifications. AERA Open, 4(1), 2332858418758300. Full text
Rosinger, K. (2017). Federal Policy Efforts to Simplify College-Going: An Intervention in Community College Enrollment and Borrowing. The Annals of the American Academy of Political and Social Science, 671(1), 114–131.
Rosinger, K.O., Taylor, B.J., Coco, L., and Slaughter, S. (2016). Organizational Segmentation and the Prestige Economy: Deprofessionalization in High- and Low-Resource Departments. Journal of Higher Education, 87(1), 27–54.
Sandilos, L. E., and Rimm-Kaufman, S. E., and Cohen, J. J. (2016). Warmth and Demand: Exploring the Relation Between Students' Perceptions of the Classroom Environment and Student Achievement Growth. Child Development, 88(4), 1321–1337. Full text
Sandilos, L. E., Goble, P., Rimm-Kaufman, S.E., Pianta, R.C. (2018). Does Professional Development Reduce the Influence of Teacher Stress on Teacher-Child Interactions in Prekindergarten Classrooms? Early Childhood Research Quarterly, 42, 280–290.
Sandilos, L. E., Lewis, K., Komaroff, E., Hammer, C. S., Scarpino, S. E., Goldstein, B., Lopez, L., and Rodriguez, B. (2015). Analysis of Bilingual Children's Performance on the English and Spanish Versions of the Woodcock-Muñoz Language Survey-R (WMLS-R). Language Assessment Quarterly, 12(4), 386–408.
Sandilos, L. E., Wollersheim-Shervey, S., DiPerna, J. C., Cheng, W., and Lei, P. (2016). Structural Validity of CLASS K-3 in Primary Grades Testing Alternative Models. School Psychology Quarterly, 31, 1–14.
Sandilos, L.E., Cycyk, L.M., Hammer, C.S., Sawyer, B.E., Lopez, L.M., and Blair, C. (2015). Depression, Control, and Climate: An Examination of Factors Impacting Teaching Quality in Preschool Classrooms. Early Education and Development, 26(8): 1111–1127. doi:10.1080/10409289.2015.1027624
Sandilos, L.E., Wollersheim-Shervey, S., DiPerna, J.C., Lei, P., and Cheng, W. (2017). Structural Validity of CLASS K-3 in Primary Grades: Testing Alternative Models. School Psychology Quarterly. doi:10.1037/spq0000155
Sawyer, B. E., Cycyk, L. M., Sandilos, L. E., and Hammer, C. S. (2016). ‘So Many Books They Don't Even All Fit on the Bookshelf': An Examination of Low-Income Mothers' Home Literacy Practices, Beliefs and Influencing Factors. Journal of Early Childhood Literacy, 18(3), 338–372.1468798416667542 Full text
Sawyer, B. E., Hammer. C., S., Cycyk, L. M., Lopez, L., Blair, C., Sandilos, L., and Komaroff, E. (2016). Preschool Teachers' Language and Literacy Practices with Dual Language Learners. Bilingual Research Journal, 39, 35–49. Full text
Sawyer, B., Atkins-Burnett, S., Sandilos, L., Scheffner Hammer, C., Lopez, L., and Blair, C. (2017). Variations in Classroom Language Environments of Preschool Children Who Are Low Income and Linguistically Diverse. Early Education and Development, 29(3), 398–416.
Wollersheim Shervey, S., Sandilos, L. E., DiPerna, J. C., and Lei, P. W. (2017). Social Validity of the Social Skills Improvement System—Classwide Intervention Program (SSIS-CIP) in the Primary Grades. School Psychology Quarterly, 32(3), 414.Full text