|Title:||Interdisciplinary Training Program in the Education Sciences (ITP)|
|Principal Investigator:||Gamoran, Adam||Awardee:||University of Wisconsin, Madison|
|Program:||Predoctoral Interdisciplinary Research Training Programs in the Education Sciences [Program Details]|
|Award Period:||5 years||Award Amount:||$5,000,000.00|
The Interdisciplinary Training Program (ITP) at the University of Wisconsin, Madison trained fellows to carry out rigorous quantitative research to provide scientific evidence on pressing problems of policy and practice in education. Wisconsin's ITP focused on two related themes: (a) design and implementation of field-based randomized studies in schools and other complex, real-world settings; and (b) the statistical analysis of quantitative survey, observational, and assessment data on education, with special attention to questions of causal inference. The program brought together the talents and research interests of over 25 scholars from the College of Letters and Sciences and the School of Education, along with the resources of the Wisconsin Center for Education Research. ITP recruited fellows from economics, psychology, political science, sociology, and social welfare and provided them with specialized academic, professional, and financial supports and field research opportunities. These fellows formed the core of an emerging interdisciplinary community that included a wide variety of scholars, state and local education experts, and students concerned with scientific evidence on educational effects.
List of Completed Fellows:Below is a list of the 30 fellows who received funding support from this award and completed the training program.
Related IES Projects: Interdisciplinary Training Program (ITP) for Predoctoral Research in the Education Sciences at the University of Wisconsin–Madison (R305B090009), Interdisciplinary Training Program for Predoctoral Research in the Education Sciences (R305B150003), The University of Wisconsin–Madison Interdisciplinary Training Program for Predoctoral Research in the Education Sciences (R305B200026)
ERIC Citations: Find available citations in ERIC for this award here.
Select Publications From Completed Fellows:
Borman, G. D., & Grigg, J. A. (2009). The visual and narrative interpretation of research syntheses. In H. Cooper, L. Hedges, & J. Valentine (Eds.) The Handbook of research synthesis (2nd ed.). New York: Russell Sage Foundation.
Condon, M. (2006). Education. In The Reporter's Source Book (73–87). Philipsburg, MT: Project Vote Smart.
Condon, M. (2006). Entitlement reform. In The Reporter's Source Book (62–72). Philipsburg, MT: Project Vote Smart.
Hanselman, P., Grigg, J., Bruch, S. K., & Gamoran, A. (2016). The consequences of principal and teacher turnover for school social resources. In Family environments, school resources, and educational outcomes. Emerald Group Publishing Limited.
Palloni, A., Milesi, C., White, R. & Turner, A. (2008). Triggering inequality and health gradients: Do health selection effects matter? In J. Surkyn, J. van Bavel, & P. Deboosere (Eds.), Demographic Challenges for the 21st Century. A State of the Art in Demography. Liber amicorum for Ron Lesthaeghe. Brussels: Vrije Universiteit Press.
Alibali, M. W., & Sidney, P. G. (2015). Variability in the natural number bias: Who, when, how, and why. Learning and Instruction, 37, 56–61.
Alvarado, S. E. (2016). Neighborhood disadvantage and obesity across childhood and adolescence: Evidence from the NLSY children and young adults cohort (1986–2010). Social Science Research, 57, 80–98.
Barron, K.E. & Hulleman, C.S. (2006). Is there a formula to help understand and improve student motivation. Essays from Excellence in Teaching, vol. 8.
Benson, J., & Borman, G. D. (2010). Family, neighborhood, and school settings across seasons: When do socioeconomic context and racial composition matter for the reading achievement growth of young children?. Teachers College Record, 112(5), 1338–1390.
Berkowitz, L., Schrager, S. M., & Dunand, M. A. (2006). Shared suffering can mitigate aversively-generated aggression: On the role of the target's stimulus characteristics. Aggressive Behavior, 32, 80–87.
Bodmann, S., Hulleman, C. S., & Harackiewicz, J. M. (2008). Achievement goal systems: An application of goal systems theory to achievement goal research. Revue internationale de psychologie sociale, 21(1), 71–96.
Borman, G. D., Benson, J. G., & Overman, L. (2009). A randomized field trial of the Fast ForWord Language computer-based training program. Educational Evaluation and Policy Analysis, 31(1), 82–106.
Borman, G. D., Benson, J., & Overman, L. T. (2005). Families, schools and summer learning. Elementary School Journal, 106, 131–150.
Borman, G. D., Gamoran, A., & Bowdon, J. (2008). A randomized trial of teacher development in elementary science: First-year achievement effects. Journal of Research on Educational Effectiveness, 1(4), 237–264.
Borman, G. D., Grigg, J., & Hanselman, P. (2016). An effort to close achievement gaps at scale through self-affirmation. Educational Evaluation and Policy Analysis, 38(1), 21–42.
Brown, M. C., Sibley, D. E., Washington, J. A., Rogers, T. T., Edwards, J. R., MacDonald, M. C., & Seidenberg, M. S. (2015). Impact of dialect use on a basic component of learning to read. Frontiers in Psychology, 6, 196.
Cancian, M., Heinrich, C., Rothe, I., Shager, H., & Burkhardt, B. (2006). Families Forward: Child support arrears forgiveness program and evaluation report. Madison, WI: Institute for Research on Poverty. Report prepared for the State of Wisconsin Bureau of Child Support
Carlson, D., & Planty, M. (2012). The ineffectiveness of high school graduation credit requirement reforms: A story of implementation and enforcement? Educational Policy, 26(4), 592–626.
Carlson, D., Lavery, L., & Witte, J. F. (2011). The determinants of interdistrict open enrollment flows: Evidence from two states. Educational Evaluation and Policy Analysis, 33(1), 76–94.
Carlson, D., Lavery, L., & Witte, J. F. (2012). Charter school authorizers and student achievement. Economics of Education Review, 31(2), 254–267.
Carlson, D., Borman, G. D., & Robinson, M. (2011). A multistate district-level cluster randomized trial of the impact of data-driven reform on reading and mathematics achievement. Educational Evaluation and policy analysis, 33(3), 378–398.
Condon, M. (2015). Voice lessons: Rethinking the relationship between education and political participation. Political Behavior, 37(4), 819–843.
Condon, M., Lavery, L., & Engle, P. J. (2016). Measuring social capital: Accounting for nested data and subnetworks within schools. Social Indicators Research, 126(3), 1189–1207.
Cowen, J. (2007). School choice as a latent variable: Estimating the complier average causal effect of school vouchers in Charlotte. Policy Studies Journal, 36, 301–315.
Cowen, J. M., Fleming, D. J., & Gofen, A. (2008). Measuring the motivation to charter: An examination of school sponsors in Texas. Journal of School Choice, 2(2), 128–154.
Dahill-Brown, S. E., & Lavery, L. (2012). Implementing federal policy: Confronting state capacity and will. Politics & Policy, 40(4), 557–592.
Darnon, C., Muller, D., Schrager, S. M., Pannuzzo, N., & Butera, F. (2006). Mastery and performance goals predict epistemic and relational conflict regulation. Journal of Educational Psychology, 98, 766–776.
Elías Alvarado, S. (2016). Delayed disadvantage: Neighborhood context and child development. Social Forces, 94(4), 1847–1877.
Fiel, J. E., Haskins, A. R., & Turley, R. N. L. (2013). Reducing school mobility: A randomized trial of a relationship-building intervention. American educational research journal, 50(6), 1188–1218.
Goldrick-Rab, S. & Benson, J. (2005, April 6). Are community colleges like towns? Not really [Letter to the editor]. Education Week 24 (30): 38.
Grigg, J. (2012). School enrollment changes and student achievement growth: A case study in educational disruption and continuity. Sociology of Education, 85(4), 388–404.
Grigg, J., & Borman, G. D. (2014). Impacts and alternatives: Evidence from an elementary charter school evaluation. Journal of School Choice, 8(1), 69–93.
Grigg, J., Kelly, K. A., Gamoran, A., & Borman, G. D. (2013). Effects of two scientific inquiry professional development interventions on teaching practice. Educational evaluation and policy analysis, 35(1), 38–56.
Halverson, R., Grigg, J. A., Prichett, R., & Thomas, C. (2007). The new instructional leadership: Creating data-driven instructional systems in schools. Journal of School Leadership, 17 (2), 159–94.
Hanselman, P. (2019). Access to effective teachers and economic and racial disparities in opportunities to learn. The Sociological Quarterly, 60(3), 498–534.
Hanselman, P., & Borman, G. D. (2013). The impacts of Success for All on reading achievement in grades 3–5: Does intervening during the later elementary grades produce the same benefits as intervening early?. Educational Evaluation and Policy Analysis, 35(2), 237–251.
Hanselman, P., Bruch, S. K., Gamoran, A., & Borman, G. D. (2014). Threat in context: School moderation of the impact of social identity threat on racial/ethnic achievement gaps. Sociology of Education, 87(2), 106–124.
Harackiewicz, J. M., Rozek, C. S., Hulleman, C. S., & Hyde, J. S. (2012). Helping parents to motivate adolescents in mathematics and science: An experimental test of a utility-value intervention. Psychological Science, 23(8), 899–906.
Haskins, A. R. (2014). Unintended consequences: Effects of paternal incarceration on child school readiness and later special education placement. Sociological Science, 1, 141.
Heinrich, C. J., Burkhardt, B. C., & Shager, H. M. (2011). Reducing child support debt and its consequences: Can forgiveness benefit all? Journal of Policy Analysis and Management, 30(4), 755–774.
Heinrich, C., Shager, H., Rothe, I. & Cancian, M. (2005). Families Forward: Child support arrears forgiveness program and evaluation: Implementation report. Madison, WI: Institute for Research on Poverty. Report prepared for the State of Wisconsin Bureau of Child Support.
Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326(5958), 1410–1412.
Hulleman, C. S., Durik, A. M., Schweigert, S. A., & Harakiewicz, J. M. (2008). Task values, achievement goals, and interest: An Integrative analysis. Journal of Educational Psychology, 100, 398–416.
Hulleman, C. S., Godes, O., Hendricks, B. L., & Harackiewicz, J. M. (2010). Enhancing interest and performance with a utility value intervention. Journal of educational psychology, 102(4), 880.
Hulleman, C. S., Schrager, S. M., Bodmann, S. M., & Harackiewicz, J. M. (2010). A meta-analytic review of achievement goal measures: Different labels for the same constructs or different constructs with similar labels?. Psychological bulletin, 136(3), 422.
Hyde, J. S., Canning, E. A., Rozek, C. S., Clarke, E., Hulleman, C. S., & Harackiewicz, J. M. (2017). The role of mothers' communication in promoting motivation for math and science course-taking in high school. Journal of research on adolescence, 27(1), 49–64.
Liou, Y. H., Grigg, J., & Halverson, R. (2014). Leadership and design of data-driven professional networks in schools. International Journal of Educational Leadership and Management, 29–73.
Magnuson, K., & Shager, H. (2010). Early education: Progress and promise for children from low-income families. Children and Youth Services Review, 32(9), 1186–1198.
Miller, H., Robinson, M., Valentine, J. L., & Fish, R. (2016). Is the feeling mutual? Examining parent-teacher relationships in low-income, predominantly Latino schools. American Journal of Education, 123(1), 37–67.
Prather, R. W. (2012). Implicit learning of arithmetic regularities is facilitated by proximal contrast. PLoS one, 7(10), e48868.
Prather, R. W. & Alibali, M. W. (2008). Understanding and using principles of arithmetic: Operations involving negative numbers. Cognitive Science, 32, 445–457.
Prather, R., & Alibali, M. W. (2011). Children's acquisition of arithmetic principles: The role of experience. Journal of Cognition and Development, 12(3), 332–354.
Reynolds, A. J., Temple, J. A., Ou, S., Mersky, J. P., Topitzes, J., Roberson, D. L., & Niles, M.D. (2007). Effects of a school-based early childhood intervention on adult health and well-being: A 19-year-old follow-up of low-income families. Archives of Pediatrics & Adolescent Medicine, 161, 730–739.
Rozek, C., Clarke, E., Hulleman, C., & Harackiewicz, J. M. (2016). Hyde Canning Rozek 2016 Online First The Role of Mothers' Communication in Promoting Motivation for Math and Science... JOURNAL OF RESEARCH ON ADOLESCENCE, 1, 16.
Schudde, L. T. (2011). The causal effect of campus residency on college student retention. The Review of Higher Education, 34(4), 581–610.Schudde, L. (2016). The Interplay of Family Income, Campus Residency, and Student Retention (What Practitioners Should Know about Cultural Mismatch). Journal of College and University Student Housing, 43(1), 10–27.
Shager, H. M., Schindler, H. S., Magnuson, K. A., Duncan, G. J., Yoshikawa, H., & Hart, C. M. (2013). Can research design explain variation in Head Start research results? A meta-analysis of cognitive and achievement outcomes. Educational Evaluation and Policy Analysis, 35(1), 76–95.
Shober, A. F., Manna, P. & Witte, J. F. (2006). Flexibility meets accountability: State charter school laws and their influence on the formation of charter schools in the United States. Policy Studies Journal, 34, 563–588.
Shoji, M. N., Haskins, A. R., Rangel, D. E., & Sorensen, K. N. (2014). The emergence of social capital in low-income Latino elementary schools. Early childhood research quarterly, 29(4), 600–613.
Soss, J., Condon, M., Holleque, M., & Wichowsky, A. (2006). The Illusion of technique: How method-driven research leads welfare scholarship astray. Social Science Quarterly, 87, 798–807.
Topitzes, J., Mersky, J. P., Dezen, K. A., & Reynolds, A. J. (2013). Adult resilience among maltreated children: A prospective investigation of main effect and mediating models. Children and youth services review, 35(6), 937–949.
Topitzes, J., Mersky, J. P., & Reynolds, A. J. (2011). Child maltreatment and offending behavior: Gender-specific effects and pathways. Criminal justice and behavior, 38(5), 492–510.
Topitzes, J., Mersky, J. P., & Reynolds, A. J. (2012). From child maltreatment to violent offending: An examination of mixed-gender and gender-specific models. Journal of interpersonal violence, 27(12), 2322–2347.
Turley, R. N. L., Gamoran, A., McCarty, A. T., & Fish, R. (2017). Reducing children's behavior problems through social capital: A causal assessment. Social science research, 61, 206–217.
Young, A. G., Alibali, M. W., & Kalish, C. W. (2019). Causal learning from joint action: Collaboration helps first graders but hinders kindergartners. Journal of Experimental Child Psychology, 177, 166–186.
Young, A. G., Alibali, M. W., & Kalish, C. W. (2012). Disagreement and causal learning: Others' hypotheses affect children's evaluations of evidence. Developmental Psychology, 48(5), 1242.
Witte, J. F., Weimer, D. L., Shober, A. F., & Schlomer, P. A. (2007). The Performance of charter schools in Wisconsin. Journal of Policy Analysis and Management, 26, 557–573.
Witte, J.F., Schlomer, P. A., & Shober, A. F. (2007). Going charter? A Study of school district competition in Wisconsin. Peabody Journal of Education, 82, 387–409.
Lyons, D.E., Young, A.G., & Keil, F.C. (2007). The hidden structure of overimitation. Proceedings of the National Academy of Sciences, 104 (50): 19751–19756.
Prather, R. W. (2007). Implicit learning of arithmetic principles. In R. Alterman & D. Kirsch (Eds.), Proceedings of the Twenty-Ninth Annual Conference of the Cognitive Science Society, 1839. Mahwah, NJ: Erlbaum.