|Title:||PIRT Program to Increase Research Capacity in Educational Science|
|Principal Investigator:||Lonigan, Christopher||Awardee:||Florida State University|
|Program:||Predoctoral Interdisciplinary Research Training Programs in the Education Sciences [Program Details]|
|Award Period:||5 years||Award Amount:||$4,986,549|
The Florida Center for Reading Research (FCRR) offers the Predoctoral Interdisciplinary Training Program (PIRT) in Education Science. This program is designed to help doctoral graduates from the disciplines of Psychology, Education, and Communication Disorders obtain the level of training in methodology and statistics, the level of expertise in the content of education sciences research related to reading, and the knowledge of the politics and pragmatics of research in educational settings to be capable of conducting high quality research that is relevant to educational practitioners and policy makers. In addition to participation in interdisciplinary core courses and seminar series, fellows work with FCRR faculty who are actively engaged in research evaluating curricula, interventions, and teacher professional development. Fellows also have access to ongoing FCRR research and policy activities within the state of Florida.
Project Website: http://pirt.fcrr.org/.
Related IES Projects: The original PIRT training program ended in 2010. In 2009, Florida State University received a second award (R305B090021) to continue its Predoctoral Interdisciplinary Training Program (PIRT) in Education Science. More information about this later award can be found at: http://ies.ed.gov/ncer/projects/grant.asp?ProgID=16&grantid=860&InvID=101.
This university has also received an award to implement a Postdoctoral Interdisciplinary Training Program (PIRT) in Education Science at the Florida Center for Reading Research (FCRR). More information about this postdoctoral award can be found at: http://ies.ed.gov/ncer/projects/grant.asp?ProgID=14&year=2005&grantid=137.
Publications from this Project:
Connor, C. M., Jakobson, L. K., Crowe, E. C., & Meadows, J.G. (2009). Instruction, student engagement, and reading skill growth in Reading First classrooms. The Elementary School Journal, (109)3: 221-250.
Connor, C.M., Piasta, S.B., Fishman, B., Glasney, S., Crowe, E., Underwood, P., & Morrison, F.J. (in press). Individualizing student instruction precisely: Effects of child by instruction interactions on first graders' literacy development. Child Development.
Goldwyn, S. (2007). [Review of the book School leadership that works]. Alexandria, VA: ASCD. Journal of Educational Administration 45:3.
Goldwyn, S. (in press). [Review of the book Educational administration: Theory, research, and practice]. Alexandria, VA: The McGraw Hill Higher Education. Journal of Educational Administration.
Lonigan, C. J., & Wilson, S. B. (2007). Preliminary report on the development and norming of a modified version of the Get Ready to Read! screening measure. Technical Report. New York, NY: National Center for Learning Disabilities.
Lonigan, C. J., & Wilson, S. B. (2008). Report on the Revised Get Ready to Read! Screening Tool: Psychometrics and Normative Information. New York: National Center for Learning Disabilities.
Lonigan, C. J., Anthony, J. L., Phillips, B. M., Purpura, D. J., Wilson, S. B., & McQueen, J. D. (2009). The nature of preschool phonological processing abilities and their relations to vocabulary, general cognitive abilities, and print knowledge. Journal of Educational Psychology, 101(2): 345-358.
Pasisz, D. J., & Hurtz, G. M. (in press). Testing for between-group differences in within-group interrater agreement. Organizational Research Methods.
Phythian-Sence, C. & Wagner, R.K. (in press). Learning to Read. Els Boshuizen (Ed.) Hillsdale, NJ: Erlbaum.
Piasta, S. B., & Wagner, R. K. (2007). Dyslexia: Identification and classification. In E. L. Grigorenko & A. J. Naples (Eds.), Single-Word Reading: Behavioral and Biological Perspectives (pp. 209–326). Mahwah, NJ: Erlbaum.
Piasta, S. B., Connor, C. M., Fishman, B., & Morrison, F. J. (2009). Teachers' knowledge of literacy concepts, classroom practices, and student reading growth. Scientific Studies of Reading,13(3): 224-248.
Purpura, D. J., & Lonigan C. J. (2009). Conner's Teacher Rating Scale for preschool children: A revised, brief, age-specific measure. Journal of Clinical Child and Adolescent Psychology, 38(2): 263-272.
Wagner, R. K., Piasta, S. B., & Torgesen, J. K. (2007). Learning to read. In M. Traxler & M. A. Gernsbacher (Eds.), Handbook of Psycholinguistics (2nd ed.). San Diego, CA: Academic Press.
Wagner, R., Schatschneider, C., & Phythian-Sence, C., (in press). Biological and Behavioral Bases of Reading Comprehension. New York: Guildford.
Wilson, J. H., & Wilson, S. B. (2007). The first day of class affects student motivation: An experimental study. Teaching of Psychology, 34, 226–230.