|Title:||Experimental Education Research Training (ExpERT)|
|Principal Investigator:||Cordray, David S.||Awardee:||Vanderbilt University|
|Program:||Predoctoral Interdisciplinary Research Training Programs in the Education Sciences [Program Details]|
|Award Period:||5 years||Award Amount:||$4,797,204|
ExpERT was designed to train education scientists in conducting randomized field experiments of theory-based interventions and approaches to enhance student learning in educational settings. ExpERT involved formal coursework in statistics, measurement, and design, as well as courses in educational policies and practices, instruction, and learning. ExpERT provided opportunities to design, execute, and analyze results of field experiments; teach at the undergraduate level, complete internships; and summer workshops, a distinguished seminar series, and conferences. ExpERT Fellows could obtain Ph.D. degrees in Psychology and Human Development, Special Education, Education Policy/Leadership, and Teaching and Learning.
32 students completed the training program funded under this award at Vanderbilt University.
Related IES Projects: In 2008, Vanderbilt University received an additional award (R305B080025) to provide predoctoral interdisciplinary training opportunities in education science through the Experimental Education Research Training (ExpERT) program.
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Calvert, S., Strouse, G., & Murray, K. (2006). Empathy for adolescents' role model selection and learning of DVD content. Journal of Applied Developmental Psychology, 27, 444–455.
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Fuchs, L. S., Fuchs, D., Hamlett, C. L., Powell, S. R., Capizzi, A. M., & Seethaler, P. M. (2006). The effects of computer-assisted instruction on number combination skill in at-risk first graders. Journal of Learning Disabilities, 39, 467–475.
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Goldring, E., Porter, A., Murphy, J., Elliott, S. N., & Cravens, X. C. (2007). Assessing Learning-Centered Leadership: Connections to Research, Professional Standards, and Current Practices. New York: Wallace Foundation.
Graham, S., Morphy, P., Harris, K. R., Mason, L., Saddler, B., & Moran, S. (2003). Primary grade teachers' instructional adaptations for poorer spellers: A national survey. American Educational Research Journal.
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Lane, K. L., Harris, K. R., Graham, S., Weisenbach, J., Brindle, M., & Morphy, P. (2008). The effects of self-regulated strategy development on the writing performance of second grade students. Journal of Special Education, 41 (4), 234–253.
Liu, Y., Cravens, X. C., Huang, Y., Zhang, H., & Yang, H. (2007). The analysis of current Chinese basic education administration division and governance at the city and county level. Journal of National Academy Of Education Administration 8, 74–82.
Porter, A. C., Smithson, J. L., Blank, R., & Zeidner, T. (2006). Alignment as a teacher variable. Applied Measurement in Education, 20, 27–51.
Porter, A., Goldring, E., Murphy, J., Elliott, S. N., & Cravens, X. C. (2006). A Conceptual Framework for the Assessment of Principal and Team School Leadership. New York: Wallace Foundation.
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Weinberg, P. & Weinberg, C. (2008). The First Year Urban High School Teacher: Holding the Torch, Lighting the Fire. New York: Rowan & Littlefield.
Wong, K. & Nicotera, A. (2006). Peer coaching as a strategy to build instructional capacity in low performing schools. In K. Wong and S. Rutledge (Eds.), System-Wide Efforts to Improve Student Achievement. Greenwich, CT: Information Age Publishing, Inc.
Wong, K. & Nicotera, A. (2006). Successful Schools and Education Accountability: Concepts and Skills to Meet 21st Century Education Leadership Challenges. Boston, MA: Allyn & Bacon.
Zeidner, T. (2006) Information and access: Modeling the nexus of the academic preparation and financial aid literatures. Peabody Journal of Education, 81(4): 118–138.