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IES Grant

Title: Empowering Teachers with Low-Intensity Strategies to Support Instruction II
Center: NCSER Year: 2015
Principal Investigator: Ennis, Robin Parks Awardee: University of Alabama, Birmingham
Program: Early Career Development and Mentoring      [Program Details]
Award Period: 4 years (8/1/2015-7/31/2019) Award Amount: $394,610
Type: Training Award Number: R324B150028

Previous Awardee: Clemson University
Previous Award Number: R324B150004

Mentors: Lane, Kathleen; Ernest, James

Purpose: The Principal Investigator (PI) will conduct a program of research for improving outcomes for students with emotional disturbance (ED) while developing skills related to this research, including establishing partnerships with schools and districts, analyzing data using multi-level modeling and other advanced statistical techniques, and writing competitive grant proposals. The PI intends to develop a training model for teachers to implement a classroom-based, low-intensity strategy called Instructional Choice. Unlike other training models, the newly developed model will require little support from training providers. It is intended to improve academic and behavior outcomes for students with and at risk for ED.

Research Plan: A three-phase process will guide the development of the professional development model for teachers. During the first phase, the PI will develop the training model and solicit feedback from a national panel of experts and practitioners. Usability studies of the intervention will take place during the second phase to examine potential effects on teacher implementation and student outcomes and to inform further development. A small randomized controlled trial will be implemented in the third phase to examine the promise of the developed model.

Career Plan: Primary activities of the Career Plan include ongoing, biweekly meetings with project mentors for research, participation in intensive summer courses in advanced statistical techniques, and grant-writing training and support.

Products and Publications

Journal article, monograph, or newsletter

Ennis, R., Lane, K. L., & Oakes, W. P. (in press). Empowering teachers with low-intensity strategies: Within-activity choices in third-grade math with null effects. Remedial and Special Education.