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IES Grant

Title: Network for Integrating Cognitive and Educational Sciences (NICE) Postdoctoral Research Training Grant Program
Center: NCER Year: 2015
Principal Investigator: Newcombe, Nora S. Awardee: Temple University
Program: Postdoctoral Research Training Program in the Education Sciences      [Program Details]
Award Period: 3 years (9/1/2015-8/31/2018) Award Amount: $656,649
Type: Training Award Number: R305B150014
Description:

Co-Principal Investigators: Booth, Julie; Hirsh-Pasek, Kathryn; Hindman, Annemarie

This training program prepared four postdoctoral fellows to apply cognitive science principles to crucial issues in education, with a special focus on mathematics, language development, and early learning. Fellows were paired with a faculty advisor from both psychology and education. During their training, fellows strengthened their ability to conduct classroom-based research and use sophisticated research methods and statistics. Each fellow received 2 years of training in which they worked on existing research grants, conducted independent research, worked collaboratively with other researchers across fields, and honed professional skills (e.g., writing, presenting, managing research).

Postdoctoral Fellows

Begolli, Kreshnik (ORCID)
Bustamante, Andres (ORCID)
Hallinen, Nicole (ORCID)
McMillan, Brianna (ORCID)

As of 2020, Dr. Begolli was a research scientist at the University of California, Irvine, Dr. Bustamante was an assistant professor at the University of California, Irvine, Dr. Hallinen was a design researcher at Microsoft, and Dr. McMillan was an assistant professor at Smith College.

Products and Publications

ERIC Citations: Find available citations in ERIC for this award here.

Book chapter

Booth, J.L., McGinn, K.M., Barbieri, C., Begolli, K.N., Chang, B., Miller-Cotto, D., Young, L.K., & Davenport, J.L. (2017). Evidence for Cognitive Science Principles that Impact Learning in Mathematics. In D. Geary, D.B. Berch, R. Ochsendorf and K. Koepke (Eds.), Acquisition of Complex Arithmetic Skills and Higher-Order Mathematics Concepts (pp. 297–325). Academic Press.

Journal articles

Bustamante, A. S., Hindman, A. H., Champagne, C. R., & Wasik, B. A. (2018). Circle Time Revisited: How Do Preschool Classrooms Use This Part of the Day? The Elementary School Journal, 118(4), 610–631.

Bustamante, A., Greenfield, D., & Nayfeld, I. (2018). Early Childhood Science and Engineering: Engaging Platforms for Fostering Domain-General Learning Skills. Education Sciences, 8(3), 144.

Bustamante, A. S. & Hindman, A. H. (2018). Construyendo en la Fuerza: Approaches to Learning and School Readiness Gains in Latino Children Served by Head Start. Early Childhood Research Quarterly. DOI: 10.1016/j.ecresq.2018.06.003

Hassinger-Das, B., Bustamante, A. S., Hirsh-Pasek, K., & Golinkoff, R. M. (2018). Learning Landscapes: Playing the Way to Learning and Engagement in Public Spaces. Education Sciences, 8(2), 74.

Hindman, A. H. & Bustamante, A. S. (2018). Teacher Depression as a Dynamic Variable: Exploring the Nature and Predictors of Change Over the Head Start Year. Journal of Applied Developmental Psychology. DOI: 10.1016/j.appdev.2018.09.004

Kuo, E., Hallinen, N. R., & Conlin, L. D. (2017). When Procedures Discourage Insight: Epistemological Consequences of Prompting Novice Physics Students to Construct Force Diagrams. International Journal of Science Education, 39(7), 814–839.

Richland, L. E. & Begolli, K. N. (2016). Analogy and Higher Order Thinking: Learning Mathematics as an Example. Policy Insights from the Behavioral and Brain Sciences, 3(2), 160–168. Full text

Richland, L. E., Begolli, K. N., Simms, N., Frausel, R. R., & Lyons, E. A. (2017). Supporting Mathematical Discussions: The Roles of Comparison and Cognitive Load. Educational Psychology Review, 29(1), 41–53.


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