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IES Grant

Title: Missouri Interdisciplinary Postdoctoral Research and Training Program
Center: NCER Year: 2015
Principal Investigator: Reinke, Wendy Awardee: University of Missouri
Program: Postdoctoral Research Training Program in the Education Sciences      [Program Details]
Award Period: 5 years (7/1/2015-6/30/2020) Award Amount: $699,561
Goal: Training Award Number: R305B150028
Description:

Co-Principal Investigators: Keith Herman, Chris Riley-Tillman, Nianbo Dong

This IES Postdoctoral Research Training program will prepare fellows to conduct rigorous research on teacher training, including evaluation of training practices and development of teacher training models to support teachers in using effective practices that will lead to improved academic outcomes for students. Four fellows will be trained for 2 years each and will be provided opportunities for collaboration with practitioners, researchers, educational leaders, and policy makers. In the program, the fellows will: 1) work closely with an education research mentor to plan a line of independent research, 2) audit courses in research methods and statistics, 3) learn how to develop and sustain meaningful researcher-practitioner partnerships, and 4) and participate in a community of interdisciplinary scholars grounded in public health and implementation science. Research opportunities cover a range of IES goals and three IES topics: Effective Teachers and Effective Teaching, Early Learning Programs and Policies, and Social and Behavioral Context for Academic Learning.

Program Website: http://education.missouri.edu/educational-school-counseling-psychology/postdoctoral-program/

Publications

Journal article, monograph, or newsletter

Pham, Y. K., Unruh, D. K., Waintrup, M., Sinclair, J., and Johnson, M., Alverson, C. (2017). Taking responsibility: Preparing young offenders to handle disclosure on the job. Beyond Behavior, 26(1): 36–41.

Sheridan, S. M., Witte, A. L., Holmes, S. R., Bhatia, S., Angell, S., and Wu, C. (2017). The efficacy of conjoint behavioral consultation in the home setting: Outcomes and mechanisms in rural communities and towns. Journal of School Psychology, 62: 81–101.

Sheridan, S. M., Witte, A. L., Holmes, S. R., Coutts, M., Dent, A., Kunz, G., and Wu, C. (2017). A randomized trial examining the effects of conjoint behavioral consultation in rural schools: Student outcomes and the mediating role of the teacher-parent relationship. Journal of School Psychology, 61: 33–53.

Sinclair, J., Kahn, L. G., Rowe, D. A., Mazzotti, V. L., Hirano, K. A., and Knowles, C. (2016). Collaborating to plan and implement a sex education curriculum toindividuals with disabilities.. Career Development and Transition for Exceptional Individuals, 40(2): 123–128.

Sinclair, J., Unruh, D. K., Griller Clark, H., and Waintrup, M. G. (2016). School personnel perceptions of youth with disabilities returning to high school from the juvenile justice system.. Journal of Special Education.

Sinclair, J., Wagner Bromley, K., Shogren, K. A., Murray, C., Unruh, D. K., abd Harn, B.A. (2016). Motivation and self-determination: A curriculum analysis. Career Development and Transition for Exceptional Individuals.Career Development and Transition for Exceptional Individuals.

Thompson, A.M., Reinke, W. M., Holmes, S. R., Danforth, L., Herman, K. C., and the County Schools Mental Health Coalition (2017). The county school mental health coalition: A model for a systematic approach to supporting youth. Clinical Social Work Journal, 39(4): 209–218.


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