|Title:||University of Washington SMART Center Postdoctoral Research Program|
|Principal Investigator:||Bruns, Eric||Awardee:||University of Washington|
|Program:||Postdoctoral Research Training Program in the Education Sciences [Program Details]|
|Award Period:||5 years (09/01/2017 - 08/31/2022)||Award Amount:||$702,476|
Co-Principal Investigators: Erin Lyon, Michael Pullman, Elizabeth McCauley, Carol Davis
The focus of this training program is to prepare education researchers to conduct relevant, high-quality research focused on the social and behavioral contexts for academic learning and the use of mental health strategies in educational practice to improve student outcomes. The program will train four fellows for two years each. Each fellow will be paired with a senior mentor who will work closely with the fellow on existing funded projects that include development, evaluation, and measurement projects, while also helping them develop the communication and other skills necessary of education researchers.
Fellows in this program will (1) participate in coursework relevant to the fellow's interests and his or her individualized professional development plan; (2) interact meaningfully with partners from schools, districts, and state/local education authorities; and (3) be immersed in a broad community of scholars working in multiple academic settings at the SMART Center, University of Washington, and nationally. The goal of these experiences is to provide fellows with the expertise necessary to become academic leaders conducting rigorous studies on the development, implementation, and impact of mental health strategies for all students.
Journal article, monograph, or newsletter:
Gaias, L. M., Lindstrom Johnson, S., White, R. M. B., Pettigrew, J., and Dumka, L. (2019). Positive School Climate as a Moderator of Violence Exposure for Colombian Adolescents. American Journal of Community Psychology, 63 (1): 17-31.
Duong, M. T., Nguyen, L., Gaias, L. M., Benjamin, K. S., Lee, K., Buntain-Ricklefs, J., & Cook, C. R. (2020). Using stakeholder input to guide cultural and contextual adaptations for a universal school-based intervention. The Urban Review, Advanced Online Copy, doi: 10.1007/s11256-019-00547-w
Larson, M., Cook. C. R., Brewer, S. K., Pullmann, M. D., Hamlin, C., Merle, J., Duong, M. T., Gaias, L. M., Sullivan, M., Morrell, N., Kulkarni, T., & Weeks, M. (in press). Examining the effects of a brief, group-based motivational implementation strategy on mechanisms of teacher behavior change. Prevention Science.
Lyon, A. R., Cook, C. R., Duong, M. T., Nicodimos, S., Pullmann, M. D., Brewer, S. K., Gaias, L. M., & Cox, S. (2019). Impact of a blended, theoretically-informed pre-implementation strategy on clinicians implementing an evidence-based trauma intervention in the education sector. Implementation Science, 14, 54-69. doi: https://doi.org/10.1186/s13012-019-0905-3
McLean, L., Abry, T., Taylor, M. & Gaias, L. M. (2020). The influence of adverse classroom and school experiences on first year teachers’ mental health and career optimism. Teaching and Teacher Education, 87, 1-13. doi: 10.1016/j.tate.2019/102956
Taylor, M., Pratt, M., Gaias, L. M., van Huisstede, L., & Gal, D. (2020). Improving parenting to promote school readiness: A preliminary evaluation of the Books Can…© public library program. Journal of Education and Training Studies, 8 (2), 47-57. doi: 10.11114/jets.v8i2.4544