|Title:||University of Virginia Education Science (VEST) Interdisciplinary Post-Doctoral Training Program|
|Principal Investigator:||Bassok, Daphna||Awardee:||University of Virginia|
|Program:||Postdoctoral Research Training Program in the Education Sciences [Program Details]|
|Award Period:||4 years (09/01/2017–08/31/2021)||Award Amount:||$695,425|
The focus of this training program is to prepare postdoctoral fellows to conduct rigorous education research in topics related to effective teachers and effective teaching, early learning, and social and behavioral contexts for learning to conduct exploratory, development, and evaluation research. The program will train four fellows for 2 years each. Each fellow will be paired with a senior mentor who will work closely with the fellow on existing funded projects while developing skills as a researcher, scholar, and communicator.
Training includes four main components: (1) individualized work with a senior investigator, (2) experience learning and using rigorous methods and statistics, (3) immersion in a scientifically rigorous community of scholarship, and (4) mentored experiences in consultation with educational stakeholders (e.g., state/federal agencies, district policy-makers, and practitioner groups). The goal of these experiences is to provide fellows with a rich array of experiences that will hone their research expertise (e.g., theory, experimental design, methods, and writing) while preparing them to work with policymakers and practitioners at the intersection of research, policy, and practice.
Related IES Projects:
El Mallah, Shereen
El Mallah, S. (2020). Conceptualization and measurement of adolescent prosocial behavior: looking back and moving forward. Journal of Research on Adolescence, 30, 15–38.
Nguyen, T., Duncan, R.J., and Bailey, D.H. (2019). Theoretical and Methodological Implications of Associations Between Executive Function and Mathematics in Early Childhood. Contemporary Educational Psychology, 59(3), 276–287. Full Text
Bassok, D., Markowitz, A. J., Bellows, L., & Sadowski, K. (2021). New Evidence on Teacher Turnover in Early Childhood. Educational Evaluation and Policy Analysis, 43(1), 172–180.
Nguyen, T., Reich, S. M., Jenkins, J. M., & Abedi, J. (2020). Psychometric validation and reorganization of the Desired Results Developmental Profile. Journal of Psychoeducational Assessment, 38(3), 369–388.Full Text
Nguyen, T., Ansari, A., Pianta, R. C., Whittaker, J. V., Vitiello, V. E., & Ruzek, E. (2020). The classroom relational environment and children's early development in preschool. Social Development, 29(4), 1071–1091.
Jenkins, J. M., Whitaker, A. A., Nguyen, T., & Yu, W. (2019). Distinctions without a difference? Preschool curricula and children's development. Journal of research on educational effectiveness, 12(3), 514–549.
Bellows, Laura (2019). Immigration Enforcement and Student Achievement in the Wake of Secure Communities. AERA Open, v5 n4.
Tome, R., Rangel, M. A., Gibson-Davis, C. M., & Bellows, L. (2021). Heightened immigration enforcement impacts US citizens' birth outcomes: Evidence from early ICE interventions in North Carolina. PloS one, 16(2), e0245020. doi: 10.1371/journal.pone.0245020