|Title:||GSU Postdoctoral Training on Adult Literacy: G-PAL|
|Principal Investigator:||Greenberg, Daphne||Awardee:||Georgia State University|
|Program:||Postdoctoral Research Training Program in the Education Sciences [Program Details]|
|Award Period:||5 years (09/01/2020 - 08/31/2025)||Award Amount:||$760,000|
Co-Principal Investigator: Tighe, Elizabeth
The focus of this training program is to prepare postdoctoral fellows to conduct education research in adult literacy. Fellows will be prepared to conduct high-quality, rigorous research to inform the interventions and measurement relevant to improving the literacy outcomes of adults 16-years old and older, outside of the K-12 system, who have basic skill gaps. Fellows will receive specific training on adult literacy issues (such as sensitivity training) and hands-on training in research methods and analyses. As a result of this training, fellows will be prepared to conduct research on adult samples drawn from different education settings, to communicate across fields and with technical and nontechnical audiences, and to help inform policy and practice relevant to a large portion of adults who struggle with basic skills.
The program will train 4 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 (for example, state/federal agencies, district policymakers, and practitioner groups).
Related IES Projects: Center for the Study of Adult Literacy (CSAL) (R305C120001); Developing and Validating Web-administered, Reading for Understanding Assessments for Adult Education (R305A190522); Developing a Deeper Understanding of the Cognitive Processes that Drive Multiple Text Comprehension (R305A180144); The Development of the Writing Assessment Tool (WAT): An On-line Platform for the Automated Assessment of Writing (R305A180261); Identifying Risk Factors and Predictors of Literacy Skills for Adults Performing at the Lowest Levels of PIAAC in the United States (R305A180299); Multiple-choice Online Causal Comprehension Assessment for Postsecondary Students (MOCCA-College) (R305A180417); Georgia Partnership for Adult Education and Research (R305H180061); Using Computational Linguistics to Detect Comprehension Processes in Constructed Responses across Multiple Large Data Sets (R305A190063)