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IES Grant

Title: Comprehensive Postdoctoral Training in Scientific Education Research
Center: NCER Year: 2007
Principal Investigator: Sarama, Julie Awardee: University of Denver
Program: Postdoctoral Research Training Program in the Education Sciences      [Program Details]
Award Period: 4 years Award Amount: $726,936
Type: Training Award Number: R305A070491
Description:

Previous Award Number: R305A070468
Previous Awardee: State University of New York, Buffalo

In this training program, six postdoctoral fellows were involved with ongoing projects regarding applied scientific research in education. Senior researchers provided fellows with complementary training in using state-of-the-art methodologies. The research team evaluated the scale-up of a preschool mathematics curriculum and examined the conditions under which this intervention improved student learning and achievement. This scale-up project offered multiple opportunities for fellows to extend their research and develop empirical questions.

Postdoctoral Fellows

Capps, Michael
Kilday, Carolyn
Kim, Heather (HyunJung)
Lange, Alissa
Wolfe, Christopher
Wright, Kenneth

As of 2020, Dr. Kilday was a research design consultant at University of Virginia, Dr. Lange was an associate professor at East Tennessee State University, Dr. Wolfe was an associate professor at Saint Leo University, and Dr. Wright is a science teacher at Waltham Public Schools.

Publications

Book

Clements, D.H., Sarama, J., and Wolfe, C.B. (2011). TEAM-Tools for Early Assessment in Mathematics. Columbus, OH: McGraw-Hill Education.

Book chapter

Kinzie, M.B., Vick Whittaker, J.E., Kilday, C., and Williford, A.P. (2012). Designing Effective Curricula and Teacher Professional Development for Early Childhood Mathematics and Science. In C. Howes, B. Hamre, and R. Pianta (Eds.), Effective Early Childhood Professional Development: Improving Teacher Practice and Child Outcomes (pp. 31-59). Baltimore: Brookes Publishing.

Journal article, monograph, or newsletter

Clements, D.H., Sarama, J., Spitler, M.E., Lange, A.A., and Wolfe, C.B. (2011). Mathematics Learned by Young Children in an Intervention Based on Learning Trajectories: A Large-Scale Cluster Randomized Trial. Journal for Research in Mathematics Education, 42(2): 127–166.

Clements, D.H., Sarama, J., Wolfe, C.B., and Spitler, M.E. (2013). Longitudinal Evaluation of a Scale-Up Model for Teaching Mathematics With Trajectories and Technologies: Persistence of Effects in the Third Year. American Educational Research Journal, 50(4): 812–850. doi:10.3102/0002831212469270

Kilday, C.R., and Kinzie, M.B. (2009). An Analysis of Instruments That Measure the Quality of Mathematics Teaching in Early Childhood. Early Childhood Education Journal, 36(4): 365–372. doi:10.1007/s10643-008-0286-8

Kilday, C.R., Kinzie, M.B., Mashburn, A.J., and Whittaker, J.V. (2012). Accuracy of Teacher Judgments of Preschoolers' Math Skills. Journal of Psychoeducational Assessment, 30(2): 148–159. doi:10.1177/0734282911412722

Kinzie, M.B., Vick Whittaker, J., Williford, A., Maier, M., McGuire, P., Lee, Y., and Kilday, C.R. (2014). MyTeachingPartner - Math/Science Prekindergarten Curricula and Teacher Supports: Associations With Children's Math and Science Learning. Early Childhood Research Quarterly, 29(4): 586–599. doi:10.1016/j.ecresq.2014.06.007 Full Text

Kinzie, M.B., Vick Whittaker, J.E., McGuire, P., Lee, Y., and Kilday, C.R. (2015). Research on Curricular Development for Pre-Kindergarten Mathematics and Science. Teachers College Record, 117(7): 1–40.

Lange, A. (2013). Investigación y Evaluación Para Mejorar la Educación en Niños Pequeños: Ejemplos de Matemáticas y Lenguaje. Primera Infancia, Lenguajes e Inclusión Social: Una Mirada Desde la Investigación, 301.

Lange, A.A., McPhillips, M., Mulhern, G., and Wylie, J. (2006). Assistive Software Tools for Secondary-Level Students With Literacy Difficulties. Journal of Special Education Technology, 21(3): 13–22.

Lange, A.A., Mulhern, G., and Wylie, J. (2009). Proofreading Using an Assistive Software Homophone Tool: Compensatory and Remedial Effects on the Literacy Skills of Students With Reading Difficulties. Journal of Learning Disabilities, 42(4): 322–335. doi:10.1177/0022219408331035

Sarama, J., Clements, D.H., Lange, A., and Wolfe, C.B. (2012). The Impacts of an Early Mathematics Curriculum on Oral Language and Literacy. Early Childhood Research Quarterly, 27(3): 489–502. doi:10.1016/j.ecresq.2011.12.002

Sarama, J., Clements, D.H., Wolfe, C.B., and Spitler, M.E. (2012). Longitudinal Evaluation of a Scale-Up Model for Teaching Mathematics With Trajectories and Technologies. Journal of Research on Educational Effectiveness, 5(2): 105–135. doi:10.1080/19345747.2011.627980

van Kleek, A., Lange, A.A., and Schwartz, A.L. (2011). The Effects of Race and Maternal Education Level on Children's Retells of the Renfrew Bus Story—North American Edition. Journal of Speech, Language, and Hearing Research, 54(6): 1546–1561. doi:10.1044/1092-4388(2011/10-0079)

Weiland, C., Wolfe, C.B., Hurwitz, M.D., Clements, D.H., Sarama, J., and Yoshikawae, H. (2012). Early Mathematics Assessment: Validation of the Short Form of a Pre-Kindergarten and Kindergarten Mathematics Measure. Educational Psychology, 32(3): 311–333. doi:10.1080/01443410.2011.654190


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