|Title:||Comprehensive Postdoctoral Training in Scientific Education Research|
|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|
Previous Award Number: R305A070468
In this training program, postdoctoral fellows are immersed in ongoing projects in applied scientific research in education. Senior researchers provide fellows with complementary training in the use of state-of-the-art methodologies. The research team is currently evaluating the scale-up of a preschool mathematics curriculum and is examining the conditions under which the intervention improves student learning and achievement. This scale-up project provides the immediate context for work with postdoctoral fellows and offers multiple opportunities for fellows to extend the research and develop empirical questions.
Clements, D.H., Sarama, J., and Wolfe, C.B. (2011). TEAM—Tools for Early Assessment in Mathematics. Columbus, OH: McGraw-Hill Education.
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.
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.
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.
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 Mathematics and Science Learning. Early Childhood Research Quarterly, 29(4): 586–599.
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.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.
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.
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.
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.
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.