|Title:||Experimental Education Research Training (ExpERT)|
|Principal Investigator:||Cordray, David S.||Awardee:||Vanderbilt University|
|Program:||Postdoctoral Research Training Program in the Education Sciences [Program Details]|
|Award Period:||4 years||Award Amount:||$615,460|
ExpERT is designed to train postdoctoral education scientists in conducting randomized field experiments of theory-based interventions and approaches to enhance student learning in educational settings. ExpERT involves formal coursework in statistics, measurement, and design, as well as courses in educational policies and practices, instruction, and learning. ExpERT provides opportunities to design, execute, and analyze results of field experiments, and attend summer workshops, a distinguished seminar series, and conferences.
Project Website: www.vanderbilt.edu/lsi/expert.html.
Related IES Projects: This university received a previous award to implement the Experimental Education Research Training (ExpERT) program, a predoctoral fellowship program in education science at Vanderbilt University.
Shadish, W.R., and Luellen, J.K. (2006). Quasi-experimental Design. In J.L. Green, G. Camilli, and P.B. Elmore (Eds.), Complementary Methods for Research in Education (3rd ed.). Washington, DC: American Educational Research Association.
Shadish, W.R., Luellen, J.K., and Clark, M.H. (2006). Propensity Scores and Quasi-experiments: A Testimony to the Practical Side of Lee Sechrest. In R. R. Bootzin and P. E. McKnight (Eds.), Strengthening Research Methodology: Psychological Measurement and Evaluation. Washington, DC: American Psychological Association.
Journal article, monograph, or newsletter
Bodman, B.M., Hulleman, C.S., and Harackiewicz, J.M. (2008). Task Values, Achievement Goals, and Interest: An Integrative Analysis. International Review of Social Psychology, 21: 71–96.
Hulleman, C.S., and Cordray, D.S. (2009). Moving From the Lab to the Field: The Role of Fidelity and Achieved Relative Intervention Strength. Journal of Research on Educational Effectiveness, 2(1): 88–110.
Hulleman, C.S., Durik, A.M., Schweigert, S., and Harackiewicz, J.M. (2008). Task Values, Achievement Goals, and Interest: An Integrative Analysis. Journal of Educational Pychology, 100(2): 398–416.
Nelson, M.C., Cordray, D.S., Hulleman, C.S., Darrow, C.L., and Sommer, E.C. (2012). A Procedure for Assessing Intervention Fidelity in Experiments Testing Educational and Behavioral Interventions. Journal of Behavioral Health Services and Research, 39(4): 374–396.
Wickwire, Jr. E., Whelan, J.P., Meyers, A., McCausland, C., Luellen, J.K., and Studaway, A. (2008). Environmental Correlates of Gambling Behavior Among College Students: A Partial Application of Problem Behavior Theory to Gambling. Journal of College Student Development, 49(5): 459–475.
Wickwire, Jr., E., Whelan, J. P., West, R., Meyers, A., McCausland, C., and Luellen, J. (2007). Perceived Availability, Risks, and Benefits of Gambling Among College Students. Journal of Gambling Studies, 23 (4), 395–408.
Cassata-Widera, A.E. (2009). Concept Mapping and Early Literacy: A Promising Crossroads With Young Children: From Representation to Metacognition. In Proceedings of the Third International Conference on Concept Mapping, Vol 1 (pp. 189–197). Estonia: OU Vali Press.