|Title:||Interdisciplinary Postdoctoral Research Training Program in Education Sciences|
|Principal Investigator:||Rimm-Kaufman, Sara||Awardee:||University of Virginia|
|Program:||Postdoctoral Research Training Program in the Education Sciences [Program Details]|
|Award Period:||5 years||Award Amount:||$652,687|
The University of Virginia Post-doctoral Interdisciplinary Training Program in the Education Sciences provides training for fellows in multiple projects including ones focused on teacher quality, early childhood, and social and behavioral contexts for academic learning. Through this program, fellows work with faculty on research projects including randomized evaluation trials, quasi-experimental studies of large scale data bases of state and national significance, planned comparison evaluations, and observational studies. Fellows' experience in the research program includes formulating research questions, generating research designs, writing grants, conducting analyses, and publishing and presenting findings.
Related IES Projects: This university received a previous award for a postdoctoral fellowship program. More information about this award can be found at: http://ies.ed.gov/ncer/projects/grant.asp?ProgID=14&grantid=136&InvID=90.
Hatfield, B.E., and Pianta, R.C. (2013). Assessing the Effectiveness of Environments and Instruction in Early Childhood Settings. In R. Reutzel (Ed.), Handbook of Research-Based Practice in Early Education (pp. 272–293). New York: Guilford Press.
McEachin, A., and Brewer, D.J. (2013). Teacher Intelligence: What is it and why do we Care?. In J.A.C. Hattie, and E.M. Anderman (Eds.), International Guide to Student Achievement (pp. 254–256). New York: Routledge.
Wanless, S., Goark, C., and Hatfield, B. (2015). Assessing Organizational Readiness. In J. Durlak, R. Weissberg, and T. Gullotta (Eds.), The Handbook of Social and Emotional Learning Research and Practice (pp. 360–377). New York: Guilford Press.
Journal article, monograph, or newsletter
Abry, T., Rimm-Kaufman, S.E., Larsen, R., and Brewer, A.J. (2013). The Influence of Fidelity of Implementation on Teacher-Student Interaction Quality in the Context of a Randomized Controlled Trial of the Responsive Classroom Approach. Journal of School Psychology, 51(4): 437–453.
Atteberry, A., Loeb, S., and Wyckoff, J. (2017). Teacher Churning: Reassignment Rates and Implications for Student Achievement. Educational Evaluation and Policy Analysis, 39(1), 3–30.
Atteberry, A., Loeb, S., & Wyckoff, J. (2015). Do First Impressions Matter? Predicting Early Career Teacher Effectiveness. AERA Open, 1(4), 2332858415607834.
Baroody, A.E., and Diamond, K.E. (2012). Links Among Home Literacy Environment, Literacy Interest, and Emergent Literacy Skills in Preschoolers at Risk for Reading Difficulties. Topics in Early Childhood Special Education, 32(2): 78–87.
Baroody, A.E., and Diamond, K.E. (2013). Measures of Preschool Children's Interest and Engagement in Literacy Activities: Examining Gender Differences and Construct Dimensions. Early Childhood Research Quarterly, 28(2): 291–301.
Baroody, A.E., and Dobbs-Oates, J. (2011). Child and Parent Characteristics, Parental Expectations, and Child Behaviours Related to Preschool Children's Interest in Literacy. Early Child Development and Care, 181(3): 345–359.
Diamond, K.E., and Baroody, A.E. (2013). Associations Among Name Writing and Alphabetic Skills in Prekindergarten and Kindergarten Children at Risk of School Failure. Journal of Early Intervention, 35(1): 20–39.
Hamre, B.K., Hatfield, B.E., Jamil, F., and Pianta, R.C. (2014). Evidence for General and Domain-Specific Elements of Teacher–Child Interactions: Associations With Preschool Children's Development. Child Development, 85(3): 1257–1274.
Hatfield, B.E., and LoCasale-Crouch, J. (2011). Making a College Course Matter at Scale: The Importance of Implementation Support. NHSA Dialog: A Research-to-Practice Journal for the Early Childhood Field, 14(4): 345–350.
Kibler, A., Atteberry, A., Hardigree, C.N., and Salerno, A.S. (2015). Languages Across Borders: Social Network Development in an Adolescent Two-Way Language Program. Teachers College Record, 117(8).
La Paro, K., Williamson, A.C., and Hatfield, B. (2014). Assessing quality in toddler classrooms using the CLASS-Toddler and the ITERS-R. Early Education and Development, 25(6): 875–893.
Lankford, H., Loeb, S., McEachin, A., Miller, L. C., and Wyckoff, J. (2014). Who Enters Teaching? Encouraging Evidence That the Status of Teaching is Improving. Educational Researcher, 43: 444–453.
Larsen, R. (2011). Missing Data Imputation Versus Full Information Maximum Likelihood With Second-Level Dependencies. Structural Equation Modeling: A Multidisciplinary Journal, 18(4): 649–662.
McEachin, A., and Atteberry, A. (2017). The Impact of Summer Learning Loss on Measures of School Performance. Education Finance and Policy, 12(4), 468–491.
Mintz, T.M., Hamre, B.K., and Hatfield, B.E. (2011). The Role of Effortful Control in Mediating the Association Between Maternal Sensitivity and Children's Social and Relational Competence and Problems in First Grade. Early Education and Development, 22(3): 360–387.
Ottmar, E.R., Rimm-Kaufman, S.E, Berry, R.Q., and Larsen, R.A.A. (2013). Does the Responsive Classroom Approach Affect the Use of Standards-Based Mathematics Teaching Practices?: Results From a Randomized Controlled Trial. Elementary School Journal, 113(3): 434–457.
Reardon, S.F., Arshan, N., Atteberry, A., and Kurlaender, M. (2010). Effects of Failing a High School Exit Exam on Course Taking, Achievement, Persistence, and Graduation. Education Finance and Policy, 32(4): 498–520.
Rimm-Kaufman, S.E., Baroody, A.E., Larsen, R.A., Curby, T.W., and Abry, T. (2015). To What Extent do Teacher-Student Interaction Quality and Student Gender Contribute to Fifth Graders' Engagement in Mathematics Learning?. Journal of Educational Psychology, 107(1): 170–185.
Rimm-Kaufman, S.E., Larsen, R.A., Curby, T.W., Baroody, A.E., Merritt, E., Abry, T.S., Ko, M., Thomas, J., and DeCoster, J. (2014). Efficacy of the Responsive Classroom Approach: Results From a 3–Year, Longitudinal Randomized Controlled Trial. American Education Research Journal, 51(3): 567–603.
Strunk, K., and McEachin, A. (2014). More Than Sanctions: Closing Achievement Gaps Through California's Use of Intensive Technical Assistance. Educational Evaluation and Policy Analysis, 36(3): 281–306.
Nongovernment report, issue brief, or practice guide
Polikoff, M.S., and McEachin, A. (2013). Fixing the Academic Performance Index. Stanford, CA: Policy Analysis for California Education (PACE).
Atteberry, A. (2012). The Misattribution of Summers in Teacher Value-Added. Washington, DC: SREE Working Paper.
Atteberry, A., Loeb, S., and Wyckoff, J. (2012). Returns to Teacher Experience in Early Career Years. Boston, MA: The Association for Education Finance and Policy Working Paper.
Atteberry, A., Loeb, S., and Wyckoff, J. (2013). Do First Impressions Matter? Improvement in Early Career Teacher Effectiveness (NBER 19096). Cambridge, MA: NBER Working Paper.