|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 Postdoctoral Interdisciplinary Training Program in the Education Sciences provided training for five fellows in multiple projects including ones focused on teacher quality, early childhood, and social and behavioral contexts for academic learning. Through this program, fellows worked with faculty on research projects including randomized evaluation trials, quasi-experimental studies, planned comparison evaluations, and observational studies. Fellows gained experience 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.
As of 2020, Dr. Atteberry was an assistant professor in the Research and Evaluation Methodology (REM) program in the School of Education at the University of Colorado Boulder, Dr. Baroody was an associate professor in the Department of Child and Adolescent Psychology at San Francisco State University, Dr. Hatfield was an associate professor of Human Development and Family Sciences at Oregon State University, Dr. Larsen was an associate professor in the McKay School of Education at Brigham Young University, and Dr. McEachin was a senior policy researcher the economics, statistics, and sociology department at the RAND Corporation and a Professor of Policy Analysis at the Pardee RAND Graduate School.
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. doi:10.1016/j.jsp.2013.03.001
Atteberry, A., Loeb, S., and Wyckoff, J. (2015). Do First Impressions Matter? Predicting Early Career Teacher Effectiveness. AERA Open, 1(4), 2332858415607834. Full text
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.
Baroody, A. E., Rimm-Kaufman, S. E., Larsen, R. A., and Curby, T. W. (2014). The Link Between Responsive Classroom Training and Student-Teacher Relationship Quality in the Fifth Grade: A Study of Fidelity of Implementation. School Psychology Review, 43(1), 69–85. Full text
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. doi:10.1177/0271121410392803
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. doi:10.1016/j.ecresq.2012.07.002
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. doi:10.1080/03004430903387693
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. doi:10.1177/1053815113499611
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. doi:10.1111/cdev.12184
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. doi:10.1080/15240754.2011.623798
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. M., Williams, A.C., and Hatfield, B. (2014). Describing Quality in Toddler Classrooms: Associations Among the ITERS, CLASS, and BITSEA. 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. doi:10.3102/0013189X14563600
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. doi:10.1080/10705511.2011.607721
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.
Merritt, E. G., Rates, C., Greiner, J., Baroody, A., and Rimm-Kaufman, S. (2017). "We Need Trees to Line the River to Save Our Little Friends": Environmental Literacy Development Through Service-Learning. Children, Youth and Environments, 27(1), 67–90.
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. doi:10.1080/10409289.2011.569317
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. doi:10.1086/668768
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. doi:10.1037/a0037252
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. doi:10.3102/0002831214523821
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. doi:10.3102/0162373713510967
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. Full text
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. Full text
Atteberry, A., Loeb, S., and Wyckoff, J. (2015). Unnecessary Disruptions? Implications of the Volatility of Within-School Reassignments on Student Achievement. CEPA Working Paper No. 15–13. Stanford Center for Education Policy Analysis. Full text
Atteberry, A., Loeb, S., and Wyckoff, J. (2016). High Rates of Within-School Teacher Reassignments and Implications for Student Achievement. Working Paper 151. National Center for Analysis of Longitudinal Data in Education Research. Full text