Education Research Grants Program (CFDA 84.305A)
Through the National Center for Education Research, IES recently made 81 new awards under the Education Research Grants Program (CFDA 84.305A) to applications considered under the August 2014 deadline. The total spending for all awards under CFDA 84.305A is approximately $162 million. Click on the title of each project to get more information about each award:
Cognition and Student Learning
Developing and Revising Instructional Activities to Optimize Cognitive Engagement
Arizona State University, Michelene Chi
Teaching the Crosscutting Concept of Emergent Cause-and-Effect to Overcome Misconceptions
Arizona State University, Michelene Chi
Improving Understanding of Fractions
Carnegie Mellon University, Robert Siegler
When STARS Align: Exploring Spatial Thinking and Relational Scaffolding (STARS) in Elementary Astronomy
College of the Holy Cross, Florencia Anggoro
Learning from Errors
Columbia University, Janet Metcalfe
Educational Media Supports for Low-Income Preschoolers' Vocabulary Development
New York University, Susan Neuman
Enhancing Middle School Mathematics Achievement through Spatial Skills Instruction
Ohio State University, Sheryl Sorby
Alphabet Instruction Details
Oregon Research Institute, Patricia Vadasy
Computer-Based Guided Retrieval Practice for Elementary School Children
Purdue University, Jeffrey Karpicke
Fostering Reliance on Visuospatial Representations to Enhance High School Students' Success in Pre-Calculus Trigonometry
Stanford University, James McClelland
Language for Reading: Building Vocabulary Through Engaged Learning
Temple University, Kathryn Hirsh-Pasek
Focused Computer Games that Promote Specific Cognitive Skills
University of California, Santa Barbara, Richard Mayer
Application of the Dual-Component Theory to Adaptive Working Memory Training
University of Notre Dame, Bradley Gibson
Linking Dialogue and Student Modeling to Create an Enhanced Micro-adaptive Tutoring System
University of Pittsburgh, Sandra Katz
Embedding Working Memory Training within Math Problem Solving Intervention
Vanderbilt University, Lynn Fuchs
Improving Children's Understanding of Mathematical Equivalence: An Efficacy Study
WestEd, Jodi Davenport
Early Learning Programs and Policies
An Efficacy Trial of the HighScope Preschool Curriculum (HSPC)
American Institutes for Research, Eboni Howard
Effects of the Incredible Years Dinosaur Classroom Prevention Program on Preschool Children's Executive Functioning and Academic Achievement
Duke University, Mary Rosanbalm
Development and Feasibility of the Improving Writing Resources and Interactions in Teaching Environments through Professional Development (IWRITE-PD) for Teachers of Economically Disadvantaged Children
Michigan State University, Hope Gerde
Read It Again—Mobile, Technology-Supported Language & Literacy Intervention for Preschoolers At-Risk
Ohio State University, Laura Justice
Developing a Measure of Self-Regulation for Children At Risk for School Difficulty
Oregon State University, Megan McClelland
Red Light, Purple Light! Developing a Self-Regulation Intervention for Children at Risk for School Difficulty
Oregon State University, Megan McClelland
Using Online Learning and Coaching To Increase The Competency Of Early Childhood Teachers To Impact School Readiness For Children Exposed To Trauma
Oregon State University, Shannon Lipscomb
Evaluating the Efficacy of Learning Trajectories in Early Mathematics
University of Denver, Douglas Clements
Large-Scale Psychometric Assessment of the ECERS-3 5.3
University of North Carolina at Chapel Hill, Diane Early
A Psychometric Investigation of Universal Screening for Social-Emotional Development in Preschool Using Parent and Teacher Informants
University of South Carolina, Christine DiStefano
Preschool, Family, and Community among Mexican Immigrants
University of Texas, Austin, Robert Crosnoe
Development of Math and Science Domains of the School Readiness Curriculum Based Measurement System
University of Texas Health Science Center at Houston, Jason Anthony
Read It Again-Together! A Multimedia School-Home Intervention for Young Children At-Risk for Academic Difficulties
University of Texas Health Science Center at Houston, Tricia Zucker
Development of Program-Wide Supports for Pyramid Model Implementation: Addressing Young Children's Social-Emotional Competence and Challenging Behavior
Vanderbilt University, Mary Hemmeter
Seeds of STEM: The Development of an Innovative Pre-Kindergarten STEM Curriculum
Worcester Polytechnic Institute, Martha Cyr
Education Technology
Digital Scaffolding for English Language Arts
University of California, Irvine, Mark Warschauer
Effective Teachers and Effective Teaching
Testing the Effectiveness of Professional Development in Academic Vocabulary on Observed Teaching Practice and Academic Vocabulary Knowledge of English Learners in 8th Grade Social Studies Classrooms
Instructional Research Group, Russell Gersten
Improvement of Elementary Fractions Instruction: Randomized Controlled Trial Using Lesson Study with a Fractions Resource Kit
Mills College, Catherine Lewis
Exploratory Study of the UTeach STEM Preparation Program and the Effectiveness of UTeach Teachers
Southwest Educational Development Corporation, Melissa Dodson
Investigating How and Under What Conditions Effective Professional Development Increases Student Achievement in Elementary Science
University of California, Berkeley, Judith Little
Exploring Alterable Variables in Tier 1 and Tier 2 Instruction: Collaboration Across Interdisciplinary Fields of Observational Research (Project CIFOR)
University of Oregon, Christian Doabler
Examining the Efficacy of Differential Levels of Professional Development for Teaching Content Area Reading Strategies
University of Texas, Austin, Elizabeth Swanson
English Learners
An Investigation of Direct Instruction Spoken English for At-Risk English Learners
Oregon Research Institute, Barbara Gunn
Learning about Open Response Science Test Items and English Learners
Technical Education Research Centers, Inc. (TERC), Tracy Noble
Returning to our Roots: Development of a Morphology Intervention to Bolster Academic Vocabulary Knowledge for Adolescent English Learners
University of Pittsburgh, Amy Crosson
Preventing Dropout Among At-Risk Youth: A Study of Project Goal with English Learners
University of Texas, Austin, Sharon Vaughn
The Effect of Definitions, Contextual Support, and Cognate Status on 4th Grade Spanish-Speaking English Learners' (ELs) Understanding of Unfamiliar Words in Text
University of Texas Health Science Center at Houston, Maria Carlo
Improving Education Systems: Policies, Organization, Management, and Leadership
Access to Eighth-Grade Algebra: Helping Schools Understand Prospects for All Students
American Institutes for Research (AIR), Nicholas Sorensen
Virtual Courses: The Introduction and Expansion of Virtual Schooling in Florida and its Effects on Student Academic Outcomes
University of Michigan, Brian Jacob
Early College High School at Scale: A Retrospective Study
University of North Carolina, Chapel Hill, Douglas Lauen
The Development and Validation of a Diagnostic Assessment of Instructional Leadership Capacity
Vanderbilt University, Jason Grissom
Mathematics and Science Education
Building Students' Understanding of Energy in High School Biology
American Association for the Advancement of Science (AAAS), Jo Ellen Roseman
MathByExample: Dislodging Misconceptions Before They Take Root
Strategic Education Research Partnership Institute, Mary Suzanne Donovan
Refining and Validating a Number Sense Screening to Identify Children at Risk for Mathematical Difficulties in School
University Of Delaware, Nancy Jordan
Mission HydroSci: A Virtual Environment for Next Generation Science Learning
University of Missouri, Troy Sadler
Postsecondary and Adult Education
Development of College- and Employer-based Career Pathways Models that Build on the Year Up Program Logic
Abt Associates, Inc., David Fein
Testing the onPAR Model in Developmental Literacy Education
Northern Illinois University, Joseph Magliano
A Scalable Growth Mindset Intervention to Raise Achievement and Persistence in Community College
Stanford University, Gregory Walton
Improving the Educational and Social Emotional Functioning of College Students with ADHD
University of North Carolina, Greensboro, Arthur Anastopoulos
Exploring Stress Responses in the Classroom and Reappraising Stress to Facilitate Academic Performance
University of Rochester, Jeremy Jamieson
Reading and Writing
What Types of Knowledge Matters for What Types of Comprehension? Exploring the Role of Background Knowledge on Students' Ability to Learn From Multiple Texts
Educational Testing Service, Tenaha O'Reilly
Efficacy and Replication Trial of the Individualized Adaptive ITSS with 4th and 5th Grade Students in High Poverty Schools
Texas A&M University, Kausalai Wijekumar
For Argument's Sake: Applying Questioning the Author Techniques to Move from Comprehension to Composition of Written Arguments
University of Pittsburgh, Amy Crosson
Morphological Awareness Computer Adaptive Testing Project
Vanderbilt University, Amanda Goodwin
Word Learning Strategies: A Program for Upper-Elementary Readers
WestEd, Steven Schneider
Social and Behavioral Context for Academic Learning
Increasing Classroom Teachers' Implementation and Sustained Use of Classroom-Based Physical Activity Breaks as a Strategy to Improve Academic Outcomes
Boise State University, Lindsey Turner
Developing a Peer to Peer Behavioral Intervention for High School Students with ADHD
Florida International University, Margaret Sibley
Evaluation of We Have Skills, A Multimedia Classroom Level Social Skills Program for Elementary Students
IRIS Media, Inc., Brion Marquez
Equipping High School Teachers to Increase Student Motivation and Course Passing Rates
Johns Hopkins University, Martha Mac Iver
Efficacy of a Growth Mindset Intervention to Increase Student Success
Mindset Works, LLC, Lisa Blackwell
Intervening With Children Experiencing Serious Peer Difficulties: The Friendship Connections Program
Pennsylvania State University, Karen Bierman
Project RESPECT: A Proposal to Develop the Responding in Emotionally Supportive and Positive Ways in Educational Communication Skills Training Program
Pennsylvania State University, Jennifer Frank
VESIP: Virtual Environment for Social Information Processing Assessment Tool for Upper Elementary and Middle School Children
Rush University Medical Center, Nicole Russo-Ponsaran
Interactive Virtual Training (IVT) for Early Career Teachers in High Poverty Schools
Rutgers University, Elisa Shernoff
Enhancing Father Engagement to Promote Social, Behavioral, and Academic Outcomes
State University of New York (SUNY), Buffalo, Gregory Fabiano
Evaluation of a Self-Monitoring Training Program for Elementary School Students
University of Missouri, Aaron Thompson
Educational Outcomes of the Incredible Years Small Group Program for Early Elementary Students with Self-Regulation Difficulties
University of North Carolina, Chapel Hill, Desiree Murray
Nuestras Familias: Refining an Evidence-Based Intervention to Promote Latino Student Academic Success and Positive Behavioral Outcomes Through School-Family Partnerships
University of Oregon, Charles Martinez
Freshman Success: Implementation of Comprehensive Universal Supports for School Engagement
University of Oregon, K. Brigid Flannery
Facilitating Academic Success and Emotional Well-Being among High School Students in Accelerated Curricula
University of South Florida, Shannon Suldo
Efficacy of RENEW for High School Students with Emotional and Behavioral Challenges
University of Vermont and State Agricultural College, Jesse Suter
Testing the Efficacy of Double Check: A Cultural Proficiency Professional Development Model in Middle Schools
University of Virginia, Catherine Bradshaw
Development of Project DREAM: An After-School Program to Promote Academic Success via Social and Emotional Learning and Connectedness with Adults
University of Virginia, Noelle Hurd
Improving Teacher Capacity to Implement High Quality Service learning in Elementary Science Classroom
University of Virginia, Sara Rimm-Kaufman
BEST in CLASS-Elementary: A Preventative Classroom-based Intervention Model
Virginia Commonwealth University, Kevin Sutherland