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icon of glasses and a book Postdoctoral Research Training Program in the Education Sciences

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Postdoctoral Field Based Research Methodology Training

Year: 2010
Name of Institution:
Vanderbilt University
Goal: Training
Principal Investigator:
Farran, Dale
Award Amount: $654,721
Award Period: 5 years
Award Number: R305B100016

Description:

The Postdoctoral Field Based Research Methodology Training Program at Vanderbilt University provides training for fellows interested in increasing their statistics, measurement, and experimental design skills in the context of field-based randomized control trials. Participants in this program work with faculty on research projects focused on: developing a portable, valid measure of self-regulation in young children; developing a measure of science emphasis in classrooms; identifying promising interventions that work through the use of meta-analyses of randomized control trials examining the effectiveness of interventions for children and families; and evaluating mathematics instructional practices and pre-K programs being delivered at scale. Through this program, fellows audit selected courses, work with mentors on design and analysis issues, and write publications and grant proposals.

Publications

Journal article, monograph, or newsletter

Dugan, J.P., Howes, S., Fath, K., Polanin, J.R., and Lavelle, K. (2013). Developing the Leadership Capacity and Leader Efficacy of College Women in Science, Technology, Engineering, and Math Fields. Journal of Leadership Studies, 7(3): 6–23.

Espelage, D.L., Low, S., Polanin, J.R., and Brown, R. (2013). The Impact of a Middle School Program to Reduce Aggression, Victimization, and Sexual Violence. Journal of Adolescent Health, 53(2): 180–186.

Fuhs, M.W., and Day, J.D. (2011). Verbal Ability and Executive Functioning Development in Preschoolers at Head Start. Developmental Psychology, 47(2): 404–416.

Fuhs, M.W., and McNeil, N.M. (2013). ANS Acuity and Early Mathematics Ability in Preschoolers From Low-income Homes: Contributions of Inhibitory Control. Developmental Science, 16(1): 136–148.

Fuhs, M.W., Farran, D.C., and Nesbitt, K.T. (2013). Preschool Classroom Processes as Predictors of Children's Cognitive Self-Regulation Skills Development. School Psychology Quarterly, 28(4): 347–359.

Fuhs, M.W., Farran, D.C., and Nesbitt, K.T. (2015). Prekindergarten Children's Executive Functioning Skills and Achievement Gains: The Utility of Direct Assessments and Teacher Ratings. Journal of Educational Psychology, 107(1): 207–221. doi:10.1037/a0037366

Fuhs, M.W., Nesbitt, K.T., Farran, D.C., and Dong, N. (2014). Longitudinal Associations Fetween Executive Functioning and Academic Skills across Content Areas. Developmental Psychology, 50(6): 1698–1709.

Fuhs, M.W., Wyant, A.B., and Day, J.D. (2011). Unique Contributions of Impulsivity and Inhibition to Prereading Skills in Preschoolers at Head Start. Journal of Research in Childhood Education, 25(2): 145–159.

Hong, P.Y.P., Polanin, J.R., Key, W., and Choi, S. (2014). Development of Perceived Employment Barrier Scale: An Aspect of Psychological Self-Sufficiency. Journal of Community Psychology, 42(6): 689–706.

Howes, C., Wishard, G.A., Fuligni, A., Zucker, E., Lee, L., Obregon, N.B., and Spivak, A. (2011). Classroom Dimensions Predict Early Peer Interaction When Children are Diverse in Ethnicity, Race, and Home Language. Early Childhood Research Quarterly, 26(4): 399–408.

Kremer, K.P., Maynard, B.R., Polanin, J.R., Vaughn, M.G., and Sarteschi, C.M. (2015). Effects of After-School Programs With At-Risk Youth on Attendance and Externalizing Behaviors: A Systematic Review and Meta-Analysis. Journal of Youth and Adolescence, 44(3): 616–636.

Low, S., Polanin, J.R., and Espelage, D.L. (2013). The Role of Social Networks in Physical and Relational Aggression Among Young Adolescents. Journal of Youth and Adolescence, 42(7): 1078–1089.

McNeil, N.M., Fuhs, M.W., Keultjes, M.C., and Gibson, M.H. (2011). Influences of Problem Format and SES on Preschoolers' Understanding of Approximate Addition. Cognitive Development, 26(1): 57–71.

Moran, T.E., Polanin, J.R., and Wenzel, A. (2014). The Postpartum Worry Scale-Revised: An Initial Validation of a Measure of Postpartum Worry. Archives of Women's Mental Health, 17(1): 41–48.

Nesbitt, K.T, Baker-Ward, L., and Willoughby, M.T. (2013). Executive Function Mediates Socio-Economic and Racial Differences in Early Academic Achievement. Early Childhood Research Quarterly, 28: 774–783.

Nesbitt, K.T., Farran, D.C., and Fuhs, M.W. (2015). Executive Function Skills and Academic Achievement Gains in Prekindergarten: Contributions of Learning-Related Behaviors. Developmental Psychology, 51(7): 865–878.

Pigott, T.D., Valentine, J.D., Polanin, J.R., and Williams, R.T. (2013). Outcome-Reporting Bias in Education Research. Educational Researcher, 42(8): 424–432.

Polanin, J.R., and Pigott, T.D. (2013). The Campbell Collaboration's Systematic Review and Meta-Analysis Online Training Videos. Research on Social Work Practice, 23(2): 229–232.

Polanin, J.R., Tanner-Smith, E.E., and Hennessy, E.A. (2016). Estimating the Difference Between Published and Unpublished Effect Sizes: A Meta-Review. Review of Educational Research, 86(1): 207–236.

Spivak, A.L., and Farran, D. (2012). First-Grade Teacher Behaviors and Children's Prosocial Actions in Classrooms. Early Education and Development, 23(5): 623–639.

Spivak, A.L., and Howes, C. (2011). Social and Relational Factors in Early Education and Prosocial Actions of Children of Diverse Ethnocultural Communities. Merrill-Palmer Quarterly: Journal of Developmental Psychology, 57(1): 1–24.