Postdoctoral Research Training in Education Sciences
Previous Award Number: R305B050045
Previous Institution: University of Chicago
This program trained five postdoctoral fellows in advanced measurement, research design, and statistical analysis methods to support high-quality educational research. The fellows worked in on a variety of substantive and methodological educational research projects at Northwestern University. These included projects on the design of large-scale randomized experiments, methods for the synthesis (meta-analysis) of large-scale educational research studies, the social distribution of academic achievement, the development of language, mathematical, and spatial skills (and particularly the relation between input factors and the development of these skills in young children).
As of 2020, Dr. Ezekiel Dixon-Román was an associate professor in the School of Social Policy and Practice in the Annenberg School of Communication at the University of Pennsylvania; Dr. Engel was an associate professor in the Research and Evaluation Methodology (REM) program in the School of Education at the University of Colorado, Boulder; Dr. Nathan was an associate professor of Special Education at Boston University; Dr. Rhoads was an associate professor of Educational Psychology in the Neag School of Education at the University of Connecticut, and Dr. Stawicki was associate dean (interim) at the University of Wisconsin-Madison.
Dixon-Roman, E. (2012). Thinking Comprehensively About Education. Routledge/Taylor and Francis.
Dixon-Roman, E. (2010). Inheritance and an Economy of Difference: The Importance of Supplementary Education. In L. Lin, E.W. Gordon, and H. Varenne (Eds.), Educating Comprehensively: Varieties of Educational Experiences (pp. 95–112). Lewiston, NY: The Edwin Mellen Press.
Gutierrez, R., and Dixon-Roman, E. (2011). Beyond Gap Gazing: How Can Thinking About Education Comprehensively Help Us (Re)envision Mathematics Education? In B. Atweh, M. Graven, W. Secada, and P. Valero (Eds.), Mapping Equity and Quality in Mathematics Education (pp. 21–34).
Hedges, L., and Jones, N. (2012). Research Infrastructure for Improving Urban Education. In W.F. Tate (Ed.), Research on Schools, Neighborhoods, and Communities: Toward Civic Responsibility (pp. 481–504). Lanham, MD: Rowan and Littlefield.
Hedges, L.V., and Rhoads, C. (2010). Statistical Power Analysis. In B. McGraw, E. Baker, and P. Peterson (Eds.), International Encyclopedia of Education (pp. 436–43). Oxford: Elsevier.
Jones, N., and Schneider, B. (2009). Rethinking the Role of Parenting for Adolescents. In N. Hill, and R. Chao (Eds.), Families, Schools, and the Adolescent: Connecting Research, Policy, and Practice. New York: Teachers' College Press.
Jones, N., and Schneider, B. (2009). Social Stratification and Educational Opportunity. In G. Sykes, B. Schneider, and D. Plank (Eds.), Handbook of Education Policy Research (pp. 889–901). New York: Routledge.
Jones, N., and Schneider, B. (2009). The Influence of Aspirations on Educational and Occupational Outcomes. In A. Furlong (Ed.), International Handbook of Youth and Young Adulthood (pp. 392–398). New York: Routledge.
IES published report
Journal article, monograph, or newsletter
Dixon-Román, E. J. (2013). The Forms of Capital and the Developed Achievement of Black Males. Urban Education, 48(6), 828–862.
Jones, N., and Youngs, P. (2012). Attitudes and Affect: Daily Emotions and Their Association With the Commitment and Burnout of Beginning Teachers. Teachers College Record, 114(2): 1–36.
Mosnaim, G.H., Cohen, M., Rhoads, C., Rittner, S.S., and Powell, L. (2008). Use of MP3 Players to Increase Asthma Knowledge in Inner-City African-American Adolescents. International Journal of Behavioral Medicine, 15: 341–346.
Rhoads, C. (2011). The Implications of "Contamination" for Experimental Design in Education Research. Journal of Educational and Behavioral Statistics, 36(1), 76–104.
Youngs, P., Jones, N., and Low, M. (2011). How Beginning Special and General Education Elementary Teachers Negotiate Role Expectations and Access Professional Resources. Teachers College Record, 112(7).