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Postdoctoral Research Training Program in the Education Sciences

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Network for Integrating Cognitive and Educational Sciences (NICE) Postdoctoral Research Training Grant Program

Year: 2015
Name of Institution:
Temple University
Goal: Training
Principal Investigator:
Newcombe, Nora S.
Award Amount: $656,649
Award Period: 3 years (9/1/2015-8/31/2018)
Award Number: R305B150014

Description:

Co-Principal Investigators: Julie L. Booth, Kathryn Hirsh-Pasek, Annemarie H. Hindman

The focus of this training program is to prepare postdoctoral fellows to apply cognitive science principles to crucial issues in education, with a special focus on mathematics, language development, and early learning. Fellows will be recruited from psychology and education departments and be paired with a faculty advisor from each of these two fields. During their training, fellows will strengthen their ability to conduct classroom-based research and to use sophisticated research methods and statistics. Each of the four fellows will be trained for 2 years. They will work on existing research grants, conduct independent research, work collaboratively with other researchers across fields, and hone professional skills (e.g., writing, presenting, managing research).

Postdoctoral Fellows

Begolli, Kreshnik
Bustamante, Andres
Hallinen, Nicole
McMillan, Brianna

Publications

Book chapter

Booth, J.L., McGinn, K.M., Barbieri, C., Begolli, K.N., Chang, B., Miller-Cotto, D., Young, L.K., and Davenport, J.L. (2017). Evidence for Cognitive Science Principles that Impact Learning in Mathematics. In D. Geary, D.B. Berch, R. Ochsendorf and K. Koepke (Eds.), Acquisition of Complex Arithmetic Skills and Higher-Order Mathematics Concepts (pp. 297–325). Academic Press.

Journal article, monograph, or newsletter

Bustamante, A. S., Hindman, A. H., Champagne, C. R., and Wasik, B. A. (2018). Circle Time Revisited: How Do Preschool Classrooms Use This Part of the Day? The Elementary School Journal, 118(4), 610–631.

Bustamante, A., Greenfield, D., and Nayfeld, I. (2018). Early Childhood Science and Engineering: Engaging Platforms for Fostering Domain-General Learning Skills. Education Sciences, 8(3), 144.

Bustamante, A. S., and Hindman, A. H. (2018). Construyendo en la Fuerza: Approaches to Learning and School Readiness Gains in Latino Children Served by Head Start. Early Childhood Research Quarterly. DOI: 10.1016/j.ecresq.2018.06.003

Hassinger-Das, B., Bustamante, A. S., Hirsh-Pasek, K., and Golinkoff, R. M. (2018). Learning Landscapes: Playing the Way to Learning and Engagement in Public Spaces. Education Sciences, 8(2), 74.

Hindman, A. H., and Bustamante, A. S. (2018). Teacher Depression as a Dynamic Variable: Exploring the Nature and Predictors of Change Over the Head Start Year. Journal of Applied Developmental Psychology. DOI: 10.1016/j.appdev.2018.09.004

Kuo, E., Hallinen, N. R., and Conlin, L. D. (2017). When Procedures Discourage Insight: Epistemological Consequences of Prompting Novice Physics Students to Construct Force Diagrams. International Journal of Science Education, 39(7), 814–839.

Richland, L. E., and Begolli, K. N. (2016). Analogy and Higher Order Thinking: Learning Mathematics as an Example. Policy Insights from the Behavioral and Brain Sciences, 3(2), 160–168. Full text

Richland, L. E., Begolli, K. N., Simms, N., Frausel, R. R., and Lyons, E. A. (2017). Supporting Mathematical Discussions: The Roles of Comparison and Cognitive Load. Educational Psychology Review, 29(1), 41–53.