Key outcomes
The training program was housed in the department of psychology within the applied developmental PhD program and also included faculty mentors from the departments of sociology, economics, epidemiology, and multiple departments within the School of Education. Fellows learned advanced statistical skills to analyze project data on a diverse set of topics with an emphasis on the study of low-income and bilingual populations in urban settings who are at risk for poor educational outcomes. The program included a rigorous seven-course methodology core and supporting content and elective courses tailored to student's professional interests. These courses served as the central training program theme and were to provide all fellows with a strong foundation in quantitative research designs and statistical methods applicable to educational research.
Twenty-five fellows received funding support from this award and completed the training program.
People and institutions involved
IES program contact(s)
Completed fellows
Products and publications
ERIC Citations: Find available citations in ERIC for this award here.
Select Publications From Completed Fellows:
Delgado, C. E. F., Vagi, S. J., & Scott, K. G. (2005). Early risk factors for speech and language impairments. Exceptionality, 13, 173-191.
Delgado, C. E. F., Vagi, S.J., & Scott, K. G. (2007). Identification of early risk factors for developmental delay. Exceptionality, 15 (2), 119–136.
Johnson, K.C., DesJardin, J.L., Barker, D.H., Quittner, A.L., & Winter, M.E. (2007). Joint attention and symbolic play skills in children with additional disabilities who receive cochlear implants: Two case studies. Otology & Neurotology, 29, 246-250.
Penfield, R.D., Alvarez-Gattamorta, K., Lee, O. (2009). Using a taxonomy of differential step functioning form to improve the interpretation of DIF in polytomous items. Applied Measurement in Education, 22(1): 61-78.
Penfield, R. D., Alvarez-Gattamorta, K., & Childs, R. A. (2009). An NCME instructional module on using differential step functioning to refine the analysis of DIF in polytomous items. Journal of Educational Measurement, 28(1): 38-49.
Quintana, G. A. (2007). Visual representations of mathematics. In E. Provenzo (Ed.), Alternative Literacies. Thousand Oaks, CA: Sage Publications.
Quintana, G. A. (in press). Predicting college aspirations among Hispanic subgroups. Educational Policy.
Quintana, G. A. (in press). Standardized testing. In E. Provenzo (Ed.), Encyclopedia of the Social and Cultural Foundations of Education. Thousand Oaks, CA: Sage Publications.
Quittner, A.L., Barker, D.H., Snell, C., Cruz, I., McDonald, L., Grimley, M.E., Botteri, M., Marciel, K., & CDaCI Investigative Team (in press). Improvements in visual attention after cochlear implantation. Audiological Medicine.
Munis, P., Greenfield, D. B., Henderson, H. A., & George, J. (2007). Development and validation of the Preschool Temperament Classification System for use with teachers. Early Childhood Research Quarterly, 22, 440-450.
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
