Project Activities
In 2004, Northwestern University established the Multidisciplinary Program in Education Sciences (MPES) (R305B040098) training program, followed by an additional grant in 2008. Through this 2014 grant, MPES continued to provide doctoral students from a variety of disciplines (including economics, human development, learning sciences, psychology, sociology and statistics) the knowledge, expertise, and technical skills to conduct rigorous empirical research that is also usable and useful in the policy and practice worlds.
Over the course of this grant, MPES recruited and provided training to doctoral students, offering them 3-year training fellowships that included annual tuition and benefits, $30,000 stipends, and a small research/travel fund.
Fellows participated in an interdisciplinary core curriculum that included (a) multidisciplinary training in policy research and evaluation, design, cognition and student learning, mathematics and reading, and human development and (b) rigorous methodological training that addressed both quantitative and qualitative approaches. Fellows received additional training through workshops, a proseminar, and research apprenticeship with Northwestern faculty. All fellows also participated in a year-long research practicum experience offered in conjunction with MPES's partner district, Evanston Township High School (ETHS). In the practicum, fellows diagnosed and defined a problem using their research skills and then, using the findings from their diagnostic work, engaged in research to address the problem. MPES also offered fellows opportunities to participate in a 10-week summer research internship at the American Institutes for Research (AIR).
The total projected costs of the training program are $5,580,671. In addition to the $3,931,552 grant from IES, Northwestern University committed to contributing $1,369,645 in cost sharing plus another $279,474 to provide 1 year of training to the final cohort of MPES fellows after the IES grant concluded.
Key outcomes
Twenty-two fellows received funding support from this award and completed the training program.
People and institutions involved
IES program contact(s)
Project contributors
Completed fellows
Products and publications
Project website:
Publications:
ERIC Citations: Find available citations in ERIC for this award here.
Select Publications From Completed Fellows:
In addition to publications available in ERIC, you can find publications associated with this grant by using Google Scholar.
Alzen, J. L., Edwards, K., Penuel, W. R., Reiser, B. J., Passmore, C., Griesemer, C. D., ... & Buell, J. Y. (2023). Characterizing relationships between collective enterprise and student epistemic agency in science: A comparative case study. Journal of Research in Science Teaching, 60(7).
Anderson, E. M., Chang, Y. J., Hespos, S., & Gentner, D. (2018). Comparison within pairs promotes analogical abstraction in three-month-olds. Cognition, 176, 74-86.
Anderson, E. M., Chang, Y. J., Hespos, S., & Gentner, D. (2022). No evidence for language benefits in infant relational learning. Infant Behavior and Development, 66, 101666.
Anderson, E. M., Hespos, S. J., & Rips, L. J. (2018). Five-month-old infants have expectations for the accumulation of nonsolid substances. Cognition, 175, 1-10.
Anderson, E. M., Shivaram, A., Hespos, S., & Gentner, D. (2023). The Less is More Paradox in Relational Learning. In Proceedings of the Annual Meeting of the Cognitive Science Society (Vol. 45, No. 45).
Blaushild, N. L. (2023). “It’s Just Something That You Have to Do as a Teacher” Investigating the Intersection of Educational Infrastructure Redesign, Teacher Discretion, and Educational Equity in the Elementary ELA Classroom. The Elementary School Journal, 124(2), 219-244.
Blaushild, N. L., & Seelig, J. L. (2024). “Love the One You’re With”: The Logic (s) of School Leaders’ Approaches to Human Capital Management. American Journal of Education, 130(3), 000-000.
Browman, A. S., Destin, M., Carswell, K. L., & Svoboda, R. C. (2017). Perceptions of socioeconomic mobility influence academic persistence among low socioeconomic status students. Journal of Experimental Social Psychology, 72, 45-52.
Browman, A. S., Svoboda, R. C., & Destin, M. (2022). A belief in socioeconomic mobility promotes the development of academically motivating identities among lowsocioeconomic status youth. Self and Identity, 21(1), 42-60.
Castillo-Lavergne, C. M., & Destin, M. (2019). How the intersections of ethnic and socioeconomic identities are associated with well-being during college. Journal of Social Issues, 75(4), 1116-1138.
Destin, M., & Svoboda, R. C. (2017). A brief randomized controlled intervention targeting parents improves grades during middle school. Journal of Adolescence, 56, 157-161.
Destin, M., & Svoboda, R. C. (2018). Costs on the mind: The influence of the financial burden of college on academic performance and cognitive functioning. Research in Higher Education, 59, 302-324.
Fitzgerald, K. G., & Tipton, E. (2022). The meta-analytic rain cloud plot: A new approach to visualizing clearinghouse data. Journal of Research on Educational Effectiveness, 15(4), 848-875.
Fitzgerald, K. G., & Tipton, E. (2024). A knowledge mobilization framework: Toward Evidence-based statistical communication practices in education research. Journal of Research on Educational Effectiveness, 17(3), 540-560.
Handsman, E. (2021). From virtue to grit: Changes in character education narratives in the US from 1985 to 2016. Qualitative Sociology, 44, 271-291.
Healy, O. J., & Heissel, J. A. (2022, May). Gender disparities in career advancement across the transition to parenthood: evidence from the Marine Corps. In AEA Papers and Proceedings (Vol. 112, pp. 561-567). 2014 Broadway, Suite 305, Nashville, TN 37203: American Economic Association.
Hespos, S. J., Ferry, A., Anderson, E., Hollenbeck, E., & Rips, L. (2016). Five-month-old infants have expectations about how substances behave and interact. Psychological Science, 27(2), 244 – 256. doi:10.1177/0956797615617897.
Hespos, S. J., Anderson, E., & Gentner, D. (2020). Structure-mapping processes enable infants’ learning across domains including language. Language and concept acquisition from infancy through childhood: Learning from multiple exemplars, 79-104.
Hittner, E. F., & Adam, E. K. (2020). Emotional pathways to the biological embodiment of racial discrimination experiences. Psychosomatic medicine, 82(4), 420-431.
Hittner, E. F., & Haase, C. M. (2021). Empathy in context: Socioeconomic status as a moderator of the link between empathic accuracy and well-being in married couples. Journal of Social and Personal Relationships, 38(5), 1633-1654.
Hittner, E. F., Stephens, J. E., Turiano, N. A., Gerstorf, D., Lachman, M. E., & Haase, C. M. (2020). Positive affect is associated with less memory decline: Evidence from a 9-year longitudinal study. Psychological Science, 31(11), 1386-1395.
Jackson, C. K., Wigger, C., & Xiong, H. (2021). Do school spending cuts matter? Evidence from the Great Recession. American Economic Journal: Economic Policy, 13(2), 304-335.
Larison, S., Richards, J., & Sherin, M. G. (2024). Tools for supporting teacher noticing about classroom video in online professional development. Journal of Mathematics Teacher Education, 27(2), 139-161.
Kessler, C. L., Vrshek-Schallhorn, S., Mineka, S., Zinbarg, R. E., Craske, M., & Adam, E. K. (2023). Experiences of adversity in childhood and adolescence and cortisol in late adolescence. Development and Psychopathology, 35(3), 1235-1250.
Morel, R. P., Coburn, C., Catterson, A. K., & Higgs, J. (2019). The multiple meanings of scale: Implications for researchers and practitioners. Educational Researcher, 48(6), 369-377.
Peurach, D. J., Yurkofsky, M. M., Blaushild, N., Sutherland, D. H., & Spillane, J. P. (2020). Analyzing instructionally focused education systems: Exploring the coordinated use of complementary frameworks. Peabody Journal of Education, 95(4), 336-355.
Rompilla Jr, D. B., Hittner, E. F., Stephens, J. E., Mauss, I., & Haase, C. M. (2022). Emotion regulation in the face of loss: How detachment, positive reappraisal, and acceptance shape experiences, physiology, and perceptions in late life. Emotion, 22(7), 1417.
Sabol, T. J., Busby, A. K., & Hernandez, M. W. (2021). A critical gap in early childhood policies: Children’s meaning making. Translational Issues in Psychological Science, 7(1),
Sabol, T. J., Kessler, C. L., Rogers, L. O., Petitclerc, A., Silver, J., Briggs-Gowan, M., & Wakschlag, L. S. (2022). A window into racial and socioeconomic status disparities in preschool disciplinary action using developmental methodology. Annals of the New York Academy of Sciences, 1508(1), 123-136.
Salomon M. M., & Rips, L. J. (2016). The Permeability of Fictional Worlds. In A. Papafragou, D. Grodner, D. Mirman, & J.C. Trueswell (Eds.), Proceedings of the 38th Annual Conference of the Cognitive Science Society (pp. 2111-2116). Philadelphia, PA: Cognitive Science Society.
Salomon, M., & Ward, G. (2017). Semantic/pragmatic factors affecting the salience of transfer verb arguments. Proceedings of the Linguistic Society of America, 2, 2-1.
Salomon-Amend, M. M., Radvansky, G. A., & Anderson, S. E. (2017). What’s Done is Done: Verb Aspect and Verbatim Memory. Collabra: Psychology, 3(1), 22.
Salomon-Amend, M. M., & Rips, L. J. (2023). How do we regard fictional people? How do they regard us?. Psychonomic Bulletin & Review, 30(6), 2371-2386.
Schauer, J. M., Fitzgerald, K. G., Peko-Spicer, S., Whalen, M. C., Zejnullahi, R., & Hedges, L. V. (2021). An evaluation of statistical methods for aggregate patterns of replication failure. The Annals of Applied Statistics, 15(1), 208-229.
Schauer, J. M., & Hedges, L. V. (2020). Assessing heterogeneity and power in replications of psychological experiments. Psychological bulletin, 146(8), 701.
Schauer, J. M., Kuyper, A. M., Hedberg, E. C., & Hedges, L. V. (2020). The Effects of Microsuppression on State Education Data Quality. Journal of Research on Educational Effectiveness, 13(4), 794-815.
Schroeder, S. R., Salomon, M. M., Galanter, W. L., Schiff, G. D., Vaida, A. J., Gaunt, M. J., ... & Lambert, B. L. (2017). Cognitive tests predict real-world errors: the relationship between drug name confusion rates in laboratory-based memory and perception tests and corresponding error rates in large pharmacy chains. BMJ Quality & Safety, 26(5), 395-407.
Stephens, J. E., Rompilla Jr, D. B., Hittner, E. F., Mittal, V. A., & Haase, C. M. (2023). Executive functioning and nontarget emotions in late life. Emotion, 23(1), 97.
Villaume, S. C., Stephens, J. E., Nwafor, E. E., Umaña-Taylor, A. J., & Adam, E. K. (2021). High parental education protects against changes in adolescent stress and mood early in the COVID-19 pandemic. Journal of Adolescent Health, 69(4), 549-556.
Villaume, S. C., Stephens, J. E., Craske, M. G., Zinbarg, R. E., & Adam, E. K. (2024). Sleep and daily affect and risk for major depression: day-to-day and prospective associations in late adolescence and early adulthood. Journal of Adolescent Health, 74(2), 388-391.
Wei, W. S., McCoy, D. C., Busby, A. K., Hanno, E. C., & Sabol, T. J. (2021). Beyond neighborhood socioeconomic status: Exploring the role of neighborhood resources for preschool classroom quality and early childhood development. American Journal of Community Psychology, 67(3-4), 470-485.
Wu, D. J., Svoboda, R. C., Bae, K. K., & Haase, C. M. (2021). Individual differences in sadness coherence: Associations with dispositional affect and age. Emotion, 21(3), 465.
Zivic, A., Smith, J. F., Reiser, B. J., Edwards, K. D., Novak, M., & McGill, T. A. W. (2018). Negotiating epistemic agency and target learning goals: Supporting coherence from the students' perspective. Proceedings of 11th International Conference of the Learning Sciences (ICLS 2018), Vol 1, London, UK: 25-32.
Related projects
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
