Project Activities
During the training, fellows took coursework, attended professional development and colloquium series, and participated in weekly research team and cross-team "lab-style" meetings to share research ideas and get feedback. They also conducted rigorous longitudinal and mixed-methods research with their mentors on programs and policies that develop and support school leader effectiveness and the trajectories and career pathways of leaders. In addition, the fellows built professional skills and professional networks to promote their success in education research.
Key outcomes
As proposed, the program recruited and trained 4 fellows. Through participation in the training, the fellows developed the necessary methodological and theoretical background to conduct high-quality, scientifically valid research and to communicate research effectively to education practitioners and policymakers.
People and institutions involved
IES program contact(s)
Project contributors
Completed fellows
Products and publications
Publications:
ERIC Citations: Find available citations in ERIC for this award here.
Selected Publications by the Fellows:
Carroll, K., Wright, K., & Meier, K. J. (2019). Minority public administrators: Managing organizational demands while acting as an advocate. American Review of Public Administration, 49(7), 810-824.
Carroll, K., Patrick, S. K., & Goldring, E. (2021). School factors that promote teacher collaboration: Results from the Tennessee Instructional Partnership Initiative. American Journal of Education, 127(4), 501-530.
Cimpian, J. R., & Timmer, J. D. (2020). Mischievous responders and sexual minority youth survey data: a brief history, recent methodological advances, and implications for research and practice. Archives of Sexual Behavior, 49(4), 1097-1102.
Cimpian, J. R., & Timmer, J. D. (2020). Reflections on the Registered Report Process for "Large-Scale Estimates of LGBQ-Heterosexual Disparities in the Presence of Potentially Mischievous Responders". AERA Open, 6(2), 2332858420918535.
Dixon, L. L. (2020). From Statehood to School Desegregation: Racial Disparities in the Public Education of Mississippi, 1817-1969. AERA Open, 6(4).
Dixon, L. L., Dugger, S. M., & Hsu, H. Y. (2020). STEM magnet high schools and student intent to declare a STEM major. The Educational Forum. (Vol. 88, No. 1, pp. 79-93). Routledge.
Grissom, J. A., Timmer, J. D., Nelson, J. L., and Blissett, R. S. (2021). Unequal pay for equal work? Unpacking the gender gap in principal compensation. Economics of Education Review, 82: 102-114.
Lubienski, S. T., Ganley, C. M., Makowski, M. B., Miller, E. K., & Timmer, J. D. (2021). "Bold Problem Solving": A new construct for understanding gender differences in mathematics. Journal for Research in Mathematics Education, 52(1), 12-61.
Maranto, R., Teodoro, M. P., Carroll, K., & Cheng, A. (2019). Gendered ambition: Men's and women's career advancement in public administration. The American Review of Public Administration, 49(4), 469-481.
Nelson, J.L. (2019). How Organizational Minorities Form and Use Social Ties: Evidence from Teachers in Majority-White and Majority-Black Schools. American Journal of Sociology, 125(2): 382-430.
Nelson, J. L., Grissom, J. A., & Cameron, M. L. (2021). Performance, process, and interpersonal relationships: Explaining principals' perceptions of principal evaluation. Educational Administration Quarterly, 57(4), 641-678.
Nelson, J.L., Hegtvedt, K.A., Regine Haardörfer, R., and Hayward, J.L. (2019).Trust and respect at work: Justice antecedents and the role of coworker dynamics. Work & Occupations, 46(3): 307-338.
Nelson, J. L., & Vallas, S. P. (2021). Race and inequality at work: An occupational perspective. Sociology Compass, 15(10), e12926.
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
