Project Activities
Fellows from Curry School of Education's doctoral programs in applied developmental science and education policy received 4-year fellowships, and those recruited during the latter years of their doctoral program in their home department in other fields (such as psychology, economics, sociology) received 2-year fellowships.
The program integrated the use of theoretical models of causal inference from various sciences (such as psychology, economics, biostatistics) with research designs, analytic techniques and methods that support causal inferences in studies of classroom and program effects. VEST focused on three substantive research topics: (a) teacher quality, (b) early childhood, and (c) social and behavioral contexts for academic learning. The program was arranged around five training mechanisms: (1) a 2-year, 4-semester education science seminar, (2) five methods courses that include a course in randomized control trials (RCTs) and hierarchical linear modeling, (3) a research apprenticeship involving work on an RCTs and/or use of quasi-experimental methods that support causal inference, (4) two training workshops per year in advanced statistical modeling or design, and (5) speaker series presentations with discussions.
Key outcomes
Thirty-seven 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:
IES is in the process of updating citations for training grants. In the meantime, you can find publications associated with this grant in ERIC and by using Google Scholar.
Journal Articles
Henneberger, A. K., Varga, S. M., Moudy, A., & Tolan, P. H. (2016). Family functioning and high risk adolescents' aggressive behavior: Examining effects by ethnicity. Journal of youth and adolescence, 45(1), 145-155.
Sabol, T.J. & Pianta, R.C. (2012). Patterns of School Readiness Forecast Achievement and Socioemotional Development at the End of Elementary School. Child Development, 83: 282-299. https://doi.org/10.1111/j.1467-8624.2011.01678.x
Sabol, T.J.& Pianta, R.C. (2012). Recent trends in research on teacher–child relationships, Attachment & Human Development, 14:3, 213-231, DOI: 10.1080/14616734.2012.672262
Updated November 2022
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Additional project information
Several fellows also received funding from award R305B040049.
Related projects
Questions about this project?
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