Key outcomes
Fellows received training in a core discipline (education, sociology, or public health) and learned how to integrate research perspectives and techniques from other disciplines to produce more comprehensive and methodologically sophisticated research. The training program provided fellows with the expertise needed to conduct leading-edge research on improving programs and practices in grades K–12 by improving fellows' skills and providing them access to state-of-the-art research strategies being developed and implemented by the affiliated academic units. In particular, fellows served for two summers as intern teachers in summer learning programs with Baltimore city schoolchildren, took required courses in statistical techniques necessary for designing randomized field trials and analyzing resultant outcome data, participated in two research placements, and received additional methodological training over the summer sessions.
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:
Journal Articles
Bottiani, J. H., Bradshaw, C. P., Rosenberg, M. S., Hershfeldt, P. A., Pell, K. L., & Debnam, K. J. (2012). Applying double check to response to intervention: Culturally responsive practices for students with learning disabilities. Insights on Learning Disabilities: From Prevailing Theories to Validated Practices, 9(1), 93-108.
Ramsey, C. M., Parisi, J. M., Rebok, G. W., Gross, A., Tanner, E. K., Carlson, M. C., ... & Spira, A. P. (2016). Attendance and retention of older adults in school-based volunteer activities: The role of school climate. Journal of Intergenerational Relationships, 14(1), 27-42.
Ramsey, C. M., Spira, A. P., Parisi, J. M., & Rebok, G. W. (2016). School climate: Perceptual differences between students, parents, and school staff. School Effectiveness and School Improvement, 27(4), 629-641.
Rose, B. A., & Stein, M. L. (2014). Mechanisms for teacher outreach to parents in charter and traditional public schools. Journal of School Choice, 8(4), 589-617.
Zablotsky, B., Bradshaw, C. P., Anderson, C., & Law, P. (2012). Involvement in bullying among children with autism spectrum disorders: Parents' perspectives on the influence of school factors. Behavioral Disorders, 37(3), 179-191.
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
