IES Staff
Courtney Pollack
Education Research Analyst
NCSER
About
Mathematics and Science Education; Cognition and Student Learning
Associated IES Content
Grant
Efficacy of Prime Online: Teacher Professional Development for Inclusive Elementary Mathematics Classrooms
The purpose of this project is to test the efficacy of Prime Online, an online teacher professional development (PD) intervention to improve teachers' knowledge and practice and students' mathematics achievement. Research suggests that a substantial portion of the variability in students' mathematics achievement is related to the quality of teachers' instruction. However, little is known about effective ways to improve teachers' mathematics teaching, especially with students who struggle wit...
Federal funding program:
Award number:
R324A180135
Grant
5E Model Professional Development in Science Education for Special Educators (5E-SESE)
The purpose of this project is to develop the 5E Model Professional Development in Science Education for Special Educators (5E-SESE), an online system of professional development for special education teachers who are teaching science to students with significant cognitive disabilities (SCD). With many states adopting rigorous Next Generation Science Standards (NGSS), science achievement expectations for students with SCD are increasing. Yet teachers are not prepared to provide instruction t...
Federal funding program:
Award number:
R324A180202
Special Education Dissertation Research Fellowship Program
In this announcement, the Institute of Education Sciences (IES) describes its Special Education Dissertation Research Fellowship (Dissertation) Program funded through the National Center for Special Education Research.
AI-Augmented Learning for Individuals with Disabilities
IES has partnered with the National Science Foundation (NSF) in a new funding initiative to encourage scientists to focus on research and development of AI-driven innovations to radically improve human learning and education. This initiative is the National Artificial Intelligence (AI) Research Institutes—Accelerating Research, Transforming Society, and Growing the American Workforce solicitation. NCSER plans to support research under Theme 6 Track B—AI-Augmented Learning for Individuals with Di
Grant
Extending the Reach of Evidence-Based Practices to Support Student Attention and Behavior Through Technology
The purpose of this study is to integrate digital health (dHealth) technology into the Collaborative Life Skills Program (CLS), an established, school-based behavioral intervention for students with ADHD, to make the program accessible to schools that serve students from low-socioeconomic (SES) backgrounds. Existing evidence-based interventions for students with ADHD are often inaccessible in schools with limited resources to support implementation. By adapting CLS to include a dHealth tool-...
Federal funding program:
Award number:
R324A240184
Grant
Longitudinal Evaluation of Promotive and Protective Factors for Academic Functioning for Students with ADHD Across the Transition to Middle School
This study will examine whether resilience factors-such as school connectedness, social support, and student engagement-predict academic and socio-emotional skills for middle school students with attention-deficit/hyperactivity disorder (ADHD) and whether resilience factors may differ for girls and boys. Although prior research has identified multiple risk factors that increase the probability that students with ADHD will experience educational difficulties, how strength-based factors may co...
Federal funding program:
Award number:
R324A240155
Grant
Evaluation of the K-5 Second Step Social-Emotional Learning Program and Bully Prevention Unit: Impact on Youth Violence and School Climate Among Students With and at Risk for Disability Identification
This study will evaluate the impact of a social and emotional learning (SEL) program plus a bully prevention program for students in grades K–5 on SEL, academic, and school climate outcomes. Bullying has become a pervasive problem in the United States. Although policies mandate that schools address bullying, many programs do not identify or target specific student populations who may be at heightened risk for involvement, such as students with or at risk for disabilities. Interventions are...
Federal funding program:
Award number:
R324A240131
Grant
Impact of Disability Anti-bullying Training for Elementary Special and General Education Teachers (PROJECT DIAL): Impact on Teacher Awareness and Self-Efficacy and Student Outcomes
This study will evaluate the impact of an online bullying prevention professional development program-Disability Anti-Bullying Training for Elementary Special and General Education Teachers (DIAL PD)-on teacher self-efficacy, skills, and practices in bullying identification, prevention, and mitigation among youth with or at risk for disabilities. Bullying remains a pervasive problem for school-aged youth in the U.S., especially for students with disabilities, who are disproportionately invol...
Federal funding program:
Award number:
R324A240188
Grant
Advancing Equity in the Implementation of Comprehensive Behavioral Health Supports for Youth with or At Risk for Disabilities
The purpose of this project is to develop Advancing Equity (AE), a training and coaching intervention to center equity in the design and implementation of Tier 1 supports within multi-tiered systems of support (MTSS) for social-emotional-behavioral (SEB) health across elementary and secondary schools. Students' SEB functioning is inextricably linked to academic success and lifelong outcomes. Support for SEB functioning for racially and ethnically minoritized students with or at risk for disa...
Federal funding program:
Award number:
R324A230139
Grant
Math Words: Vocabulary Support for Students Experiencing Difficulty in Mathematics
The purpose of this project is to develop Math Words, an intervention designed to improve the understanding of mathematics vocabulary for third and fourth grade students with or at risk for disability in math. Success with math involves understanding the language of math, which may be through interpretation of numbers, symbols, and words but also through speaking, listening, reading, and writing. Math vocabulary is complex because math terms may have multiple meanings across content areas (s...
Federal funding program:
Award number:
R324A230238
Grant
Examining the Efficacy of Aligning Core Content-Area Reading Instruction and Small Group Reading Intervention for Students with Reading Disabilities (Project ALIGN)
The purpose of this project is to evaluate the efficacy of aligned reading comprehension and vocabulary instruction across instructional settings for students with reading disabilities (SWRD) in grade 5. There has been a long-standing pattern of no or small effects in reading comprehension research for upper elementary SWRD. New approaches to improving reading comprehension require system-wide change that addresses instruction across the school day rather than in segmented, isolated interven...
Federal funding program:
Award number:
R324A230239
Grant
ImPACTO: Partnering for Autism Focused Social Communication Intervention With Transborder Latine Caregivers
The Principal Investigator (PI) will conduct a program of research focused on improving outcomes for Latine transborder caregivers and their young children with or at risk for autism. The PI will also participate in mentoring and training to build skills related to community-engaged cultural adaptation, mixed methods, and single-case design research. Early intervention for Latine children on the autism spectrum is challenging as there are systemic barriers that prevent families from receivin...
Federal funding program:
Award number:
R324B230011
Grant
Project SELF: Teaching High School Students With Disabilities to Self-Regulate Their Behavior
The Principal Investigator (PI) will conduct a program of research focused on improving self-regulation for high school students with disabilities and challenging behavior. The PI will also participate in mentoring and training to build skills related to school-based experimental research, iterative intervention development, and grant writing and management. Students with disabilities can experience social, emotional, and behavior problems at significantly higher rates than their peers witho...
Federal funding program:
Award number:
R324B230012
Grant
Preparing Preschool Teachers to Engage in Reliable and Individualized Progress Monitoring Practices using an Online Asynchronous Training
The Principal Investigator (PI) will conduct a program of research for improving progress monitoring practices among preschool teachers while participating in mentoring and training activities around research methods, dissemination, and being an efficient and effective faculty member. Despite agreement between early childhood educators and professional organizations on the importance of progress monitoring in preschool classrooms, many preschool teachers do not engage in these practices regu...
Federal funding program:
Award number:
R324B210002
Grant
Enhancing Engagement: Investigating Adaptations to Commonly Used Interventions for Elementary Students with Challenging Behavior
The Principal Investigator (PI) will conduct a program of research designed to improve intervention and outcomes for students with or at risk for emotional and behavioral disorders (EBD) as well as participate in career development activities to expand knowledge and skills related to research methods, project management, and behavioral interventions. Challenging behavior significantly limits student access to ongoing instruction in general education, leading to negative long-term outcomes. B...
Federal funding program:
Award number:
R324B210007
Grant
Project RISE: Examining Teachers' Reading Instruction, Supports, and Expertise for Students with Intellectual and Developmental Disabilities
The Principal Investigator (PI) will conduct a program of research to examine reading instruction for elementary school students with intellectual and developmental disabilities (IDD) and how it relates to their reading growth. The PI will also participate in mentoring and training activities to develop expertise in longitudinal data analysis, school-based research, open science practices, and grant writing and management. Research has identified characteristics of effective instruction for ...
Federal funding program:
Award number:
R324B210020
Grant
Enhancing Peer Network Interventions to Improve Social Communication, Play, and Peer Relationships for Minimally Verbal Students with Autism
The Principal Investigator (PI) will conduct a program of research focused on improving social, communication, and developmental outcomes for minimally verbal students with autism (ASD). The PI will also participate in mentoring and training to build skills related to intervention development, measurement of language and communication, interdisciplinary research, and grant writing and dissemination. Strengthening peer interactions and relationships for children with ASD who are minimally ver...
Federal funding program:
Award number:
R324B210004
Grant
Examining the Efficacy of a Fraction Sense Intervention Grounded in Principles From the Science of Learning
The purpose of this project is to examine the efficacy of the fraction sense intervention (FSI), developed with funding from an IES grant, on student mathematics performance to understand mediators and moderators of the effects on student outcomes. Competence with fractions is crucial for success in math as well as for many careers and vocations. Students who leave 6th grade without fundamental understandings of fractions may experience cascading difficulties that lead to lifelong avoidance ...
Federal funding program:
Award number:
R324A200140
Grant
Postdoctoral Research Training in Special Education: A Research to Practice Model
The postdoctoral research program will provide postdoctoral fellows with extensive research training in the areas of autism spectrum disorder (ASD) and emotional and behavioral disorders (EBD). The overarching goal of this program is to provide four fellows (with 2 years of training each) with a foundation in rigorous scientific methodology so that they can ultimately contribute to the field of special education in a way that is meaningful to practitioners.
Federal funding program:
Award number:
R324B200021
Grant
Multi-Tiered Systems of Support and Methodological Skill Development
The postdoctoral research program will provide postdoctoral fellows with extensive research training in multi-tiered systems of support (MTSS), including the development and evaluation of interventions for students with disabilities and innovative and robust methodology, such as a sequential, multiple assignment, randomized trials. The overarching goal of this program is to prepare four fellows (with 2 years of training each) to conduct rigorous intervention research focused on students with dis
Federal funding program:
Award number:
R324B200012
Grant
Build the FRaME: Using Feedback, Reflection, and Multimedia to Teach Evidence-Based Practices for Effective Classroom Management
Teachers nationwide report feeling underprepared to manage classrooms that include students with disabilities or students who demonstrate problematic behaviors that escalate to class wide disruption. Teacher candidates and novice teachers report significantly lower self-efficacy concerning their ability to affect student outcomes and behaviors compared with experienced teachers. The research team will address this need by developing a feasible and sustainable multimedia intervention that, wh...
Federal funding program:
Award number:
R324A200061
Grant
Developing an Instructional Leader Adaptive Intervention Model (AIM) for Supporting Teachers as They Integrate Evidence-Based Adolescent Literacy Practices School-Wide (Project AIM)
The purpose of this project is to develop an adaptive intervention model (AIM) used by instructional leaders to provide ongoing professional development (PD) to content-area middle school teachers as they implement Tier 1 evidence-based literacy practices. Significant numbers of adolescents do not adequately understand complex texts, impeding their school success, access to postsecondary learning, and job opportunities. The problem is even greater for students with disabilities, as evidenced...
Federal funding program:
Award number:
R324A200012
Grant
Exploring Cognitive and Foundational Processes Underlying Pre-Algebra Among Students With and Without Mathematics Learning Difficulties
The purpose of this project is to explore the domain-general cognitive and domain-specific foundational processes that underlie pre-algebra. Specifically, the project will (a) identify explicit links among cognitive and foundational processes, and pre-algebra competence among seventh graders with mathematics learning difficulties (MD) versus typically developing students (TYP), (b) explore whether cognitive processes indirectly contribute to pre-algebra competence through foundational mathem...
Federal funding program:
Award number:
R324A220268
Grant
Systematic Replication of Pre-K Mathematics Tutorial: The Effect of Variation in the Intervention Delivery Model on Mathematics Achievement of At-Risk Preschool Children
The goal of this project is to replicate the efficacy of an intensive Tier 2 math intervention, Pre-K Mathematics Tutorial (PKMT), for pre-k children at risk for mathematics difficulties, and compare the relative effectiveness of two delivery models (Pull-Out vs. In-Class) for implementing the intervention. Math difficulties occur early in childhood and are associated with negative long-term outcomes. PKMT is designed to address these difficulties by providing intensive instruction on a core...
Federal funding program:
Award number:
R324R200011
Grant
Postdoctoral Research Training Program in Early Interventions Within Research-Practice Partnerships
This training program will provide fellows with extensive research training (related to intervention development, initial efficacy, and measurement) concentrated on developmental and academic outcomes of preschool and early elementary children with or at risk for disabilities. The overarching goal of this program is to prepare four fellows (with 2 years of training each) to lead rigorous and relevant research within research-practice-partnerships (RPPs).
Federal funding program:
Award number:
R324B200018
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