Douglas Powell

Associated IES Content

Grant

Impact of the Project Approach on Children's School Readiness and School Achievement

Federal funding program:
Preschool Curriculum Evaluation Research
Award number:
R305J020027
Grant

Professional Development in Early Reading (Classroom Links to Early Literacy)

In this study, the researchers proposed to compare two variants of a semester-long professional development (PD) for early childhood practitioners to help develop a refined model of PD. The PD variants they were comparing incorporated coaching, workshops, and case examples to improve teacher practices and child literacy outcomes. In the early 2000s, research was indicating that high- quality preschool interventions focused on early reading improved skills that predicted subsequent reading ab...
Federal funding program:
Education Research Grants
Award number:
R305M040167

FY2012

Single-Session Panels

FY2014

FY2014 Single-Session Peer Review Panel

FY2013

FY2013 Single-Session Peer Review Panel

FY2010 IES Peer Reviewers

FY2010 IES Research Peer Review Panel

FY2009 IES Peer Reviewers

FY2009 IES Research Peer Review Panel

FY2008 IES Peer Reviewers

FY2008 IES Research Peer Review Panel
Grant

Classroom Links to Vocabulary and Phonological Sensitivity Skills

The press for improved early literacy outcomes has increased exponentially for preschool education programs targeted to at-risk children in the United States. Recent federal and state policies aimed at eliminating student achievement gaps in elementary schools have bolstered the expectation that a primary purpose of pre-kindergarten education is to promote the acquisition of knowledge and skills linked to later reading success. The policies are supported by a growing research literature on t...
Federal funding program:
Education Research Grants
Award number:
R305B070605

FY2007 IES Peer Reviewers

FY2007 IES Research Peer Review Panel

FY2006 IES Peer Reviewers

FY2006 IES Peer Reviewers
Grant

Postdoctoral Training in Early Childhood Research

The goal of this program was to provide recent PhD recipients with intensive training in curriculum intervention and teacher quality research in early childhood classrooms.
Federal funding program:
Research Training Programs in the Education Sciences
Award number:
R305B050030
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