Researchers from the University of Missouri (MU) College of Education have received highly competitive grant awards to study topics such as school leadership, behavior intervention and writing skills.
The Institute of Education Sciences (IES), through the National Center for Education Research (NCER) and the National Center for Special Education Research (NCSER), announced $187 million in grant awards in July.
“These awards are a testament to the impact of the research going on in the College of Education,” said Matthew Burns, Associate Dean for Research.
“The results from these research grants will have a tremendous impact on children, families, schools, and communities. It is wonderful to see faculty in the College of Education receive recognition for their outstanding research pursuits,” said Kathryn Chval, Joanne H. Hook Dean’s Chair in Educational Renewal.
Click here for the full text of the IES news release and links to abstracts of other awarded projects.
The projects funded by the grants include:
“Evaluation of a Training Program to Promote Effective School Leadership”
Total funding: 5 years, $3.29 Million
Summary: The purpose of this project is to evaluate the efficacy of Safe and Civil School Leadership (SCSL), a professional development program designed to promote effective school leadership skills. SCSL focuses on equipping principals with the knowledge and skills to foster positive and safe learning climates using practical data-based decision making tools.
“Development of Assessment Tools and Educator Training to Support Tier 2 Behavioral Intervention Selection”
Total funding: 4 years, $1.4 Million
Summary: The overarching purpose of this project is to support the development and validation of the Intervention Selection Profile (ISP), a suite of brief problem identification tools. For students in need of support, the ISP will allow educators to quickly and easily collect problem identification data indicative of each student’s concerns, including the function of problem behaviors and deficits in positive skills, and select and adapt appropriate interventions in response.
“Supporting Teachers’ Implementation of Data-Based Instruction in Early Writing: An Efficacy Study”
Kristen McMaster, PI, University of Minnesota and Co-PI Erica Lembke
Total funding: 4 years, $3.29 Million
Summary: The purpose of this study is to examine the efficacy of Data-Based Instruction: Tools, Learning and Collaborative Support (DBI-TLC), aimed at improving teachers’ use of data to promote positive outcomes for children with intensive early writing needs.
“Implementing A Comprehensive Data-Based Coordinated System Of Care For School Districts To Promote Youth Academic Success And Social Emotional Development: A Researcher-Practitioner Partnership”
Wendy Reinke, PI (University of Missouri) and Co-PIs, Lou Ann Tanner-Jones and Sarah Owens, Boone County Schools Mental Health Coalition; Aaron Thompson, Keith Herman, and Frances Huang, University of Missouri; Darin Ford, Chris Felmlee, John Downs, Peter Stiepleman, Shawn Schultz, Lynn Proctor, Boone County Public Schools
Total funding: 2 years, $397,211
Summary: This project will validate the Early Identification System (EIS), an assessment of academic, behavioral, and emotional risk administered tri-annually to support the social, emotional and behavioral health of youth in Boone County, and investigate whether there is a relationship between EIS implementation and student academic and behavioral outcomes.