THE DEVELOPMENT OF NOVICE TEACHERS' ROLE-IDENTITIES AS DISCUSSION FACILITATORS IN SOCIAL STUDIES CLASSROOMS
Co-PI with A. Reisman, T. Patterson, and A. Kaplan
This longitudinal study follows two cohorts of preservice secondary social studies teachers in their first two years of classroom instruction. In this study, we conduct individual level time series analyses to generate developmental portraits of each participant's discussion facilitation practices.
Funded by the James S. McDonnell Foundation
REDUCING DISPARITIES IN BEHAVIORAL HEALTH TREATMENT FOR CHILDREN IN PRIMARY CARE
Co-I with T. Power (PI) and J. Mautone (PI)
Families of children with attention-deficit/hyperactivity disorder (ADHD) often have difficulty getting access to behavior therapy for their children. This project focuses on children and families of low-income, racial/ethnic minority background, who have particular difficulty getting access to behavior therapy. This study will compare behavior therapy integrated in primary care (PASS) to treatment as usual (TAU) informed by American Academy of Pediatrics (AAP) guidelines for the treatment of ADHD plus family education. In this study, behavior therapy will include components to address the unique needs of low-income families of minority status.
Funded by the Patient-Centered Outcomes Research Institute (PCORI)
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EVALUATION OF HOMEWORK, ORGANIZATION, AND PLANNING SKILLS (HOPS) PROGRAM: A CONCEPTUAL REPLICATION
Co-I with T. Power (PI) and J. Nissley-Tsiopinis (PI)
This is a conceptual replication study to assess the impact of the HOPS intervention in improving organizational skills, homework performance and academic performance among students who have been diagnosed with ADHD.
Funded by the Institute of Education Sciences (IES)
ASSESSING THE ROLE OF COVARIATES AND MATCHING IN IMPROVING BOUNDS FOR GENERALIZATION AND IN UNDERSTANDING GENERALIZATIONS OVER TIME
This project explored two extensions to current generalization research: (1) the role of covariates and assumptions on the performance of design- and model-based estimators and; (2) the extent to which changes in populations affect the generalizability of study results. The first part of this project assessed the impact of varying degrees of violations in sampling ignorability on the RMSE and bias of the subclassification estimator. The second part of this project used longitudinal data to track population changes over time and to evaluate the effect on generalizations.
Funded by the Spencer Foundation