University of Pittsburgh School of Education
 

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Instruction and Learning - Grants

2016 NWP Advanced Institute to Scale-Up the College-Ready Writers Program

Dates: 3/1/2016 - 6/30/2017
Funding Amount: $20,911
Funder: National Writing Project
Investigator: Amanda Godley

A Promotora-Mediated, Family-Based Intervention to Prevent Obesity in Latino Preschool Children

The purpose of the proposed research is to develop and evaluate the feasibility and effectiveness of a family-based, promotora-mediated child obesity intervention. The proposed study will employ a mixed methods sequential research design, organized into two major phases: Phase I: Conduct language-stratified focus groups and cognitive interviews with Latino parents of preschool children to inform the development of a culturally-appropriate intervention and measures; Phase II: Test the feasibility and effectiveness of the intervention.
Dates: 3/1/2015 - 2/28/2016
Funding Amount: $263,021
Funder: National Institutes of Health
Investigator: Caryn P. Martin

A Promotora-Mediated, Family-Based Intervention to Prevent Obesity in Latino Preschool Children

The purpose of the proposed research is to develop and evaluate the feasibility and effectiveness of a family-based, promotora-mediated child obesity intervention. The proposed study will employ a mixed methods sequential research design, organized into two major phases: Phase I: Conduct language-stratified focus groups and cognitive interviews with Latino parents of preschool children to inform the development of a culturally-appropriate intervention and measures; Phase II: Test the feasibility and effectiveness of the intervention.
Dates: 3/1/2016 - 2/28/2017
Funding Amount: $117,390
Funder: National Institutes of Health
Investigator: Caryn P. Martin

Designing for Equity by Thinking in and About Mathematics (3 year total obligated $528,241.78)

DEb-T-M will be a community of mathematical practice devoted to closing the opportunity gap for marginalized secondary mathematics students in Pittsburgh. The core partners are Pittsburgh Public Schools (PPS), the mathematics department at Carnegie Mellon University (CMU), The University of Pittsburgh (Pitt), and as the prime organization, Education Development Center (EDC). DEbT-M is truly partnership driven; it builds on longstanding work and collaboration in the partner institutions. Working closely with Pitt, PPS has sought to create more mathematical opportunities for disengaged students and underrepresented populations. It has initiated the adoption of a mathematically rigorous curriculum, and it has developed a nationally-recognized program of content-based professional development for teachers.
Dates: 10/1/2015 - 9/30/2016
Funding Amount: $241,310
Funder: Education Development Center, Inc.
Investigator: Charles Munter

Early Intervention/Early Childhood Special Education Autism Specialization

The purpose of this project is to address state and national needs for more, appropriately training early interventionists and early childhood special educators to work with children with autism under the age of 5 years, primarily in urban and suburban settings. The prevalence of autism has increased dramatically over the last 20 years. Specialized, intensive intervention approaches have been found to greatly improve the outcomes of these children, particularly if intervention begins when they are under 5 years of age and the interventions are implemented with fidelity.
Dates: 10/1/2015 - 9/30/2016
Funding Amount: $281,931
Funder: U.S. Department of Education
Investigator: Louise Kaczmarek

Pennsylvania Alternate System of Assessment (PASA) Reading & Math

The objective of this project is to 1) develop, produce, distribute and score the Pennsylvania Alternate System of Assessment (PASA) statewide alternate accountability assessment for students with the most severe cognitive disabilities; 2) train test administrators to improve the quality of the assessment for the target population; 3) train scorers and convene "scoring conferences" at which scoring will take place; 4) generate reports to school districts, service providers and parents on the results of the assessment and a report summarizing the performance of all students who were assessed on the PASA.
Dates: 7/1/2015 - 6/30/2016
Funding Amount: $3,919,752
Funder: Commonwealth of Pennsylvania
Investigator: Naomi Zigmond

Pennsylvania Alternate System of Assessment (PASA) Reading & Math

The objective of this project is to 1) develop, produce, distribute and score the Pennsylvania Alternate System of Assessment (PASA) statewide alternate accountability assessment for students with the most severe cognitive disabilities; 2) train test administrators to improve the quality of the assessment for the target population; 3) train scorers and convene "scoring conferences" at which scoring will take place; 4) generate reports to school districts, service providers and parents on the results of the assessment and a report summarizing the performance of all students who were assessed on the PASA.
Dates: 7/1/2016 - 6/30/2017
Funding Amount: $4,556,575
Funder: Commonwealth of Pennsylvania
Investigator: Naomi Zigmond

Pennsylvania Alternate System of Assessment (PASA) Science

The overall project goal is to develop, administer, score, analyze, and report on an alternate science assessment that is linked to grade-appropriate content (i.e. the PA science standards and the PA PSSA science assessment), accessible to the full range of students designated by their IEP team to take the alternate assessment, technically sound, and parallel in form and substance to the reading and math alternate assessments and to the PSSA.
Dates: 7/1/2015 - 6/30/2016
Funding Amount: $2,030,988
Funder: Commonwealth of Pennsylvania
Investigator: Steven Lyon

Pennsylvania Alternate System of Assessment (PASA) Science

The overall project goal is to develop, administer, score, analyze, and report on an alternate science assessment that is linked to grade-appropriate content (i.e. the PA science standards and the PA PSSA science assessment), accessible to the full range of students designated by their IEP team to take the alternate assessment, technically sound, and parallel in form and substance to the reading and math alternate assessments and to the PSSA.
Dates: 7/1/2016 - 6/30/2017
Funding Amount: $1,986,809
Funder: Commonwealth of Pennsylvania
Investigator: Steven Lyon

Restructuring and Improving Special Education (RISE)

The program, Restructuring and Improving Special Education (RISE), is designed to revise and redesign our current special education program to produce dually certified, master's level teachers in both special education and a content area with a secondary focus. This program will expand the current Special Education PreK-8 program offered at the University of Pittsburgh. Upon program completion, RISE graduates will meet teaching competencies promoting effective practices for improved achievement of adolescents with high-incidence disabilities.
Dates: 10/1/2015 - 9/30/2016
Funding Amount: $320,940
Funder: U.S. Department of Education
Investigator: Sheila Conway

The LEND Center of Pittsburgh

Program Goal: Provide intensive interdisciplinary leadershiop education for health care and education professional regarding children and adults with neurodevelopmental disabilities including autism spectrum disorders (ASD).
Dates: 7/1/2015 - 6/30/2016
Funding Amount: $22,930
Funder: HRSA
Investigator: Louise Kaczmarek

The LEND Center of Pittsburgh

Program Goal: Provide intensive interdisciplinary leadershiop education for health care and education professional regarding children and adults with neurodevelopmental disabilities including autism spectrum disorders (ASD).
Dates: 7/1/2016 - 6/30/2017
Funding Amount: $21,507
Funder: HRSA
Investigator: Louise Kaczmarek

Using Natural Language Processing to Study Equitable and Robust Classroom Talk

As K-12 schools in the United States become more linguistically and racially diverse, English Language Arts (ELA) teachers need to develop knowledge about dialect diversity in the English language in order to support all students' language and literacy learning. However, little research has examined how to expand ELA teachers' knowledge about language variation and dialect diversity for literacy instruction. In response to this problem, I propose to build on my extensive line of research on learning about dialect diversity by gaining new knowledge in Natural Language Processing (NLP), a field at the intersection of computer science and linguistics that allows computers to analyze authentic human language. By applying NLP to large datasets of teachers' collaborative discussions about dialect diversity, I will unite two methodologies - micro-level discourse analysis and NLP - to identify patterns in pre-service and in-service teachers' discussions that indicate learning (or misconceptions) about dialect diversity across school and program contexts. This will extend my scholarly trajectory towards contributing innovative, useful and generalizable findings about preparing teachers for today's dialectally diverse classrooms. In turn, these findings will contribute to improving literacy instruction for our increasingly diverse K-12 population in the United States.
Dates: 8/1/2016 - 6/30/2017
Funding Amount: $147,589
Funder: The Spencer Foundation
Investigator: Amanda Godley