BROSNAN, PATRICIA A; Manouchehri, Azita
Educational Studies
Project Title: Mathematics coaching program year 9
Project Dates: 05/22/2013 – 08/15/2014
Anticipated Total Award Amount: $5,621,622
Project Sponsor: OH Dept of Education More Information
CRANE-ROSS, DUSHKA A; Lepicki, Traci L; Mahlman, Robert Alan
CETE
Project Title: Job analysis for peer support professional (Part 3)
Project Dates: 07/01/2012 – 12/31/2013
Anticipated Total Award Amount: $57,500
Project Sponsor: OH Dept of Mental Health
FAILLA, MARK L; Chitchumroonchokchai, Chureeporn
Human Sciences
Project Title: Use of the in vitro coupled digestion and Caco-2 intestinal cell model for assessing the effects of plant genotype and cooking styles of cassava, sweet potato and pumpkin on retention and bioaccessibility of pro-vitamin A carotenoids
Project Dates: 04/01/2013 – 01/31/2014
Anticipated Total Award Amount: $87,655
Project Sponsor: International Food Policy Research Institute
JUSTICE, LAURA M; Piasta, Shayne B
Teaching & Learning; Crane Center
Project Title: Read it again! in early childhood special education
Project Dates: 07/01/2013 – 06/30/2017
Anticipated Total Award Amount: $3,500,000
Project Sponsor: Institute of Education Sciences, US Department of Education
Project Abstract: The majority of children in early childhood special education programs exhibit disabilities that place them at high risk for future reading difficulties, including primary speech-language impairment or a general developmental delay in which language skills are impaired concomitantly with one or more other developmental domains, typically cognition. Children with primary speech-language impairment or a general developmental delay typically show significant lags in attainment of important early literacy skills during the preschool years, exhibit significantly poorer kindergarten readiness compared to their peers, and are susceptible to exhibiting a reading disability in the later primary grades. In the last decade, numerous intervention studies have focused on improving the language and literacy skills of young children. However, very few of these interventions emphasize teachers’ use of differentiated instructional strategies, which are essential for such interventions to be used effectively in early childhood special education classrooms. Furthermore, very few available language and literacy interventions have been rigorously examined for their relevance to children with disabilities.
The purpose of this project is to examine the efficacy of an intervention called Read It Again! for children with disabilities enrolled in early childhood special education and their typically developing classmates over the academic year and during kindergarten. Read It Again! comprises 60 lessons delivered over a 30-week period in twice weekly whole-class sessions. Components of the intervention include a systematic scope and sequence of instruction targeting four key areas of literacy development (narrative, vocabulary, phonological awareness, and print knowledge) and embedding of explicit language and literacy instruction within shared-reading sessions.
Additional information is available at the IES website.
MOULTON, STEPHANIE MARIE; Blevins, Jason Ryan; Haurin, Donald Richard; Loibl, Caezilia ; Seligman, Jason Scott Human Sciences
Project Title: Aging in place: Managing the use of reverse mortgages to enable housing stability
Project Dates: 05/28/2013 – 05/28/2016
Anticipated Total Award Amount: $55,500
Project Sponsor: Dept of Housing & Urban Development
NEEF, NANCY A
Educational Studies
Project Title: Buckeye behavior analysis services partnership with Columbus City Schools
Project Dates: 09/01/2012 – 05/31/2013
Anticipated Total Award Amount: $25,000
Project Sponsor: Columbus City School District
ZIRKLE, CHRISTOPHER J; Mahlman, Robert Alan; Nell, Susan Kay
CETE
Project Title: Corrections career technical teacher education—continuation
Project Dates: 07/01/2013 – 06/30/2015
Anticipated Total Award Amount: $185,142
Project Sponsor: Ohio Dept Rehabilitation & Correction