July 2020

Matthew Brock

Principal Investigator: Matthew Brock
Project Dates: 07/01/2020-06/30/2025
Anticipated Total Award Amount: $3,299,986
Project Sponsor: IES

Focusing on learning, interaction, and play (FLIP) at recess

In a large-scale clinical trial, we will test the degree to which FLIP Recess improves social competence and social connections for 288 elementary students with severe autism or intellectual disability across 36 schools in central Ohio. FLIP Recess involves video modeling to teach the students new social skills, and coaching peers to provide natural support at recess.


Tzu-Jung Lin

Principal Investigator: Tzu-Jung Lin
Project Dates:07/01/2020-06/30/2024
Anticipated Total Award Amount: $1,399,999
Project Sponsor: IES

Developing seamless blended learning through collaborative in-class and online dialogue about critical civic issues to improve elementary students’ interpersonal competencies and academic achievement

More elementary schools nowadays provide students with laptops and Internet connectivity, but limited research on blended learning has been done at the elementary level. This project aims to iteratively develop and evaluate a seamless blended dialogic intervention where the attributes of both face-to-face and online discussions reinforce each other to promote elementary students’ interpersonal competencies and academic achievement.


Dean Lillard

Principal Investigator: Dean Lillard
Project Dates: 08/01/2019 -05/31/2021
Anticipated Total Award Amount: $326,114
Project Sponsor: University of Michigan

Health, wealth, and time use over the life course and across generations – Administrative support



Principal Investigator: Ann O’Connell
Project Dates: 07/01/2020-06/30/2023
Anticipated Total Award Amount: $775,817
Project Sponsor: IES

Building local collaborative capacity for selection, implementing and evaluating evidence-based interventions

The purpose of this training program is to help build the capacity of higher-education faculty, education researchers, and staff of local and state education agencies to effectively use evidence-based interventions to improve student and school outcomes. The program will train the participants in evaluation methods that are centered around the cycle of continuous improvement.

The program will train approximately 105 participants (3 cohorts of 35 participants) through a summer workshops and coaching during the academic year. The program will actively recruit those in or working with districts serving traditionally underrepresented populations and faculty from minority-serving institutions along with potential partners from their surrounding school districts. The workshop content will focus on evaluation methods linked to the five phases of the cycle of continuous improvement including (1) identify critical needs; (2) research and select an evidence-based strategy; (3) plan for implementation; (4) implement and monitor; and (5) examine, reflect, and adjust. Participants will learn to critically evaluate and appraise the quality of research evidence and navigate evidence-based interventions clearinghouses (such as the What Works Clearinghouse) in order to increase their knowledge of and skills for selecting, implementing, and evaluating evidence-based interventions that meet school or district needs. The coaching activities during the academic year will use a distance-based coaching model, and coaching will be informed by each team’s stage of selection or implementation of evidence-based interventions they are using.