Past Early Career Research Grant Recipients
2017 Funded Projects (Tenth Annual)
Emily Grossnickle-Peterson, PhD
“The Function of Gesture as a Support for Spatial Thinking in Science.”
Christine Lee Bae, PhD
Virginia Commonwealth University
“Examining an Urban Teacher Residency Model: Elementary Teachers’ Self-Efficacy, Instruction, and Students’ Learning across Cognitive and Affective Domains.”
2016 Funded Projects (Ninth Annual)
2015 Funded Projects (Eight Annual)
2014 Funded Projects (Seventh Annual)
2013 Funded Projects (Sixth Annual)
Roisin P. Corcoran, PhD
Johns Hopkins University
“A longitudinal investigation of the development of emotion skills during pre-service teacher education and the impact on academic achievement”
Leslie Echols, PhD
“Are ‘Fast Friends’ slow to bully? A novel intervention for reducing victimization by increasing interpersonal closeness among peers”
Jamaal S. Matthews, PhD
Montclair State University
“Classroom Processes and Academic Identity Formation: How Young Adolescents Come to Think of Themselves as Mathematicians in Urban Schools”
2012 Funded Projects (Fifth Annual)
Ji Hong, Ph.D.
University of Oklahoma
“Exploration of Pre-Service and Beginning Teachers Professional Identity Development and its Relation to their Resilience”
Gita Taasoobshirazi, Ph.D.
Kennesaw State University
“Multivariate Testing of the Components of Physics Problem Solving”
Jason Chen, Ph.D.
College of William and Mary
“Assessing Students Beliefs Using Virtual Environments”
2011 Funded Projects (Fourth Annual)
Timothy Curby, Ph.D.
George Mason University
“Teachers’ global quality and children’s development of emotional competence in preschool.”
Bridget Hatfield, Ph.D. Post Doc
University of Virginia
“Preschool children’s adaptations of the stress response system following a teacher-child relationship focused intervention”
Jung-In Kim, Ph.D.
University of Colorado, Denver
“Identifying the sociocultural influence of parents, teachers and society on children’s identity construction and achievement motivation to learn Korean Heritage Language”
Kelly A. Rodgers, Ph.D.
University of Texas, San Antonio
“Rethinking the African American Cultural Self: The Case of Academic Self-Concept”
Dana Wood, Ph.D. Post Doc
“A Longitudinal Investigation of Poverty, Discrimination, and Educational Outcomes Among Urban Minority Late Adolescents”
2010 Funded Projects (Third Annual)
Mei-Lin Chang, Ph.D.
“Teacher Appraisals and Emotion Regulation in the Context of Classroom Misbehavior”
Ellen L. Usher
University of Kentucky
“Self-Efficacy in Transition: A Longitudinal Investigation”
Gwen C. Marchand, Ph.D.
University of Nevada, Las Vegas
“Understanding Student Disaffection through the Lens of Alternative Education”
(Read Dr. Marchand’s full report here.
2009 Funded Projects (Second Annual)
Dionne I. Cross
“Improving Elementary Teachers’ Mathematical Content Knowledge as a Route to Changing Beliefs”
“Can Instructional and Emotional Support Influence the Effectiveness of Language Acquisition Methods for English Language Learners?”
Krista R. Muis
“TIDE’s In, Dirt’s Out: Empirical Scrutiny of Muis, Bendixen, and Haerle’s (2006) Theory of Integrated Domains in Epistemology (TIDE) Framework”
2008 Funded Projects (First Annual)
“The social side of the classroom: Precursors to and outcomes of teacher student relationships.”
“Beyond Cross-Language Transfer: Reinvestigating the Effect of Bilingualism on Phonological Awareness and Reading Development Among Spanish-English Bilinguals and Chinese-English Bilinguals.”
“Designing activities to improve preschoolers’ behavioral regulation: A pilot study”