Funded Projects

Principal Investigator: Suzanne Chapin, Professor

Bringing Engineers into STEM Teaching (BEST Project)
Co-PIs: Leslie Dietiker and Gretchen Fougere (ENG)
Funded by: National Science Foundation
Amount: $1,200,000
Dates: 9/1/13–8/31/18
Summary: This project focuses on bringing the mathematical, technological, and design expertise of engineers into mathematics secondary classrooms by providing a model for recruiting, training and retaining highly qualified engineers into teaching. Funding additionally supports scholarships for students enrolled in a one-year program that leads to a Master’s of Arts in Teaching (MAT) degree and initial licensure to teach secondary mathematics. 

Elementary Preservice Teachers Mathematics Project Phase II: Developing Faculty Expertise
Co-PIs: Ziv Feldman and Alejandra Salinas
Funded by: National Science Foundation
Amount: $549,999
Dates: 9/1/13–8/31/16
Summary: Project aims to (1) further investigate the feasibility and promise of 3 of the EMP units (fractions, number theory and geometric measurement) in building pre-service teachers’ knowledge of mathematics; (2) develop accompanying multimedia-based support materials (video) for teacher educators focused on how to use discourse and arguments to build students’ knowledge; and (3) investigate the promise of the multimedia support materials in terms of teacher educators’ abilities to assist pre-service teachers in understanding mathematics content for teaching.

 Math for America: Boston Teaching Scholars Program
Co-PI: Glenn Stevens (CAS)
Funded by: National Science Foundation
Amount: $1,500,000
Dates: 6/15/09-9/30/15
Summary: Full tuition scholarships for a Master of Arts in Teaching (MAT) degree to highly qualified career changers and/or college graduates who wish to become middle or high school mathematics teachers. Also scholarships for math educators who would like to become instructional leaders in their schools.

Research and Evaluation: Boston University’s Noyce Scholarship Programs
Funded by: National Science Foundation via subcontract w/ San Diego State University
Amount: $45,710
Dates: 9/1/14-2/28/16
Summary: Interviews of Noyce scholars, graduates from other BU programs, as well as Noyce Alumni’s colleagues in the high need schools where they teach will be conducted to illuminate whether and how Noyce Scholars differ from their peers who entered mathematics teaching through other pathways and will collaborate with SDSU project team members on data analysis.

Principal Investigator: Hardin Coleman, Dean

Funded by: Americorps via subcontract w/Jumpstart for Young Children, Inc./Corporation for National and Community Service
Amount: $55,000-$60,000 annually
Dates: 9/1/07-8/31/16
Summary: Annual funding supports the recruitment, ongoing training and direct service of college students to work one-to-one with preschool children from low-income backgrounds in early childhood classrooms in greater Boston

Principal Investigator: Kathleen Corriveau, Assistant Professor

 The Development of Critical Thinking Skills in Urban Preschoolers
Funded by: National Academy of Education
Amount: $70,000
Dates: 9/1/15-8/31/17
Summary: Working with children in Boston pre-school classrooms, this project will explore how adults can aid in children’s acquisition of critical thinking skills prior to the onset of formal schooling.

Children’s Use of Explanations to Develop Critical Thinking in Jumpstart Classrooms
Funded by: Jumpstart, Inc.
Amount: $10,000
Dates: 6/2/14-8/31/15
Summary: Observations, child assessments and parent questionnaires will be collected from children and families in select Jumpstart and comparison classrooms to explore the effectiveness of the Jumpstart program in promoting vocabulary and critical thinking (metalinguistic) skills, and to highlight the impact of Jumpstart on parenting values, and parent-child conversations.

Ready for School?: Preschoolers’ Use of Adult Explanations to Develop Critical Thinking Skills
Funded by: American Psychological Association, Division 15
Amount: $7,500
Dates: 9/1/14-8/31/15
Summary: The project investigates whether individual differences in pedagogical explanation style are related to children’s learning styles, with a focus on the abstract structural properties of the explanations – not simply the content of the explanations.

Principal Investigator: Michael Dennehy, Director

Upward Bound
Funded by: U.S. Department of Education
Amount: $1,927,365
Dates: 9/1/12-8/31/17
Summary: Funding supports after-school academic classes and tutoring, and a summer residential program for low income, first-generation college bound Boston Public high school students

Upward Bound Math and Science
Co-PI: Bennett Goldberg (CAS)
Funded by: U.S. Department of Education
Amount: $1,250.000
Dates: 9/1/12-8/31/17
Summary: This program provides after-school academic classes and tutoring, Saturday morning Science activities, and a summer residential program to low income, first generation college-bound students from Boston and Chelsea with academic potential to enable them to successfully pursue post-secondary education and careers in mathematics, science and engineering.

Upward Bound and Upward Bound Math/Science Summer Food Service Program
Funded by: U.S. Department of Agriculture via subcontract w/Commonwealth of MA Department of Education
Amount: $22,000-$25,000 annually
Dates: June 2002-August 2015
Summary: Annual funding supports reimbursement for actual meal costs for eligible UB and UBMS students participating in the summer residential program

Principal Investigator: Leslie Dietiker, Assistant Professor

Enhancing the Potential of Intended Curriculum (EPIC)
Funded by: College Preparatory Mathematics
Amount: $360,101
Dates: 5/1/14-4/30/17
Summary: This study aims to define and explore the curriculum envelope for key lessons of algebra to better understand the curriculum modifications that lead to maintaining or increasing the mathematical quality (i.e., cognitive demand) of the written materials. Specifically, this study will gather longitudinal data across three years to address these research questions: For key lessons with high mathematical quality (i.e., cognitive demand and coherence), what is the curriculum envelope? What are the factors of implementation of CPM Algebra curriculum that maintain or enhance the mathematical quality of the lessons? What can be learned from teachers who enhance the mathematical quality of CPM curriculum materials? How can professional development support and enhance teachers’ use (i.e., implementation) of CPM written materials so that more enacted lessons fall within its curriculum envelope?

 Implementing the Mathematical Practice Standards: Enhancing Teachers’ Ability to Support the Common Core State Standards
Funded by: National Science Foundation via subcontract w/Education Development Center
Amount: $83,764
Dates: 8/1/13–8/31/15
Summary: A Boston University graduate student will work with the project team at Education Development Center on the development of representations of teachers enacting the Standards for Mathematical Practice from the Common Core State Standards for Mathematics. Project staff will design the representations, pilot test them with teachers, conduct professional development using the representations and evaluate the effect.

Principal Investigator: Peter Garik, Clinical Associate Professor

Boston University Noyce Urban Science Scholarships (BoNUSS)
Co-PIs: Donald DeRosa, Dan Dill (CAS), Andrew Duffy (CAS) and Bennett Goldberg (CAS)
Funded by: National Science Foundation
Amount: $1,199,999
Dates: 9/15/12-8/31/17
Summary: A collaborative effort between science departments in the College of Arts and Science, the School of Education, and local high need school districts will attract science majors into a teaching licensure program by offering one year tuition scholarships in return for a commitment to teach in a high needs district for two years.

Conference Meeting: How Can the History and Philosophy of Science Contribute to Contemporary U.S. Science Teaching
Co-PI: Alisa Bokulich (CAS)
Funded by: National Science Foundation
Amount: $81,811
Dates: 2/15/12-1/31/16
Summary: Funds will support BU-hosted interdisciplinary meetings to formulate research plans to study the theory, curriculum and pedagogy for using the history and philosophy of science in science education.

Principal Investigator: Charles Glenn, Professor

Research on Character and Citizenship Education in Islamic Secondary and Rural Public Secondary Schools
Funded by: IMR Support Foundation
Amount: $44,500
Dates: 7/1/13–6/30/16
Summary: As part of a national study of ten different types of schools, BU graduate students will gather information in a variety of ways, generally following the field research guide that is being developed for all of the studies of different types of schools, but also collecting other information that may be especially significant for Islamic and for rural schools.

Principal Investigator: Jennifer Green, Assistant Professor

Evaluating the Role of Schools in Adolescent Mental Health Service Provision
Funded by: National Institutes of Health
Amount: $775,905
Dates: 7/1/10-12/31/15
Summary: This study aims to clarify the role of schools in identifying psychiatric disorders and providing referrals for services.

Principal Investigator: Robert Hoffmeister, Professor Emeritus

Assessing ASL Knowledge and Its Relationship to Reading English in Deaf Children
Funded by: U.S. Department of Education-IES
Amount: $1,566,200
Dates: 9/1/10-8/31/15
Summary: The purpose of this study is to develop and pilot a test of Signed Language, using test scores to establish whether ASL knowledge correlates with measures of English literacy.

Preparation of Personnel Trained in Education of the Deaf: Low Incidence Program: Deaf and Hard of Hearing
Funded by: U.S. Department of Education via subcontract w/Commonwealth of MA Department of Education
Amount: $75,000
Dates: 7/15/13–6/30/16
Summary: Funding supports the implementation of a collaborative preservice model for pre-service and in-service teachers that will result in teacher candidates meeting the requirements for Initial License as a Teacher of the Deaf and Hard-of-Hearing: American Sign Language/Total Communication – 603 CMR 7.06(27).=

Educational Interpreters: Role and Ethics, Language, Cognitive and Social Development
Funded by: U.S. Department of Education via subcontract w/Commonwealth of MA Department of Education
Amount: $35,000
Dates: 7/1/15–6/30/16
Summary: The Boston University Programs in Deaf Studies will offer an institute for educational sign language interpreters working in K – 12 classrooms to prepare interpreters to take the newly required EIPA exam, foster a more nuanced understanding of the role of classroom interpreter, train interpreters to work effectively within the educational team, and provide information regarding ways of interacting with deaf and hard of hearing students. 

Intensive ASL Training
Funded by: U.S. Department of Education via subcontract w/Commonwealth of MA Department of Education
Amount: $35,000
Dates: 7/1/15–6/30/16
Summary: The Boston University Programs in Deaf Studies will offer a High Quality Professional Development (HQPD) institute providing intensive language training to increase skill in the production and reception of American Sign Language for those working in educational settings serving Deaf students to improve participants’ standing on the SPLI. 

Principal Investigator: Melissa Holt, Assistant Professor

Effects of a Middle School Social-Emotional Learning Program on Teen Dating Violence, Sexual Violence, and Substance Use in High School
Funded by: U.S. Department of Justice via subcontract w/University of Illinois
Amount: $72,247
Dates: 11/1/13-10/31/16
Summary: Collaborating with colleagues at the University of Illinois-Champaign, Dr. Holt plays a key role in guiding analyses focused on trajectories of substance use, teen dating violence, and sexual violence. 

Principal Investigator: Nathan Jones, Assistant Professor

Validating an Observation Protocol for the Evaluation of Special Educators
Funded by: U.S. Department of Education-IES
Amount: $1,600,000
Dates: 7/1/15-6/30/19
Summary: Danielson’s Framework for Teaching (EFT) will be studied, focusing on (a) examining the reliability and independence of the dimensions of FFT, as well as whether the dimensions of FFT—when applied to special educators—conform to theory; (b) investigating sources of variance in FFT scores; and (c) examining the extent to which FFT scores converge with other sources of evidence of special education teaching quality. 

Explaining Undergraduate Student STEM Outcomes Through the Measurement of Their Daily Time Use and Affective Experiences
Funded by: The Spencer Foundation
Amount: $50,000
Dates: 11/1/14-10/31/15
Summary: This study will investigate whether, how, and why need-based financial aid affects the behavior of students in key science, technology, engineering, and/or mathematics (STEM) programs by contributing to their chances of success. Specifically, researchers will examine the pathways through which aid affects students’ selection of, continued enrollment in, and successful completion of associate and baccalaureate degrees in STEM. 

Promoting Research and Innovation in Methodologies for Evaluation
Funded by: National Science Foundation via subcontract w/University of Cincinnati
Amount: $70,000
Dates: 10/1/13-8/31/15
Summary: The goal of this project is to develop a set of parameters for designing rigorous studies of teacher professional development programs. 

Understanding Consequential Assessment Systems for Teachers (UCAST)
Funded by: W.T. Grant Foundation via subcontract w/Educational Testing Service (ETS)
Amount: $32,200
Dates: 7/1/13-9/30/15
Summary: Continuing the work he began as a research scientist at ETS, Dr. Jones will take the lead on the organization, cleaning, quality control and coordination of the “all rater” database, and will collaborate with ETS project staff on data collection and quantitative analysis. 

Principal Investigator: Linda Nathan, Senior Lecturer

Institute for Creative Educational Leadership (ICEL): A new vision for leadership preparation
Funded by: Nellie Mae Education Foundation
Amount: $125,000
Dates: 1/1/15-12/31/15
Summary: Funding will support the planning, development and piloting of a cohort-based program designed to attract current and aspiring school leaders, teacher leaders, artists, and leaders of community-based organizations who want to create or transform centers of learning. 

Institute for Creative Educational Leadership (ICEL)
Funded by: The Boston Foundation
Amount: $25,000
Dates: 12/1/14-11/30/15
Summary: Funding will provide partial salary and associated fringe benefit costs for a Project Manager for the ICEL. 

Principal Investigator: Jeanne Paratore, Professor

Expanding Learning Through Transmedia Content: Development of Professional Development Modules
Funded by: U.S. Department of Education via subcontract w/Public Broadcasting Systems
Amount: $757,084
Dates: 5/6/11-9/29/15
Summary: Working with Boston and Chelsea early childhood teachers, BU project staff will review PBS transmedia content providing feedback as to usage in early childhood classrooms, will report on a set of actions needed to develop appropriate educator support materials.

Principal Investigator: Scott Seider, Associate Professor 

Developing Curiosity in Adolescents through the Question Formulation Technique
Funded by: Templeton Foundation
Amount: $153,132
Dates: 8/15/15-8/14/17
Summary: This study will use a quasi-experimental research design to investigate the impact of the Question Formulation Technique (QFT) on participating students’ curiosity, as well as the relationship between curiosity and participating students’ engagement, self-efficacy, and achievement.

Critical Consciousness Combines Civic, Intellectual and Performance Character Virtues to Support Positive Youth Development
Funded by: Templeton Foundation
Amount: $421,590
Dates: 7/1/15-8/31/17
Summary: Through a mixed methods design, important insights about the ability of schooling models ranging from expeditionary learning to No Excuses to foster the particular character virtues associated with critical consciousness will be uncovered.

 The Impact of No Excuses Charter Schools on the Critical Consciousness of Marginalized Youth
Funded by: National Academy of Education
Amount: $55,000
Dates: 9/1/13-8/31/15
Summary: This project supports a mixed methods study that compares the cultivation of critical consciousness in low-income adolescents of color attending urban charter high schools featuring No Excuses and Freirean pedagogies and practices. 

Principal Investigator: V. Scott Solberg, Professor

Massachusetts Institute for College and Career Readiness (MICCR): Creating Working Alliances Among Researchers, Policy Makers and Education Officials
Funded by: U.S. Department of Education-IES
Amount: $1,000,000
Dates: 7/1/14-6/30/17
Summary: The Massachusetts Institute for College and Career Readiness (MICCR) will promote working alliances between researchers and policymakers in the use and interpretation of data and evidence to guide decision-making and improve student outcomes through meetings with MA Gateway City school and government leaders, as well as collaboration between researchers and teachers in the target communities.

 Technical Assistance and Demonstration Center on Preparing Youth with Disabilities for Employment
Funded by: U.S. Department of Labor via subcontract w/Institute for Educational Leadership
Amount: $236,396
Dates: 9/19/12-9/30/16
Summary: The research team at Boston University will support the career development/planning/management strand of work, specifically project staff will conduct: a) web-based research; b) review and analyze results from previously collected data using de-identified datasets; c) write research and policy briefs, journal articles, and how-to-guides; and d) provide technical assistance to states and districts.

Principal Investigator: Jonathan Zaff, Research Associate Professor

Center for Promise
Funded by: America’s Promise Alliance
Amount: $1,152,729
Dates: 6/1/15-5/31/18
Summary: Research and action projects constructed to understand the lived experience of young people to learn how to create the conditions so that all young people have the opportunity to thrive academically, socially, emotionally, vocationally, and civically are conducted by Center staff.

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