Funded Projects

Supporting Teachers in the Implementation of Intensive Intervention in Rhode Island Public Schools

Principal Investigator: Devin Kearns
Funded by: USDoED via subcontract w/American Institutes for Research
Amount: $15,455
Dates:
9/1/2013 – 8/31/2014
Summary: Professional development will be provided to teachers implementing intensive intervention in Rhode Island schools. The work includes meetings with administrators and teachers in four Rhode Island districts, professional development presentations in these schools and districts, and support through email, conference calls, and skype.

Supporting Inclusive Practices in Reading in the Boston Public Schools

Principal Investigator: Devin Kearns
Funded by:
Boston Public Schools
Amount:
$20,000
Dates: 9/1/13-8/31/14
Summary: This project supports the development and facilitation of professional development and support to district administrators, school administrators and teachers, in person and through electronic means (email, skype, conference calls).

Effects of a Middle School Social-Emotional Learning Program on Teen Dating Violence, Sexual Violence, and Substance Use in High School

Principal Investigator: Melissa Holt
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.

Understanding Consequential Assessment Systems for Teachers (UCAST)

Principal Investigator: Nathan Jones
Funded by:
W.T. Grant Foundation via subcontract w/Educational Testing Service (ETS)
Amount:
$32,200
Dates: 7/1/13-6/30/15
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.

What are History Teachers Learning at Historic Sites?

Principal Investigator: Christine Baron
Funded by: American Educational Research Association
Amount: $31,490
Dates:
9/1/13-8/31/14
Summary: Funding supports a 3-day conference at BU that brings together experts in the learning sciences, history and museum education to investigate the effective use of historic sites as centers for history teacher education and professional development. Emphasis will be placed upon exploring the use of the full range of historical materials-buildings, material culture, and documents-to develop historical thinking, problem-solving, and analysis.

Elementary Preservice Teachers Mathematics Project Phase II: Developing Faculty Expertise

Principal Investigator: Suzann H Chapin; Co-PIs, Ziv Feldman and Alejandra Salinas
Funded by: National Science Foundation
Amount: $549,999
Dates:
9/1/13– 8/31/15
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.

Philosophers of Education: Major Thinkers from the Enlightenment to the Post-Modern Era

Principal Investigator: Peter Gibbon
Funded by: National Endowment for the Humanities
Amount:
$104,467
Dates: 10/1/13-9/30/14
Summary: K-12 educators recruited nationwide will participate in a 3-week seminar at BU that explores the works of major educational thinkers by exploring debates among significant philosophers of education to understand the connections among their ideas, and to articulate ways their theories can be made accessible and relevant to educators today.

Evaluation of Web-Based CBT for Rape Victims

Principal Investigator: Amie Grills
Funded by:
National Institutes of Health via subcontract w/East Carolina University
Amount: $29,582
Dates:
1/1/13-11/30/13
Summary: Continuing the collaboration with the University of Houston and East Carolina University, Dr. Grills, along with Dr. Littleton, and a postdoctoral assistant at ECU, will serve as the primary therapists for women recruited from the University of Houston who are enrolled in this Randomized Clinical Trial, and will collaborate on program evaluation and manuscript preparation in this final year of their R34 award.

Why Study War?

Principal Investigator: Peter Gibbon
Funded by: The Lynde and Harry Bradley Foundation
Amount:
$10,000
Dates: 4/1/13-3/31/14
Summary:
Drawing on the research of anthropologists, sociologists and historians, Dr. Gibbon will create a PowerPoint presentation suitable for teachers and students, exploring such questions as: Why do nations go to war? What do wars have in common? Why do soldiers fight? Are there alternatives to war? What is the role of today’s American military? Dr. Gibbon will present the findings at conferences and school-based meetings.

Preparation of Personnel Trained in Education of the Deaf: Low Incidence Program: Deaf and Hard of Hearing

Principal Investigator: Robert Hoffmeister
Funded by: U.S. Department of Education via subcontract w/Commonwealth of MA Dept. 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).

Implementing the Mathematical Practice Standards: Enhancing Teachers’ Ability to Support the Common Core State Standards

Principal Investigator: William Zahner
Funded by: National Science Foundation via subcontract w/Education Development Center
Amount:
$69.622
Dates: 8/1/13 – 7/31/15
Summary: Boston University graduate student, Victor Mateas, 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.

Child Anxiety and Response to Intervention for Learning Disabilities

Principal Investigator: Amie Grills
Funded by: National Institutes of Health/National Institute of Child Health & Human Development
Amount: $198,222
Dates: 1/1/13 – 6/30/14
Summary: Funding supports a research that focuses on the etiology, assessment, and treatment of child anxiety, as well as on risk and protective factors that inform treatments for youth disorders.

Bringing Engineers into STEM Teaching (BEST Project)

Principal Investigator: Suzanne Chapin; 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.

Coordinating Multiple Representations: A Comparison of Eye Gaze Patterns of High School Students Who Do and Do Not Enroll in Calculus-A Goal 1 CASL Project

Principal Investigator: William Zahner
Funded by:
U.S. Department of Education via subcontract w/Temple University
Amount: $33,856
Dates:
7/1/13 – 6/30/15
Summary: Dr. Zahner brings his expertise in calculus teaching and mathematics research to the final 2 years of the project which focuses on developing qualitative coding schemes to analyze research data including recordings from student think aloud interviews, classroom observations, and eye tracking data.

Research on Character and Citizenship Education in Islamic Secondary Schools

Principal Investigator: Charles Glenn
Funded by: IMR Support Foundation
Amount:
$26,500
Dates:
7/1/13 – 6/30/14
Summary:
Funding supports study of six Islamic secondary schools in different parts of the country. Six BU graduate students will take part in this study to 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 schools.

The Impact of No Excuses Charter Schools on the Critical Consciousness of Marginalized Youth

Principal Investigator: Scott Seider
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.

Characteristics of Interesting Mathematics Lessons: A MET Video Study

Principal Investigator: Leslie Dietiker
Funded by: National Academy of Education via subcontract w/University of Michigan Regents
Amount:
$25,000
Dates: 2/1/13 -1/31/14
Summary:
This project targets an age-old problem in mathematics curriculum; that is, how can student interest in mathematics education be increased? By carefully comparing the mathematical sequences of lessons that students identify as interesting with those that students identify as not interesting, this exploratory study of MET video data develops insight into the aesthetic qualities of mathematical sequences found in high school algebra classrooms. To do this, lessons will be interpreted as mathematical stories, complete with mathematical characters (such as a circle), mathematical action (such as halving a circle) in mathematical settings (such as in a plane). The identification and analysis of mathematical sequences that appeal to students will inform future mathematics curriculum development.

Documentation of Northern Pomo

Principal Investigator: Catherine O’Connor
Funded by: National Science Foundation-National Endowment for the Humanities
Amount: $50,400
Dates:
7/1/13 – 6/30/14
Summary: Documenting Endangered Language Fellowship support will allow Dr. O’Connor to organize audiotaped and published materials on the extinct Pomo languages for archiving and for more complete and finalized description and analysis.

Technical Assistance and Demonstration Center on Preparing Youth with Disabilities for Employment

Principal Investigator: V. Scott Solberg
Funded by: U.S. Department of Labor via subcontract w/Institute for Educational Leadership
Amount:
$236,396
Dates:
10/1/12-9/30/16
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.

Boston University Noyce Urban Science Scholarships (BoNUSS)

Principal Investigator: Peter Garik; 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.

Research and Evaluation: Boston University’s Noyce Scholarship Programs

Principal Investigator: William Zahner; Co-PIs, Suzanne Chapin and Timothy Heeren (SPH)
Funded by:
National Science Foundation
Amount:
$200,000
Dates: 9/1/12-8/31/15
Summary: This collaboration between mathematics education faculty in the School of Education and biostatistics faculty in the School of Public Health will continue and extend ongoing evaluation efforts related to BU’s Noyce Scholarship Programs by incorporating qualitative and quantitative measures of the effectiveness of Noyce Scholarship Program Alumni in their classrooms.

Is All Support Equal? Investigating How the Type and Quality of Vocabulary Instruction in Jumpstart Influences Children’s Vocabulary Development

Principal Investigator: Julie Dwyer
Funded by:
Jumpstart for Young Children
Amount:
$10,000
Dates:
6/4/12-11/30/13
Summary:
Using secondary analysis of data collected with Jumpstart funding from 2011-12, this study investigates the types and quality of vocabulary support occurring in Jumpstart and comparison classrooms and how they differentially influence children’s vocabulary growth.

Upward Bound Math/Science

Principal Investigator: Michael Dennehy; Co-PIs, Ruth Shane & 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.

Thomas Jefferson: Personality, Character and Public Life

Principal Investigator: Peter Gibbon
Funded by: National Endowment for the Humanities
Amount: $176,211
Dates: 10/1/12-12/21/13
Summary: Teachers will be recruited nationally to participate in a three week summer Institute that examines the many paradoxes of Thomas Jefferson

Upward Bound

Principal Investigator: Michael Dennehy
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

Sleep, Heart, Health and Happiness

Principal Investigator: Scott Seider
Funded by: Canadian Institutes of Health via subcontract w/University of British Columbia
Amount: $36,075
Dates: 9/1/12 – 8/31/14
Summary: Through analysis of saliva samples, actiwatch and blood pressure readings, height and weight measurements, and responses to online surveys, this study seeks to consider the relationship between an individual’s health and participation in community service learning.

Conference Meeting: How Can the History and Philosophy of Science Contribute to Contemporary U.S. Science Teaching

Principal Investigator: Peter Garik; Co-PI, Alisa Bokulich (CAS)
Funded by: National Science Foundation
Amount: $81,811
Dates: 2/15/12-1/31/14
Summary: Funds will support a BU hosted interdisciplinary conference and workshop to formulate research plans to study the theory, curriculum and pedagogy for using the history and philosophy of science in science education.

Connect to Learning: ePortfolio, Engagement, and Student Success

Principal Investigator: Evangeline Stefanakis
Funded by: U.S. Department of Education via subcontract w/Research Foundation of CUNY on behalf of LaGuardia Community College
Amount: $20,000
Dates: 1/1/11-12/31/13
Summary: BU will partner in the Making Connections project in order to develop the extent, maturity, and effectiveness of BU’s ePortfolio implementation.

Expanding Learning Through Transmedia Content: Development of Professional Development Modules

Principal Investigator: Jeanne Paratore
Funded by: U.S. Department of Education via subcontract w/Public Broadcasting Systems
Amount: $607,083
Dates: 5/6/11-9/29/14
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.

Evaluating the Role of Schools in Adolescent Mental Health Service Provision

Principal Investigator: Jennifer Green
Funded by: National Institutes of Health
Amount: $775,905
Dates: 7/1/10-6/30/15
Summary: This study aims to clarify the role of schools in identifying psychiatric disorders and providing referrals for services.

Assessing ASL Knowledge and Its Relationship to Reading English in Deaf Children

Principal Investigator: Robert Hoffmeister
Funded by: U.S. Department of Education
Amount: $1,566,200
Dates: 9/1/10-8/31/14
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.

Math for America: Boston Teaching Scholars Program

Principal Investigator: Suzanne Chapin; Co-PI, Glenn Stevens (CAS)
Funded by: National Science Foundation
Amount: $1,500,000
Dates: 9/1/09-8/31/15
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.

Boston University’s Noyce Scholars Program in Mathematics

Principal Investigator: Suzanne Chapin
Funded by:
National Science Foundation
Amount:
$750,000
Dates:
9/1/07-8/31/14
Summary:
Full scholarships are provided to college graduates with a major in mathematics who enroll in a one-year graduate program that leads to the Master of Arts in Teaching (MAT) degree and initial teacher licensure as either a middle or high school mathematics teacher.

The following projects receive funding on an annual basis.

Jumpstart

Principal Investigator: Hardin Coleman
Funded by: Americorps via subcontract w/Jumpstart for Young Children, Inc./Corporation for National and Community Service
Amount: $56,576
Dates: 9/1/13-8/31/14
Summary:
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.

Upward Bound and Upward Bound Math/Science Summer Food Service Program

Principal Investigator: Michael Dennehy
Funded by: U.S. Department of Agriculture via subcontract w/Commonwealth of MA Dept. of Education
Amount: $24,763
Dates:
6/24/13 – 8/12/13
Summary:
Funding supports reimbursement for actual meal costs for eligible UB and UBMS students participating in the summer residential program

Baldwin Early Learning Center

Principal Investigator: Ruth Shane
Funded by: City of Boston Public Schools
Amount: $411,035
Dates: 9/1/13-6/30/14
Summary: Annual funding supports several components of the ELC, which provides a developmentally appropriate program of instruction focusing on hands-on learning activities for children ages 3-7 years.

Supporting Teachers in the Implementation of Intensive Intervention in Rhode Island Public Schools

Principal Investigator: Devin Kearns

Funded by: USDoED via subcontract w/American Institutes for Research

Amount: $15,455

Dates: 9/1/2013 – 8/31/2014

Summary: Professional development will be provided to teachers implementing intensive intervention in Rhode Island schools. The work includes meetings with administrators and teachers in four Rhode Island districts, professional development presentations in these schools and districts, and support through email, conference calls, and skype.

Supporting Inclusive Practices in Reading in the Boston Public Schools

Principal Investigator: Devin Kearns

Funded by: Boston Public Schools

Amount: $20,000

Dates: 9/1/13-8/31/14

Summary: This project supports the development and facilitation of professional development and support to district administrators, school administrators and teachers, in person and through electronic means (email, skype, conference calls).

Effects of a Middle School Social-Emotional Learning Program on Teen Dating Violence, Sexual Violence, and Substance Use in High School

Principal Investigator: Melissa Holt

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.

Understanding Consequential Assessment Systems for Teachers (UCAST)

Principal Investigator: Nathan Jones

Funded by: W.T. Grant Foundation via subcontract w/Educational Testing Service (ETS)

Amount: $32,200

Dates: 7/1/13-6/30/15

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.

What are History Teachers Learning at Historic Sites?

Principal Investigator: Christine Baron

Funded by: American Educational Research Association

Amount: $31,490

Dates: 9/1/13-8/31/14

Summary: Funding supports a 3-day conference at BU that brings together experts in the learning sciences, history and museum education to investigate the effective use of historic sites as centers for history teacher education and professional development. Emphasis will be placed upon exploring the use of the full range of historical materials-buildings, material culture, and documents-to develop historical thinking, problem-solving, and analysis.

Elementary Preservice Teachers Mathematics Project Phase II: Developing Faculty Expertise

Principal Investigator: Suzann H Chapin; Co-PIs, Ziv Feldman and Alejandra Salinas

Funded by: National Science Foundation

Amount: $549,999

Dates: 9/1/13– 8/31/15

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.

Philosophers of Education: Major Thinkers from the Enlightenment to the Post-Modern Era

Principal Investigator: Peter Gibbon

Funded by: National Endowment for the Humanities

Amount: $104,467

Dates: 10/1/13-9/30/14

Summary: K-12 educators recruited nationwide will participate in a 3-week seminar at BU that explores the works of major educational thinkers by exploring debates among significant philosophers of education to understand the connections among their ideas, and to articulate ways their theories can be made accessible and relevant to educators today.

Evaluation of Web-Based CBT for Rape Victims

Principal Investigator: Amie Grills

Funded by: National Institutes of Health via subcontract w/East Carolina University

Amount: $29,582

Dates: 1/1/13-11/30/13

Summary: Continuing the collaboration with the University of Houston and East Carolina University, Dr. Grills, along with Dr. Littleton, and a postdoctoral assistant at ECU, will serve as the primary therapists for women recruited from the University of Houston who are enrolled in this Randomized Clinical Trial, and will collaborate on program evaluation and manuscript preparation in this final year of their R34 award.

Why Study War?

Principal Investigator: Peter Gibbon

Funded by: The Lynde and Harry Bradley Foundation

Amount: $10,000

Dates: 4/1/13-3/31/14

Summary: Drawing on the research of anthropologists, sociologists and historians, Dr. Gibbon will create a PowerPoint presentation suitable for teachers and students, exploring such questions as: Why do nations go to war? What do wars have in common? Why do soldiers fight? Are there alternatives to war? What is the role of today’s American military? Dr. Gibbon will present the findings at conferences and school-based meetings.

Preparation of Personnel Trained in Education of the Deaf: Low Incidence Program: Deaf and Hard of Hearing

Principal Investigator: Robert Hoffmeister

Funded by: U.S. Department of Education via subcontract w/Commonwealth of MA Dept. 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).

Implementing the Mathematical Practice Standards: Enhancing Teachers’ Ability to Support the Common Core State Standards

Principal Investigator: William Zahner

Funded by: National Science Foundation via subcontract w/Education Development Center

Amount: $69.622

Dates: 8/1/13 – 7/31/15

Summary: Boston University graduate student, Victor Mateas, 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.

Child Anxiety and Response to Intervention for Learning Disabilities

Principal Investigator: Amie Grills

Funded by: National Institutes of Health/National Institute of Child Health & Human Development

Amount: $198,222

Dates: 1/1/13 – 6/30/14

Summary: Funding supports a research that focuses on the etiology, assessment, and treatment of child anxiety, as well as on risk and protective factors that inform treatments for youth disorders.

Bringing Engineers into STEM Teaching (BEST Project)

Principal Investigator: Suzanne Chapin; 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.

Coordinating Multiple Representations: A Comparison of Eye Gaze Patterns of High School Students Who Do and Do Not Enroll in Calculus-A Goal 1 CASL Project

Principal Investigator: William Zahner

Funded by: U.S. Department of Education via subcontract w/Temple University

Amount: $33,856

Dates: 7/1/13 – 6/30/15

Summary: Dr. Zahner brings his expertise in calculus teaching and mathematics research to the final 2 years of the project which focuses on developing qualitative coding schemes to analyze research data including recordings from student think aloud interviews, classroom observations, and eye tracking data.

Research on Character and Citizenship Education in Islamic Secondary Schools

Principal Investigator: Charles Glenn

Funded by: IMR Support Foundation

Amount: $26,500

Dates: 7/1/13 – 6/30/14

Summary: Funding supports study of six Islamic secondary schools in different parts of the country. Six BU graduate students will take part in this study to 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 schools.

The Impact of No Excuses Charter Schools on the Critical Consciousness of Marginalized Youth

Principal Investigator: Scott Seider

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.

Characteristics of Interesting Mathematics Lessons: A MET Video Study

Principal Investigator: Leslie Dietiker

Funded by: National Academy of Education via subcontract w/University of Michigan Regents

Amount: $25,000

Dates: 2/1/13 -1/31/14

Summary: This project targets an age-old problem in mathematics curriculum; that is, how can student interest in mathematics education be increased? By carefully comparing the mathematical sequences of lessons that students identify as interesting with those that students identify as not interesting, this exploratory study of MET video data develops insight into the aesthetic qualities of mathematical sequences found in high school algebra classrooms. To do this, lessons will be interpreted as mathematical stories, complete with mathematical characters (such as a circle), mathematical action (such as halving a circle) in mathematical settings (such as in a plane). The identification and analysis of mathematical sequences that appeal to students will inform future mathematics curriculum development.

Documentation of Northern Pomo

Principal Investigator: Catherine O’Connor

Funded by: National Science Foundation-National Endowment for the Humanities

Amount: $50,400

Dates: 7/1/13 – 6/30/14

Summary: Documenting Endangered Language Fellowship support will allow Dr. O’Connor to organize audiotaped and published materials on the extinct Pomo languages for archiving and for more complete and finalized description and analysis.

Technical Assistance and Demonstration Center on Preparing Youth with Disabilities for Employment

Principal Investigator: V. Scott Solberg

Funded by: U.S. Department of Labor via subcontract w/Institute for Educational Leadership

Amount: $236,396

Dates: 10/1/12-9/30/16

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.

Boston University Noyce Urban Science Scholarships (BoNUSS)

Principal Investigator: Peter Garik; 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.

Research and Evaluation: Boston University’s Noyce Scholarship Programs

Principal Investigator: William Zahner; Co-PIs, Suzanne Chapin and Timothy Heeren (SPH)

Funded by: National Science Foundation

Amount: $200,000

Dates: 9/1/12-8/31/15

Summary: This collaboration between mathematics education faculty in the School of Education and biostatistics faculty in the School of Public Health will continue and extend ongoing evaluation efforts related to BU’s Noyce Scholarship Programs by incorporating qualitative and quantitative measures of the effectiveness of Noyce Scholarship Program Alumni in their classrooms.

Is All Support Equal? Investigating How the Type and Quality of Vocabulary Instruction in Jumpstart Influences Children’s Vocabulary Development

Principal Investigator: Julie Dwyer

Funded by: Jumpstart for Young Children

Amount: $10,000

Dates: 6/4/12-11/30/13

Summary: Using secondary analysis of data collected with Jumpstart funding from 2011-12, this study investigates the types and quality of vocabulary support occurring in Jumpstart and comparison classrooms and how they differentially influence children’s vocabulary growth.

Upward Bound Math/Science

Principal Investigator: Michael Dennehy; Co-PIs, Ruth Shane & 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.

Thomas Jefferson: Personality, Character and Public Life

Principal Investigator: Peter Gibbon

Funded by: National Endowment for the Humanities

Amount: $176,211

Dates: 10/1/12-12/21/13.

Summary: Teachers will be recruited nationally to participate in a three week summer Institute that examines the many paradoxes of Thomas Jefferson

Upward Bound

Principal Investigator: Michael Dennehy

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.

Sleep, Heart, Health and Happiness

Principal Investigator: Scott Seider

Funded by: Canadian Institutes of Health via subcontract w/University of British Columbia

Amount: $36,075

Dates: 9/1/12 – 8/31/14

Summary: Through analysis of saliva samples, actiwatch and blood pressure readings, height and weight measurements, and responses to online surveys, this study seeks to consider the relationship between an individual’s health and participation in community service learning.

Conference Meeting: How Can the History and Philosophy of Science Contribute to Contemporary U.S. Science Teaching

Principal Investigator: Peter Garik; Co-PI, Alisa Bokulich (CAS)

Funded by: National Science Foundation

Amount: $81,811

Dates: 2/15/12-1/31/14

Summary: Funds will support a BU hosted interdisciplinary conference and workshop to formulate research plans to study the theory, curriculum and pedagogy for using the history and philosophy of science in science education

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Connect to Learning: ePortfolio, Engagement, and Student Success

Principal Investigator: Evangeline Stefanakis

Funded by: U.S. Department of Education via subcontract w/Research Foundation of CUNY on behalf of LaGuardia Community College

Amount: $20,000

Dates: 1/1/11-12/31/13

Summary: BU will partner in the Making Connections project in order to develop the extent, maturity, and effectiveness of BU’s ePortfolio implementation.

Expanding Learning Through Transmedia Content: Development of Professional Development Modules

Principal Investigator: Jeanne Paratore

Funded by: U.S. Department of Education via subcontract w/Public Broadcasting Systems

Amount: $607,083

Dates: 5/6/11-9/29/14

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.

Evaluating the Role of Schools in Adolescent Mental Health Service Provision

Principal Investigator: Jennifer Green

Funded by: National Institutes of Health

Amount: $775,905

Dates: 7/1/10-6/30/15

Summary: This study aims to clarify the role of schools in identifying psychiatric disorders and providing referrals for services.

Assessing ASL Knowledge and Its Relationship to Reading English in Deaf Children

Principal Investigator: Robert Hoffmeister Funded by: U.S. Department of Education Amount: $1,566,200 Dates: 9/1/10-8/31/14 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.

Math for America: Boston Teaching Scholars Program

Principal Investigator: Suzanne Chapin; Co-PI, Glenn Stevens (CAS)

Funded by: National Science Foundation

Amount: $1,500,000

Dates: 9/1/09-8/31/15

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.

Boston University’s Noyce Scholars Program in Mathematics

Principal Investigator: Suzanne Chapin

Funded by: National Science Foundation

Amount: $750,000

Dates: 9/1/07-8/31/14

Summary: Full scholarships are provided to college graduates with a major in mathematics who enroll in a one-year graduate program that leads to the Master of Arts in Teaching (MAT) degree and initial teacher licensure as either a middle or high school mathematics teacher.

The following projects receive funding on an annual basis.

Jumpstart

Principal Investigator: Hardin Coleman Funded by: Americorps via subcontract w/Jumpstart for Young Children, Inc./Corporation for National and Community Service Amount: $56,576 Dates: 9/1/13-8/31/14 Summary: 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.

Upward Bound and Upward Bound Math/Science Summer Food Service Program

Principal Investigator: Michael Dennehy

Funded by: U.S. Department of Agriculture via subcontract w/Commonwealth of MA Dept. of Education

Amount: $24,763

Dates: 6/24/13 – 8/12/13

Summary: Funding supports reimbursement for actual meal costs for eligible UB and UBMS students participating in the summer residential program

Baldwin Early Learning Center

Principal Investigator: Ruth Shane

Funded by: City of Boston Public Schools

Amount: $411,035

Dates: 9/1/13-6/30/14

Summary: Annual funding supports several components of the ELC, which provides a developmentally appropriate program of instruction focusing on hands-on learning activities for children ages 3-7 years.

Undergraduate Students

Undergraduate students at the School of Education benefit from the community feel of a small school along with the resources of a large university. Our students are in the field in both urban and suburban schools as early as their first year at SED.

Graduate Students

Talented graduate students from around the world prepare to become teachers, counselors, administrators, and more in as little as one year at the School of Education. Our students engage in diverse aspects of education both in the classroom and the field.