Funded Projects

Principal Investigator: Amy Baltzell, Clinical Associate Professor

Evaluating the Mindfulness Meditation Training for Sport (MMTS)

Funded by: Association for Applied Sport Psychology (AASP)
Amount: $2,160
Dates: 7/1/16–10/31/17
Summary: Student Researcher Rob Dibernardo will assess the efficacy of the Mindfulness Meditation Training for Sport (MMTS) program with college athletes.  MMTS is a mindfulness-based sport psychology intervention with the goal of increasing an athlete’s ability to cope with the experience of negative thoughts and emotions that may be present due to the pressures of competition and training.

Principal Investigator: Elizabeth Bettini, Assistant Professor

Special Educators’ Working Conditions in Self-Contained Settings for Students with Emotional and Behavioral Disorders

Funded by:  The Spencer Foundation
Amount: $50,000
Dates: 9/1/17–8/31/18
Summary:  Improving the special education teacher workforce is especially important for students with emotional and behavioral disorders (EBD), as these students are at high risk for poor long-term outcomes. Schools have great difficulty retaining skilled personnel to serve students with EBD; educators in these settings are more susceptible to stress and burnout, conditions that predict teachers’ plans to leave teaching and problems with their instruction. Analysis of surveys administered to special educators in a random sample of districts will inform administrators on ways to improve the working conditions of special educators as a way to improve retention and best practices.

Exploring How Special Educators’ Working Conditions Contribute to their Engagement of Students with Emotional and Behavioral Disorders in Effective Reading Instruction

Funded by: U.S. Department of Education
Amount: $400,000
Dates: 8/1/17-7/31/21
Summary: This project will explore how Special Education Teachers’ (SET) working conditions contribute to the quality and effectiveness of their reading instruction in self-contained classes for students with emotional and behavioral disorders (EBD). A secondary purpose is to explore how administrators conceptualize their responsibility to provide SETs with supportive working conditions.

Principal Investigator: Andrea Bien, Clinical Assistant Professor

BU/Trotter BPS Pipeline Project

Co-PI: Jennifer Bryson, Clinical Instructor
Funded by: 
Massachusetts Department of Education
Amount: $45,377
Dates: 1/1/17–6/30/18
Summary: The goal of the project is to expand the existing partnership between BU and the Trotter, a Boston Public Schools (BPS) K-8, in order to foster a match between BPS need and the BU-BPS teacher pipeline. Importantly, this match also contributes to the systematic support of BPS students.  The vision is to provide BPS a pool of highly-qualified teachers and increase employment opportunities for BU graduates by developing a strategic and data-driven student teaching placement network in collaboration with BPS that includes a supported cohort of supervising practitioners and onsite field experiences, professional development, and coursework.

Principal Investigator: Travis Bristol, Assistant Professor

Developing a Research Agenda for Educator Diversity

Funded by: Charles and Lynn Schusterman Foundation
Amount: $2,500
Dates: 4/2/17–5/1/17
Summary: Dr. Travis Bristol, Assistant Professor in the Wheelock College of Education & Human Development, will host a breakfast and discussion at the 2017 AERA Annual meeting designed to bring together senior and junior scholars, as well as graduate students to develop a research agenda for increasing, supporting, and retaining a diverse teacher workforce.

Organizing for Teacher Racial/Ethnic Diversity in a Flat World

Funded by: Marion and Jasper Whiting Foundation
Amount: $5,720
Dates: 4/2/17–5/1/17
Summary: Funding will support a one-month visit in July to France to work with ITP researchers and policy makers at the OECD’s office will provide me the opportunity to learn more about comparative teacher preparation, as well as access to archival and interview data.

The New York City Men’s Initiative 2.0: 1,000 Male Teachers of Color

Funded by: New York City Department of Education
Amount: $50,000
Dates: 1/1/17–6/30/18
Summary: Based on pilot research that Dr. Bristol, a renowned researcher in the field of male teachers of color, conducted on NYC Men Teach, current conditions and supports from schools and the NYC Men Teach program and its impact on male teachers of color will be examined. Key findings will inform school and programmatic support.

Principal Investigator: Naomi Caselli, Assistant Professor

Collaborative Research: Multimethod Investigation of Articulatory and Perceptual Constraints on Natural Language Evolution

Funded by: National Science Foundation
Amount: $67, 554
Dates: 5/15/18–10/31/21
Summary: The research proposed here will focus upon one particular type of human linguistic system – signed languages – and on one aspect of human organisms – their visual perception abilities. Using ASL-LEX, a lexical database that was developed by Boston University, Tufts University, and San Diego State University the BU team will focus on an investigation of the degree to which the American Sign Language lexicon has been shaped by perceptual factors.

American Sign Language Vocabulary Acquisition

Funded by: National Institutes of Health
Amount: $503,829
Dates: 2/1/17–1/31/20
Summary: The goal of this project, which is a collaboration with Wellesley College, is to understand the factors that predict sign vocabulary acquisition in children who have been exposed to a sign language from birth, in order to establish a benchmark from which to begin to understand the far more typical case of non-native sign language acquisition in language-delayed deaf children. These data, including age-of-acquisition norms, will also be made publicly available to researchers, teachers, and students interested in sign language vocabulary development.

Collaborative Research: The structure of the ASL lexicon: Experimental and statistical evidence from a large lexical database (ASL-LEX)

Funded by: National Science Foundation
Amount: $191,563
Dates: 9/1/16–2/29/20
Summary: In collaboration with colleagues from San Diego State University and Tufts University, this project proposes the first quantitative analysis of the lexicon of American Sign Language (ASL) in order to investigate both universal and modality-specific properties of the mental lexicon.

Principal Investigator: Suzanne Chapin, Professor

The Elementary Mathematics Project

Co-PIs: Ziv Feldman and Lynsey Gibbons
Funded by: National Science Foundation
Amount: $2,000,000
Dates: 9/1/16–8/31/21
Summary: Project aims to: 1) develop and test nationally four instructional units on whole number concepts, whole number operations, geometry and decimals; 2) develop and test interactive, web-based PD materials for instructors focused on instructional practices; 3) increase students’ mathematical knowledge for teaching whole number, decimal and geometry content; and 4) increase instructors’ knowledge and enactment of instructional practices as a result of using the EMP units and PD supports.

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: 9/1/13–8/31/19
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 in teaching. Funding additionally supports scholarships for students enrolled in a one-year program that leads to a Master of Arts in Teaching (MAT) degree and initial licensure to teach secondary mathematics.

Principal Investigator: Kathleen Corriveau, Associate Professor

Guiding guided learning: Developmental, educational and computational perspectives

Funded by: National Science Foundation via subcontract w/ Rutgers University
Amount: $115,000
Dates: 9/1/16-8/31/19
Faculty members from Rutgers University (lead), University of Delaware, Temple University, University of California-Berkeley and Boston University will form a collaborative network to bring together leaders in the fields of psychology, education, and computer science who have been driving the integration of direct instruction and exploratory learning under the umbrella of “Guided Learning”.  Toward the goal of generating integrative perspectives on the roles of instruction and exploration, collaborative activities that build on pre-existing connections and collaborations will be developed and implemented.

CAREER: Developing Critical STEM Thinkers: Optimizing Explanations in Inquiry-based Learning

Funded by: National Science Foundation
Amount: $1,109,984
Dates: 6/1/17–5/31/22
Summary: This early CAREER proposal includes integrated research and education objectives to develop a detailed understanding of how preschoolers critically evaluate explanations from adults in STEM learning situations.  Specifically the PI will conduct (1) observations of questions and explanations in an inquiry-based preschool; (2) systematic experiments in laboratory and museum settings to explore how various aspects of an explanation impact children’s STEM learning; and (3) an intervention designed to promote scientific thinking in parent-child dyads in a museum setting. Supplemental funding will allow the PI’s doctoral student, Ellie Castine, to explore three dimensions of an explanation – delivery, content, and learning partner – as a non-academic research intern at the Center for Applied Special Technology (CAST) and b) will support research training for two in-service teachers engaged in project activities at BU.

The Role of Religious Exposure in Children’s Conceptualization of the Invisible and the Impossible

Funded by: Templeton Foundation
Amount: $1,039,609
Dates: 9/1/16–8/31/19
Summary: Study of children’s thinking about what phenomena exist and what outcomes are possible across two different domains: religion and science by comparing children growing up in the U.S. with children growing up in two contrasting countries – Iran and China.

The Role of Social Others on Children’s Self Control

Funded by: American Psychological Foundation
Amount: $25,000
Dates: 9/1/16–8/31/17
Summary: As part of her dissertation research, student researcher, Grace Min, will conduct several small-scale experiments aimed to explore the specific mechanisms through which social context influences self-control in young children.

The Development of Critical Thinking Skills in Urban Preschoolers

Funded by: National Academy of Education
Amount: $70,000
Dates: 9/1/15–12/31/17
Summary: Working with children in Boston preschool classrooms, this project will explore how adults can aid in children’s acquisition of critical thinking skills prior to the onset of formal schooling.

Principal Investigator: Stephanie Curenton, Associate Professor

Nurtury Contract with Ecology of School Readiness Lab for “Thought-Leadership”

Funded by: Nurtury
Amount: $136,355
Dates: 6/1/17–5/31/18
Summary: BU wil provide thought leadership in the areas of evidenced-based program evaluation and strategic partnership designed to build program quality and capacity as well as promote well-being for children, families, and communities. The ultimate long term goal of this partnership is to solidify the status of Nurtury as an exemplar leader in the early childhood field.

Expanding Ethically-Diverse Urban Preschooler Oral Language Skills: The Conversation Compass Project

Funded by: The Kellogg Foundation via subcontract w/Rutgers University
Amount: $187,646
Dates: 7/1/16–5/31/18
Summary: Funding supports a project to enhance minority children’s language skills and improve preschool teachers’ ability to facilitate culturally responsive instructional conversations by developing and implementing a professional development intervention.

Principal Investigator: Nermeen Dashoush, Clinical Assistant Professor


Funded by: AmeriCorps via subcontract w/Jumpstart for Young Children, Inc./Corporation for National and Community Service
Amount: $55,000–$76,000 annually
Dates: 9/1/07–8/31/18
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: Michael Dennehy, Director

Junior Science and Humanities Symposia (JSHS) Program

Co-PI: Donald DeRosa, Clinical Associate Professor
Funded by: U.S. Department of Defense via subcontract w/Academy of Applied Science, Inc.
Amount: $16,000-$18,000 annually
Dates: 9/1/15–6/30/18
Summary: Funding supports costs associated with planning and delivery of a regional one-day STEM symposia each March for high school students from across New England.

Upward Bound

Funded by: U.S. Department of Education
Amount: $1,985,185
Dates: 9/1/178/31/22
Summary: Continued funding supports after-school academic classes and tutoring, and a summer residential program for low-income, first-generation, college-bound Boston Public Schools high school students.

Upward Bound Math and Science

Co-PIs: Aaron Beeler (Assistant Professor, CAS) and Jean Van Seventer (Clinical Associate Professor, SPH)
Funded by: U.S. Department of Education
Amount: $1,319,690
Dates: 9/1/178/31/22
Summary: Continued funding supports 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-$27,000 annually
Dates: June 2002August 2018
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

CAREER: Designing and Enacting Mathematically Captivating Learning Experiences for High School Mathematics

Funded by: National Science Foundation
Amount: $898,673
Dates: 2/15/17–1/31/22
Summary: This design research project explores how secondary mathematics teachers can plan and enact learning experiences that spur student curiosity, captivate students with complex mathematical content, and compel students to engage and persevere (referred to as “mathematically captivating learning experiences” or “MCLEs”).

Enhancing the Potential of Intended Curriculum (EPIC)

Funded by: College Preparatory Mathematics
Amount: $360,101
Dates: 5/1/14–10/1/17
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?

Principal Investigator: Peter Garik, Clinical Associate Professor

Preparing Post-Baccalaureate and Undergraduate STEM Majors in the Physical Sciences to be Teachers in High-Need School Districts

Co-PIs: Donald DeRosa, Mark Greenman (CAS/Physics), Dan Dill (CAS/Chemistry), Andrew Duffy (CAS/Physics)
Funded by: National Science Foundation
Amount: $1,199,999
Dates: 3/15/17-2/28/22
Summary: The goals of the project are to design and implement a plan to recruit 29 highly qualified physical science teachers (chemistry, physics, and middle school) from post-baccalaureate STEM graduates and career changers, prepare them to teach in high need school districts and sustain them through their induction years, to address the need for highly qualified science teachers to teach in under-served schools.

Mission Earth: Fusing GLOBE with NASA Assets to Build Systemic Innovation in STEM Education

Co-PIs: Donald DeRosa
Funded by: National Aeronautics and Space Administration via subcontract w/University of Toledo
Amount: $1,801,738
Dates: 1/4/16–1/3/21
Summary: BU will collaborate on the design and implementation of systemic curricular materials that will inform and inspire students, educators, and the public about the invaluable role NASA continues to play in improving the understanding of environment and environmental changes by working in the Providence RI public schools to extend current NASA teaching modules and GLOBE protocols.

Boston University Noyce Urban Science Scholarships (BoNUSS)

Co-PIs: Donald DeRosa, Dan Dill (CAS), Andrew Duffy (CAS), and Bennett Goldberg (Professor Emeritus, CAS)
Funded by: National Science Foundation
Amount: $1,199,999
Dates: 9/15/128/31/18
Summary: A collaborative effort between science departments in the College of Arts & Science, the Wheelock College of Education & Human Development, 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.

Principal Investigator: Peter Gibbon, Senior Research Fellow

Philosophers of Education: Major Thinkers from the Enlightenment to the Present

Funded by: National Endowment for the Humanities
Amount: $110,603
Dates: 10/1/16–9/30/17
Summary: The three-week seminar at Boston University will explore the works of major educational thinkers to introduce the teacher participants to 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 K-12 educators today.

Principal Investigator: Lynsey Gibbons, Assistant Professor

Understanding How Elementary Teachers Take up Discussion Practices to Promote Disciplinary Learning and Equity

Co-PIs: Andrea Bien, Clinical Assistant Professor; Eve Manz, Assistant Professor; Catherine O’Connor, Professor & Dean ad interim; Beth Warren, Professor & Associate Dean for Research
Funded by: The James S. McDonnell Foundation
Amount: $2,500,000
Dates: 1/1/18–12/31/22
Summary: In collaboration with researchers from Technical Education Research Centers (TERC) and Southern Methodist University, this project seeks to understand how teachers learn to use classroom discourse in service of two goals that may be mutually supportive or in conflict: (i) engaging students in deep discipline based learning, and (ii) disrupting transmissionist views of knowledge that assign capability to students based on how they demonstrate privileged ways of speaking, reasoning, and knowing.

Strengthening Math Teaching and Learning in Grades 4-8: Using Math Labs to Improve Instruction

Funded by: EdVestors
Amount: $30,000
Dates: 7/1/16–6/30/17
Summary: Math Lab sessions  at the Murphy and Edison schools in Boston create opportunities for teachers to engage in mathematics together, allowing them to consider the important mathematical ideas embedded in a selected mathematical task, anticipate the variety of strategies students would use to solve those tasks, and prepare for instruction.

Principal Investigator: Jennifer Green, Associate Professor

Developing a Brief Assessment of Mental Health Service Use for Adolescents

Funded by: MetroWest Health Care
Amount: $20,000
Dates: 1/1/18–12/31/18
Summary: This project involves developing a new brief measure of mental health service use that will be administered as part of the MetroWest Adolescent surveys.

Mechanisms Underlying Racial/Ethnic Disparities in Mental Disorders

Funded by: National Institutes of Health via subcontract w/Massachusetts General Hospital
Amount: $100,671
Dates: 2/4/16–11/30/19
Summary: Researchers from MGH, BU and Harvard University will analyze, discuss, interpret and write up data associated with disparities in treatment use.

Principal Investigator: Amie Grills, Associate Professor

Evidence-based Interventions to Enhance Outcomes among Struggling Readers

Funded by: National Institutes of Health
Amount: $2,357,966
Dates: 5/10/17-3/31/22
Summary: The purpose of this proposal is to critically evaluate an integrated program comprised of evidence-based practices for the treatment of anxiety and reading difficulties. The proposed multi-site, randomized clinical trial will extend the pilot study by comparing the combined reading and anxiety intervention with a reading-only condition and a control condition.  A multi-informant (student, parent, teacher), multi-method (e.g., survey, standardized test, experiential sampling) assessment will be used.  The critical relevance of this project lies in the determination of whether the inclusion of anxiety management skills significantly enhances existing intervention outcomes for struggling readers in the upper elementary grades.

Principal Investigator: Robert Hoffmeister, Associate Professor Emeritus

American Sign Language Vocabulary Resource and Visual Library

Funded by: U.S. Department of Education via subcontract w/Commonwealth of MA Department of Education
Amount: $544,161
Dates: 11/9/15–6/30/18
Summary: Funding supports the continued development of the ASL STEM Concept Learning Resource (ASL-CLeaR). The ASL-CLeaR is the web based computer application that serves as the delivery mechanism for the ASL Vocabulary Resource and Visual Library. The ASL-CLeaR is a bilingual (ASL & English print) educational resource designed to enhance ASL STEM instruction and learning for deaf and hard of hearing students, teachers and educational interpreters.

Educational Interpreters: Role and Ethics

Funded by: U.S. Department of Education via subcontract w/Commonwealth of MA Department of Education
Amount: $30,567
Dates: 5/4/16–6/30/17
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: $30,000
Dates: 7/1/16–6/30/17
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

Evaluation of an Innovative Approach to Sexual Violence Bystander Training for Student-Athletes: Leveraging Coaches as Key Influencers

Funded by: National Collegiate Athletic Association (NCAA)
Amount: $25,000
Dates: 3/1/181/31/19
Summary: In the NCAA’s recently released Sexual violence prevention: An athletics tool kit for a healthy and safe culture (2017), they recommend that “All athletics administrators, coaches and other paid or unpaid staff in athletics are provided sufficient resources and training to prevent and appropriately respond to sexual violence” (p. 4). In response to this call, Boston College Athletics in partnership with the Boston College Women’s Center has created a training model to engage coaches and student-athletes. Coaches will undergo bystander training led by the Women’s Center and then will co-facilitate the training of their student-athletes. Coaches are significant influences in their student-athletes’ lives and trained coaches can reinforce the messages of sexual assault prevention efforts throughout the year. This study, led by student researcher Chelsey Bowman, will evaluate this new training model to determine whether it was effective in changing student-athletes’ attitudes and behaviors toward sexual violence.

Bystanders Behaviors Related to Potential Sexual Assault:  Individual and Contextual Predictors among Student-athletes

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: 11/1/139/1/17
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.

Bystanders Behaviors Related to Potential Sexual Assault:  Individual and Contextual Predictors among Student-athletes

Funded by: National Collegiate Athletic Association (NCAA)
Amount: $7,230
Dates: 1/1/17–7/31/18
Summary: Student researcher, Chelsey Bowman, 
will investigate individual and contextual predictors of student-athletes’ willingness to intervene in situations that could lead to sexual violence, which will inform bystander training programs geared toward student-athletes.

Principal Investigator: Nathan Jones, Assistant Professor

Improving the Teacher Hiring and Match Process: A Research Partnership with Boston Public Schools

Funded by: Smith Richardson Foundation via subcontract w/Brown University
Amount: $10,843
Dates: 1/1/17–7/1/20
Summary: In collaboration with researchers from Brown University Dr. Jones will examine the effects of Boston Public School’s autonomous hiring policy reform on student, teacher, and school outcomes, with the broader goal of examining the nature and challenges of the teacher hiring and match process in large urban school districts.

The Day Reconstruction Method: A New Tool for Measuring Teachers’ Work and Work Contexts

Funded by: U.S. Department of Education via subcontract w/University of Wisconsin System
Amount: $256,169
Dates: 8/1/16–7/31/20
Summary: In collaboration with colleagues from the University of Wisconsin-Madison, BU project staff will contribute to a study to adapt the Day Reconstruction Method (DRM) for use with teachers and provide an initial assessment of the instrument’s validity.

Validating an Observation Protocol for the Evaluation of Special Educators

Funded by: U.S. Department of Education-IES
Amount: $1,600,000
Dates: 7/1/156/30/19
Summary: Danielson’s Framework for Teaching (EFT) will be studied, focusing on: 1) 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; 2) investigating sources of variance in FFT scores; and 3) examining the extent to which FFT scores converge with other sources of evidence of special education teaching quality.

Principal Investigator: Yasuko Kanno, Associate Professor

Massachusetts’s High School English Learners’ Access to College-Preparatory Courses: EL Status as a Double-Edged Sword

Co-PI: Marcus Winters, Associate Professor
Funded by: The Spencer Foundation
Amount: $50,000
Dates: 1/1/18-12/31/18
Summary: EL status can be a double-edged sword: While it qualifies students with emerging English proficiency with much needed support services, it may also lead to lower teacher expectations and limited opportunity to learn (OTL). This study will investigate the causal effect of EL status on high school students’ academic coursework by analyzing extant Massachusetts state data by examining whether English-learner (EL) classification limits students’ access to college-preparatory courses in high school.

Principal Investigator: Amy Lieberman, Assistant Professor

International Consortium for Multilingual Excellence in Education (ICMEE)

Funded by: U.S. Department of Education via subcontract w/University of Nebraska-Lincoln
Amount: $152,727
Dates: 12/16/16-8/31/21
Summary: Over the last five years, the eCALLMS grant ( (NPD grant PR/Award # T365Z110177) has designed e-workshops (by grant completion in August 2016, there will be over 30 available) to support the professional development of K-12 teachers of multilingual learners. As interest and use of these e-workshops has spread to additional countries (specifically Finland and Germany), a large collaboration has formed with the potential to grow substantially. This project, therefore, has been designed to build on and expand these collaborations with three goals grounded in the e-workshops developed with NPD funding through the eCALLMS grant: research, design and use. The requested funding will support the research and design in the United States.

Preparation of Personnel Trained in Education of the Deaf: MADESE 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: $90,000
Dates: 10/28/16-6/30/19
Summary: To help ensure that Massachusetts has an adequate number of teachers with the necessary tools to properly instruct and accommodate students who are Deaf or Hard of Hearing and who communicate in their classrooms using American Sign Language, funds will be used to support access to pre-requisite and required coursework for students enrolled at Boston University’s Deaf Education program in order to pursue a career in teaching of Deaf and Hard of Hearing children who use American Sign Language (ASL).

Development of Gaze Control for Integration of Language and Visual Information in Deaf Children

Funded by: National Institutes of Health–National Institute on Deafness and Communication Disorders
Amount: $1,738,455
Dates: 3/4/16-5/31/21
Summary: Deaf children frequently receive impoverished language input in their early years, putting them at-risk for delays in development of language, literacy and academic skills.  The proposed work will examine how young deaf children learn to integrate visual linguistic and non-linguistic input during interaction, a critical skill for language development.  By identifying factors contributing to deaf children’s ability to control gaze and visual attention, this work will yield important insights regarding the design of effective intervention, instruction, and classroom environments for deaf children.

Principal Investigator: Rebekah Louis, Lecturer

EPIC Supervisor Certification Pilot

Funded by: Massachusetts Department of Education
Amount: $15,000
Dates: 9/1/17-6/30/18
Summary: BU is hosting a cohort of program supervisors and supervising practitioners participating in the Massachusetts Department of Elementary and Secondary Education’s Supervisor Certification pilot.

Principal Investigator: Jacob Murray, Faculty Director

Ed-Vance: A Pathway of Excellence for Teachers of Color (Planning Phase)

Co-PI: Stephanie Curenton
Funded by:
 The Kellogg Foundation
Amount: $350,000
Dates: 11/1/16-6/30/18
Summary: Funding supports the planning phase of a project to strengthen the teachers of color pipeline in Boston schools through partnering with minority serving institutions in the development of an alternative teacher education program.

Principal Investigator: Catherine O’Connor, Professor & Dean ad interim

SERP Word Generation

Funded by: U.S. Department of Education via subcontract w/ Strategic Education Research Partnership Institute (SERP)
Amount: $26,859
Dates: 6/1/17-6/30/18
Summary: In collaboration with SERP personnel and Dr. Catherine Snow (Harvard Graduate School of Education), Dr. O’Connor will design and deliver six professional development modules as webinars. The work includes creation of materials to support teachers attending the webinar, and soliciting responses from teachers as to usability of webinar materials.

Examining the effects of a mindfulness-based biofeedback intervention on self-regulation and sport performance in soccer athletes

Funded by: Foundation for Education and Research in Biofeedback and Related Sciences (FERB)
Amount: $1,500
Dates: 9/1/17-8/31/19
Summary: Student researcher Frank Perry will investigate the impact, if any, of a mindfulness-based biofeedback intervention on 3 different types of measures in a small sample of soccer athletes.

Principal Investigator: Jeanne Paratore, Professor

A Transmedia Approach to Science and Literacy Learning in Early Childhood Classrooms

Funded by: U.S. Department of Education via subcontract w/Public Broadcasting Systems
Amount: $797,588
Dates: 10/1/159/30/20
Summary: BU staff will develop new science and literacy professional development materials to enhance kindergarten or Grade 1 educators’ integration of technology and RTL transmedia suite content in classrooms, with a particular focus on developing young children’s understanding of what it means to think, act, read, and write “like a scientist”  and will also consult with CPB/PBS to plan and implement a partnership with NAEYC for both the development and dissemination of the professional development resources.

Principal Investigator: Michelle Porche, Clinical Associate Professor

Psychiatric Residency and Psychology Internship

Funded by: Massachusetts Department of Mental Health via subcontract w/ Boston Medical Center
Dates: 6/1/17–6/30/17
Summary: Dr. Porche will conduct on-site filming of instructional videos for curriculum development and dissemination of training on issues related to Autism Spectrum Disorder for transition aged youth.

Evaluation of School-Based Trauma-Informed Sports Intervention

Funded by: Sudbury Foundation via subcontract w/ Doc Wayne Youth Services
Dates: 8/1/17–8/31/18
Summary: Investigation of educational supports and barriers for a vulnerable population of students who have experienced adversity and maltreatment, and who are receiving treatment in a sports-based group therapy program that uses a strengths-based approach to clinical care.

Co-Principal Investigators: Jennifer Green, Associate Professor & Zachary Rossetti, Assistant Professor

Evaluation of Hingham Middle School Special Education Program

Funded by: Hingham Public Schools
Dates: 1/1/18–9/30/18
Summary: Using a combination of existing data from district records and online surveys with key stakeholders an evaluation of the effectiveness of the Middle School Special Education department in regard to resource allocation, role of paraeducators, collaboration between Special and General Education teachers, and specialized programs will be conducted.

Principal Investigator: Zachary Rossetti, Assistant Professor

Enhancing Civic Engagement of Culturally and Linguistically Diverse Parents of Children with Disabilities

Funded by: The Spencer Foundation
Amount: $50,000
Dates: 1/1/18–12/31/18
Summary: Drs. Rossetti and Burke (University of Illinois, Urbana-Champaign) examine the effect of an innovative civic engagement program with parents of culturally and linguistically diverse (CLD) children with disabilities across four states using a randomized controlled trial. Data collection also includes focus groups inquiring about facilitators and barriers to civic engagement by CLD parents, as well as videotaped testimonials about what CLD parents want in the upcoming IDEA reauthorization. By examining the effectiveness of the parent civic engagement program, as well as CLD parent perspectives on civic engagement and IDEA reauthorization, this project will contribute to existing theory on civic engagement and cultural and social capital in the context of special education reform.

Paraprofessional Certification as a Pathway to Recruiting Culturally Diverse Pre-Service Teachers

Funded by: Massachusetts Department of Education
Amount: $48,470
Dates: 1/1/17–6/30/18
Summary: Educators from Boston Public Schools (BPS) and Boston University (BU) will develop and implement an innovative, research driven pathway for paraprofessionals from traditionally underrepresented groups (e.g., people of color) currently employed by BPS to receive professional development (for which they will receive graduate level course credits) and ongoing mentoring toward a BU post-baccalaureate program, which would result in initial licensure in Massachusetts (MA) as a Teacher of Students with Severe Disabilities.

Examining Latino Families’ Language Access and Participation in their Children’s IEP Meetings

Funded by: American Educational Research Association
Amount: $4,400
Dates: 4/1/17–8/31/18
Summary: In collaboration with the Federation for Children with Special Needs (FCSN), this project seeks to document and examine the experiences of Latino families in their children’s IEP meetings. Locally as nationally, Spanish is culturally and linguistically diverse families’ most frequently spoken language in the home. Data will be collected through five semi-structured focus group interviews with 8-10 participants in each and a formal measure of family-professional partnerships.

Friends Matter! Increasing and Improving Social Interaction Opportunities between Students with and without Intellectual Disabilities

Funded by: Peter and Elizabeth C. Tower Foundation
Amount: $142,522
Dates: 1/1/17–12/31/19
Summary: The project’s goal is to increase the quantity and improve the quality of social interaction opportunities between students with and without ID in Bourne PS. By experiencing more consistent social interaction opportunities based on shared interests and common experiences in inclusive settings, students with and without ID will be more likely to develop reciprocal and mutual friendships that extend beyond the school walls.

Principal Investigator: Scott Seider, Associate Professor

The Development of Critical Consciousness in Marginalized Adolescents Attending Progressive and No Excuse Charter High Schools

Funded by: Spencer Foundation
Amount: $350,000
Dates: 1/1/16–12/31/19
Summary: This project expands the present research study by adding an ethnographic investigation of learning processes at the most promising no excuses and progressive schools with the goal of amplifying the value and effects of scholarship and practice of civic education in urban secondary schools across the United States.

Developing Curiosity in Adolescents through the Question Formulation Technique

Funded by: Templeton Foundation
Amount: $153,132
Dates: 8/15/158/14/17
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: 7/1/15–6/30/18
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.

Principal Investigator: V. Scott Solberg, Professor

Vocational Rehabilitation Youth Technical Assistance Center (Y-TAC)

Funded by: U.S. Department of Education via subcontract w/Institute for Educational Leadership
Amount: $335,000
Dates: 11/15/15–9/30/20
Summary: The Vocational Rehabilitation Youth-Technical Assistance Center will be working intensively with 10 states to increase their capacity to serve youth with disabilities and disconnected youth.  BUs role is to coordinate the evaluation of this effort using common measures collected at the state level on services provided as well as an evaluation of the professional development activities.

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: 7/1/1412/31/17
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: $369,000
Dates: 9/19/129/18/18
Summary: The research team at Boston University will support the career development/planning/management strand of work, specifically project staff will: 1)conduct web-based research; 2) review and analyze results from previously collected data using de-identified datasets; 3) write research and policy briefs, journal articles, and how-to-guides; and 4) provide technical assistance to states and districts.

Principal Investigator: Marcus Winters, Associate Professor

Examining the Effects of Adopting Move on When Reading in Arizona

Funded by: Helios Foundation
Amount: $65,506
Dates: 6/1/17–7/31/19
Summary: Expanding on Dr. Winters’ current work, the BU project team will evaluate the effect of Move on When Reading on student performance in the third grade.

Increasing Teacher Quality: Can We Learn from Successful Charter Schools?

Funded by: Smith Richardson Foundation
Amount: $200,610
Dates: 7/1/17–7/1/19
The proposed project will utilize longitudinal student- and teacher-level data to evaluate whether there are differences in the relationship between measured teacher quality and teacher attrition in the charter and traditional public school sectors.

The Effects of Florida’s K-3 Reading Policy

Funded by: The Kellogg Foundation via subcontract w/ExcelinEd
Amount: $65,828
Dates: 9/5/16–7/31/17
Summary: Several analyses intended to better understand the impacts and costs of Florida’s K-3 reading policies will be conducted, leading to a comprehensive report that addresses a variety of important research questions.

Principal Investigator: Jonathan Zaff, Research Associate Professor

Center for Promise

Funded by: America’s Promise Alliance
Amount: $1,663,190
Dates: 6/1/1512/31/18
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.