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IRA reading grants

By JohnL on Aug. 27, 2008.

The International Reading Association (IRA) published descriptions of its grant awards. I’ve reproduced the descriptions here. See the end of the entry for links to the relevant parts of IRA’s Web site.

The Outstanding Dissertation of the Year Award is a US$1,000 annual award to those who have completed their dissertations on reading and literacy between May 15, 2007 and May 14, 2008. Studies using any research approach (e.g., ethnographic, experimental, historical, survey) are encouraged. Each study will be assessed in light of its approach, the scholarly qualification of its reports, and its significant contributions to knowledge within the reading/literacy field. Hurry, submission deadline is October 1, 2008.

The following grant programs, applicants can complete and submit their proposals electronically via IRA’s new online application system. Deadline for submission is January 15, 2009.

The Elva Knight Research Grant is a grant program of up to US$10,000 for research in reading and literacy. Projects should be completed within 2 years. Studies may be carried out using any research method or approach as long as the focus of the project is on research in reading or literacy. Activities such as developing new programs or instructional materials are not eligible for funding except to the extent that these activities are necessary procedures for the conduct of the research.

The Helen M. Robinson Grant is a US$1,000 annual grant to support doctoral students at the early stages of their dissertation research in the area of reading and literacy.

The Jeanne S. Chall Research Fellowship is a US$6,000 grant to encourage and support reading research by doctoral students. The special emphasis is to support research efforts in the following areas: beginning reading (theory, research, and practice that improves the effectiveness of learning to read); readability (methods of predicting the difficulty of texts); reading difficulty (diagnosis, treatment, and prevention); stages of reading development; the relation of vocabulary to reading; diagnosing and teaching adults with limited reading ability.

The Nila Banton Smith Research Dissemination Support Grant program assists in the dissemination of research (e.g., a literature review, meta-analysis, monograph, or other work) to the educational community. All International Reading Association members, including student members working on a research dissemination activity, are eligible to apply for the grant. The support shall not exceed US$5,000.

The Reading/Literacy Research Fellowship is a US$5,000 award to a researcher residing outside the United States or Canada who has evidenced exceptional promise in reading research and deserves encouragement to continue working in the field of reading. Applicants must have received a doctorate or its equivalent within the past 5 years.

The Steven A. Stahl Research Grant program, established to honor his memory and work, provides support for classroom research in reading and literacy instruction to promising graduate students who have at least three years of teaching experience. This is an annual award of US$1,000.

The Teacher as Researcher Grant program is available to preK-12 teachers with full or permanent half time teaching responsibilities, librarians, Title I teachers, classroom teachers, and resource teachers. Applicants may apply as a collaborative group or individually. Grant requests can be for up to US$5,000; IRA prefers smaller grant awards in order to provide support for as many teacher researchers as possible.

One must be a member of IRA to receive an award. Link to the research section of the IRA site.

NDRN dep executive director

By JohnL on Aug. 26, 2008.

The US National Disabilities Rights Network (NDRN) is advertising for a deputy executive director who would have responsibility for public policy.

National non-profit disability association seeking Dep. Exec. Dir./Public Policy. J.D. or Masters degree in human services or political science area, knowledge and experience in health & disability-related legislative and federal affairs; mgmt & supervisory expertise, media relations, development and public policy affairs. Must be organized, able to prioritize and demonstrate effective written and oral communication. Salary range $80 - $90K. Liberal benefits. Fax resume, references, cover letter with salary requirements to NDRN (202) 408-9520. An equal opportunity employer. People with disabilities encouraged to apply. Closing date September 30, 2008.

Link for the PDF of the position announcement and link to the NDRN Web site.

DR student research award

By JohnL on Aug. 25, 2008.

Call for Nominations: 2009 Student Research Award

Division for Research, Council for Exceptional Children

The Division for Research seeks nominations for the 2009 Student Research Award. This award recognizes high-quality research across multiple research methodologies conducted by students in the course of their undergraduate or graduate special education training program. The Division will award up to three such awards annually, with one award presented in each of up to three areas of research designs or methodologies: qualitative, single-subject, and quantitative. No award will be given in any research methodology area if an exemplary, high-quality research study is not submitted; thus, there may be fewer than three awards presented in any given year. Nominations are sought across all areas of special education services and are due by October 15, 2008.

Criteria

1. The nominated student must be the sole or first author of the nominated manuscript and the research study must represent the student’s intellectual work.
2. The nominated research study must have been conceptualized and conducted while the first author was a student.
3. The nominated study must not be in press at the time of submission nor have been published prior to submission for the award.
4. The nominated manuscript must not exceed 45 double-spaced pages, not including tables and references. Manuscripts should be formatted according to APA 5.0 guidelines.
5. Independent of the methodological area in which the manuscript is submitted, research studies nominated must adhere to standards for high-quality research advocated for in the field of special education and by the Division for Research. Detailed quality indicators of high-quality research in each of the identified methodological areas (e.g., quantitative, qualitative, single-subject) can be found in the Winter 2005 special issue of Exceptional Children, Volume 71(2), edited by Odom et al. Applicants are referred to this issue for guidance. Please note that the “quantitative” category for this award includes group experimental and quasi-experimental designs (Gerston et al., 2005) and correlational designs (Thompson, Diamond, McWilliam, Snyder, & Snyder, 2005).

Nomination Process

1. Nominations may be self-nominations or nominations from another person, such as an academic advisor or professional colleague.
2. Include a brief cover letter (no more than one page, single spaced) that:
   1. identifies the title of the manuscript
   2. states the methodological area in which the research is being submitted for consideration
   3. provides written assurances that the research was conceptualized and conducted by the nominee and while the nominee was a student and has not been accepted for publication; and
   4. provides all current contact information (name, title, position, affiliation, address, telephone number, email address).
3. Include one or more copies (see subsequent item) of the manuscript reporting the research being nominated.
4. Nominations may be submitted by mail or email by October 15, 2008. Emailed submissions are preferred. Emailed nominations must be received by October 15. If submitting by postal service, nominations must be postmarked by October 15 and include five copies of the manuscript. Send nominations to

Michael L. Wehmeyer, Ph.D.
Chair, Student Research Award Committee
Professor of Special Education
University of Kansas
1200 Sunnyside Avenue, Room 3136
Lawrence, Kansas 66045

785-864-0723

wehmeyer AT ku.edu

Award Details

The awardee in each research method area will receive payment of registration for the 2009 CEC Annual Convention, to be held in Seattle, Washington; a free membership to CEC-DR for one year; and a certificate. In addition, the recipient(s) will present the award-winning research in a poster session during the CEC-DR Reception.

References

Gersten, R., Fuchs., L. S., Compton, D., Coyne, M., Greenwood, C., & Innocenti, M. S. (2005).  Quality indicators for group experimental and quasi-experimental research in special education. Exceptional Children, 71(2), 149-164.

Odom, S. L., Bratlinger, E., Gersten, R., Horner, R. H., Thompson, B. & Harris, K. R. (2005).  Research in special education:  Scientific methods and evidence-based practices. Exceptional Children, 71(2), 137-148.

Thompson, B., Diamond, K. E., McWilliam, R., Snyder, P., & Snyder, S. W. (2005).  Evaluating the quality of evidence from correlational research for evidence-based practice. Exceptional Children, 71(2), 181-194.

Project Forum on LD

By JohnL on Aug. 6, 2008.

Over on LD Blog, I announced a new publication from Project Forum. The document examines the history of eligibility for special education of students identified as having Learning Disabilities and how US states are changing their eligibility procedures. Jump to the post on LD Blog.

RtI Poll on LDBlog

By JohnL on Aug. 5, 2008.

The second in a series of polls about readers’ views on response to instruction (or intervention; RtI) is now live on LD Blog. Jump directly to the post containing the poll.

Nominate early childhood interventions

By JohnL on Aug. 2, 2008.

The Coalition for Evidence-Based Policy has issued a call for nominations of “Social Interventions Meeting ‘Top Tier’ Evidence of Effectiveness” with a specific focus on early childhood interventions. The coalition is a non-profit and non-partisan organization that is affiliated with the Council for Excellence in Government. Its mission is “to promote government policymaking based on rigorous evidence of program effectiveness.”

Recent Congressional legislative provisions seek to focus funds in certain federal social programs on models and strategies (“interventions”) meeting Top Tier evidence of effectiveness – i.e., “that have been shown, in well-designed randomized controlled trials, to produce sizeable, sustained effects on important … outcomes.” To assist federal agencies, grantees, and others in implementing these provisions effectively, the nonprofit, nonpartisan Coalition for Evidence-Based Policy is launching an initiative to identify and validate interventions meeting this evidence standard. Here is a link [see end] to a 3-page Project Overview (plus appendices).

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CEC Public Policy Director

By JohnL on Aug. 1, 2008.

The Council for Exceptional Children (international) seeks a person to fill the position of Senior Director for Public Policy. Here’s the text of the announcement:

Purpose of Position:
Policy and Advocacy Services furthers the overall goals of CEC through improving policies affecting children and youth with exceptionalities, their families, and the professionals who work with them, at national and state/provincial levels of government. The Senior Director for Public Policy, under the direction of the Associate Executive Director for Policy and Advocacy Services, is responsible for providing leadership and direction for the Association’s governmental relations activities, including maintaining a network of units and members for advancing public policy.

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Bogus Bowl V is up

By JohnL on Jul. 29, 2008.

Over on Teach Effectively, I’ve posted Bogus Bowl V. This one is about the professorate’s reluctance to teach prospective teachers to employ evidence-based practices. Jump on over there and vote.

Meadows Center post doc

By JohnL on Jul. 28, 2008.

Postdoctoral Fellowship on Reading Disabilities and Response To Intervention

The Meadows Center for Preventing Educational Risk and the Department of Special Education at the University of Texas are seeking applications for two qualified candidates interested in participating in a two-year, IES-funded postdoctoral training program designed to promote the conduct of methodologically-rigorous research on reading disabilities and response to intervention. Training for fellows will begin in August, 2008 or August, 2009, depending upon the applicant’s schedule, and involve (a) mentored professional development, independent writing, and grant development; (b) immersion in large-scale, federally-funded applied education research drawing from multiple disciplines (e.g., educational psychology, special education); and (c) didactic research training. Fellows will have an opportunity to assume a leadership role on at least one large-scale research project directed by the Training Director. Within this role, they will have an opportunity to (a) assist in the conceptualization and management of existing and follow-up research, (b) apply methodological and data analytic approaches in addressing research questions, and (c) supervise data collection/ management/ analysis and implementation efforts. In addition, they will be encouraged to establish unique and independent strands of research culminating in the solicitation of future grant funding. At the conclusion of their experience, fellows will be exceptionally well poised to assume roles in institutes of higher education, research centers, and training programs that have as their priority advancing the scientific basis of educational programs.

Qualified applicants will have obtained a degree in educational psychology, special education, or a related field by August, 2008. Applications will be reviewed starting July 1, 2008 and remain open until both positions are filled. Those with a background in reading disabilities, methodology, school-based intervention delivery, family-school partnerships, or response-to-intervention (RtI) are strongly encouraged to apply. Applicants should have a basic understanding of research design and analysis for randomized group designs and educational and psychological measurement. The following application materials are required: (a) a cover letter describing professional research interests, research experience, methodological and statistical training, and professional development and research goals to be pursued during the fellowship; (b) a complete vita; and (c) two letters of recommendation (at least one from a faculty advisor or mentor). Application materials should be submitted to Dr. Sharon Vaughn, Director, Meadows Center for Preventing Educational Risk, University of Texas, Austin, Texas, 78712, or electronically to Kshumake @ mail.utexas.edu.

The Meadows Center for Preventing Educational Risk is an interdisciplinary Center of Excellence that promotes and supports a vibrant grant-active culture in the College of Education and across University of Texas. The Center is a highly prolific research entity that pursues and secures competitive funding with a high rate of success. It is closely affiliated with the Departments of Special Education and Educational Psychology, which offer master’s and doctoral programs and coursework in Quantitative and Psychometric Methods; School Psychology and Counseling Psychology (both APA-accredited); Cognition, Learning, and Instruction; and Cultural Studies and Development.

Post-docs at Vanderbilt

By JohnL on Jul. 26, 2008.

Vanderbilt University is inviting applications for post-doctoral fellows in the two year Postdoctoral Intervention Research Program in Special Education. Fellows will work closely with a faculty advisor in the Department of Special Education matched to their interests in intervention research and with Karen Harris, Project Director. The special education faculty at VU are nationally recognized as leaders in intervention research in special education (see http://peabody.vanderbilt.edu/Microsites/Academic_Department/Special_Education.xml for more information). Fellows are sought across the areas of Early Childhood, High Incidence (EBD/LD/ADHD and other struggling learners) and Severe Disabilities. Participating advisors include: Donald Compton, Stephen Elliott, Doug Fuchs, Lynn Fuchs, Steve Graham, Karen Harris, Mary Louise Hemmeter, Ann Kaiser, Craig Kennedy, Kathleen Lane, Joseph Wehby, Mark Wolery, and Paul Yoder. Fellows will be prepared to make a difference in intervention research though (1) intensive mentoring by appropriate faculty members and the Project Director, (2) additional rigorous training in research methods and the science of learning beyond that received in their doctoral programs and tailored to their individual interests in intervention research, (3) concentrated experiences in one or more currently funded intervention research programs, (4) participation in an Intervention Research Reading Group that will allow intense study of critical works on intervention research, and (5) experience in writing IES research proposals, writing for publication, and presenting at research conferences. Upon completing this postdoctorate, fellows will have begun to build a programmatic line of research that will have significant impact on practice and the field of special education.

Qualifications: Applicants should have a doctoral degree in special education or related area. Assistant professors as well as recent doctoral graduates are encouraged to apply.

Applicants should send a letter of application indicating their areas of interest in intervention research and relevant work, CV, and a list of references to Karen Harris (Karen.Harris @ Vanderbilt.edu). U.S. citizenship or permanent residency required. Start dates are flexible, beginning August, 2008. Applications will be reviewed as received. Vanderbilt University is an Affirmative Action, Equal Opportunity Employer. Members of under-represented minority groups are strongly encouraged to apply.