University of Pittsburgh School of Education
 

Psychology in Education - Grants

4Kids Evaluation

Dates: 5/1/2017 - 6/30/2018
Funding Amount: $35,000
Funder: Heritage Community Initiatives
Investigator: Shannon Beth Wanless

Alignment of Infant Toddler Coursework with the Pennsylvania Core Knowledge Competencies

Dates: 6/1/2017 - 3/31/2018
Funding Amount: $15,000
Funder: Pennsylvania Key
Investigator: Robert Gallen

Comprehensive Support for College Success: An Integrative Case Study of the Dell Scholars Program

Dates: 1/1/2018 - 12/31/2018
Funding Amount: $75,000
Funder: National Academy of Education
Investigator: Lindsay Page

Digital Messaging Campaign to Mitigate Summer Attrition (DIMES)

Lindsay Page will be responsible for various aspects of the project. She will have primary responsibility for managing the research relationships with the College Board and school district partners. She will contribute to the development of the text message content and to the design of the text message platforms that will deliver messages to students. She will assist in managing the relationship with the organization providing call-center support and will contribute to the training of the call-center staff. She will share responsibility for all data management and statistical analyses associated with the project, including initially randomizing students and schools to different experimental groups and conducting impact analyses to assess the impact of the text messaging intervention on students' colletg outcomes. She will advise on the qualitative components of the study. She will co-lead the writing and dissemination of study results.
Dates: 7/1/2016 - 6/30/2017
Funding Amount: $178,503
Funder: Harvard University
Investigator: Lindsay Page

Digital Messaging Campaign to Mitigate Summer Attrition (DIMES)

Lindsay Page will be responsible for various aspects of the project. She will have primary responsibility for managing the research relationships with the College Board and school district partners. She will contribute to the development of the text message content and to the design of the text message platforms that will deliver messages to students. She will assist in managing the relationship with the organization providing call-center support and will contribute to the training of the call-center staff. She will share responsibility for all data management and statistical analyses associated with the project, including initially randomizing students and schools to different experimental groups and conducting impact analyses to assess the impact of the text messaging intervention on students' colletg outcomes. She will advise on the qualitative components of the study. She will co-lead the writing and dissemination of study results.
Dates: 7/1/2017 - 6/30/2018
Funding Amount: $224,531
Funder: Harvard University
Investigator: Lindsay Page

Digital Messaging Campaign to Mitigate Summer Attrition (DIMES)

Lindsay Page will be responsible for various aspects of the project. She will have primary responsibility for managing the research relationships with the College Board and school district partners. She will contribute to the development of the text message content and to the design of the text message platforms that will deliver messages to students. She will assist in managing the relationship with the organization providing call-center support and will contribute to the training of the call-center staff. She will share responsibility for all data management and statistical analyses associated with the project, including initially randomizing students and schools to different experimental groups and conducting impact analyses to assess the impact of the text messaging intervention on students' colletg outcomes. She will advise on the qualitative components of the study. She will co-lead the writing and dissemination of study results.
Dates: 7/1/2017 - 6/30/2018
Funding Amount: $352,710
Funder: Harvard University
Investigator: Lindsay Page

Distinctions between Black and White Young Women In the Course of Alcohol Use

Dates: 2/1/2017 - 1/31/2018
Funding Amount: $50,607
Funder: YALE University
Investigator: Feifei Ye

Education Law Center Evaluation - 05-711634

Dates: 5/1/2016 - 4/30/2018
Funding Amount: $20,000
Funder: Education Law Center
Investigator: Shannon Beth Wanless

Evaluation of "Strengthening the Bhutanese Community in Pittsburgh" Year 3

Dates: 10/1/2016 - 9/30/2017
Funding Amount: $2,000
Funder: Bhutanese Community Association of Pittsburgh
Investigator: Shannon Beth Wanless

Evaluation of Igniting and Sustaining the Dream: Afterschool Initiatives

The evaluation will examine the extent to which the six selected afterschool programs (After-School Tutorial Enrichment, Program at Schenley Heights Community Development Program, Center that C.A.R.E.S., Thelma Lovette YMCA, Higher Achievement, Oakland Planning and Development School to Career and Center that C.A.R.E.S. at Jeron Grayson Community Center) meet the goals defined by McAuley Ministries.
Dates: 8/1/2014 - 7/31/2018
Funding Amount: $73,500
Funder: McAuley Ministries
Investigator: Shannon Beth Wanless

Families on the Edge: Exploring experiences before a housing crisis

Dates: 1/1/2017 - 10/31/2017
Funding Amount: $28,976
Funder: Pittsburgh Child Guidance Foundation
Investigator: Shannon Beth Wanless

Financial Aid Nudges: A National Experiment to Increase Retention of Financial Aid and College Persistence

Dates: 7/1/2016 - 6/30/2018
Funding Amount: $90,864
Funder: Temple University
Investigator: Lindsay Page

Financial Aid Nudges: A National Experiment to Increase Retention of Financial Aid and College Persistence

Dates: 7/1/2017 - 6/30/2018
Funding Amount: $68,246
Funder: Temple University
Investigator: Lindsay Page

Gwen's Girls Programming Evaluation

Dates: 4/1/2016 - 10/31/2017
Funding Amount: $75,000
Funder: Gwen's Girls
Investigator: Shannon Beth Wanless

In Spite of Parents? Exploring the Value of Family Involvement in Educating Aftrican American Adolescents

Dates: 1/1/2016 - 12/31/2019
Funding Amount: $993,239
Funder: The Spencer Foundation
Investigator: Ming-Te Wang

Investigating Motivation and Transfer in Physical Science through Preparation for Future Learning Instruction

The voices of urban adolescents along with results from studies that demonstrate the benefits of supporting students' cognitive processing have allowed for the identification of teacher talk as a proctice that has the potential to reduce disparities in academic outcomes. Using latent growth modeling and interpretive science, our interdisciplinary research team has come together to study the independent and joint contributions of affective and cognitive support that may (a) be at the root of some aspects of inequality in schools and (b) lead to relatively simple ways to intervene with teachers that could have strong implications for adolescents' academic achievement.
Dates: 9/1/2015 - 8/31/2018
Funding Amount: $72,942
Funder: National Science Foundation
Investigator: Tanner LeBaron Wallace

Just Discipline Initiative

Dates: 7/1/2016 - 6/30/2017
Funding Amount: $37,928
Funder: Heinz Endowments
Investigator: Ming-Te Wang

Just Discipline Initiative

Dates: 7/1/2017 - 6/30/2019
Funding Amount: $29,232
Funder: Heinz Endowments
Investigator: Ming-Te Wang

Leading Together Evaluation

Dates: 8/1/2016 - 7/31/2017
Funding Amount: $20,000
Funder: Center for Courage & Renewal
Investigator: Shannon Beth Wanless

Needs Assessment of Collegiate Food Insecurity

Dates: 1/1/2017 - 12/31/2017
Funding Amount: $18,323
Funder: Greater Pittsburgh Community Food Band
Investigator: Shannon Beth Wanless

NPC Accuracy Study

Dates: 8/1/2016 - 7/31/2017
Funding Amount: $20,000
Funder: American Educational Research Association
Investigator: Lindsay Page

Out-of-School Learning in Urban and Disrupted Suburban Areas

This is a proposal to refine and implement a new improvement system, which we call Really Simple Improvement (RSI). RSI is based on the positive deviance approach, pioneered in the public health field.
Dates: 7/1/2017 - 5/31/2018
Funding Amount: $17,500
Funder: Grable Foundation
Investigator: Thomas Akiva

Out-of-School Learning in Urban and Disrupted Suburban Areas

This is a proposal to refine and implement a new improvement system, which we call Really Simple Improvement (RSI). RSI is based on the positive deviance approach, pioneered in the public health field.
Dates: 7/1/2017 - 5/31/2018
Funding Amount: $17,500
Funder: Heinz Endowments
Investigator: Thomas Akiva

Peg + Cat: Adventures in Learning with a Girl, Her Cat, Millions of Fans, Thousands of Parents and Teachers, and 100 Chickens

Social-emotional skills that Peg brings to her math learning experiences include self regulation, persistence, collaboration, and effort. These learning-related social-emotional skills support math development for young children of different cultures, socioeconomic statuses, and genders. Peg + Cat media model these skills for children and their important social-emotional skill development, but may also indirectly promote these skills by enhancing the psychological safety children feel in their math interactions with their teachers, parents, and camp counselfors. In this project, we aim to assess the specific affective dimensions of Peg + Cat episodes, deliver related professional development to adults that work with young children (teachers, parents, and camp counselors), and assess the change in their language, beliefs, and interactions with children around affective mathematics instruction.
Dates: 9/1/2016 - 8/31/2017
Funding Amount: $186,938
Funder: The Fred Rogers Company
Investigator: Shannon Beth Wanless

Peg + Cat: Adventures in Learning with a Girl, Her Cat, Millions of Fans, Thousands of Parents and Teachers, and 100 Chickens

Social-emotional skills that Peg brings to her math learning experiences include self regulation, persistence, collaboration, and effort. These learning-related social-emotional skills support math development for young children of different cultures, socioeconomic statuses, and genders. Peg + Cat media model these skills for children and their important social-emotional skill development, but may also indirectly promote these skills by enhancing the psychological safety children feel in their math interactions with their teachers, parents, and camp counselfors. In this project, we aim to assess the specific affective dimensions of Peg + Cat episodes, deliver related professional development to adults that work with young children (teachers, parents, and camp counselors), and assess the change in their language, beliefs, and interactions with children around affective mathematics instruction.
Dates: 9/1/2017 - 8/31/2018
Funding Amount: $194,841
Funder: The Fred Rogers Company
Investigator: Shannon Beth Wanless

PRIDE: Positive racial Identity Development in Early Education

Dates: 5/1/2017 - 4/30/2018
Funding Amount: $125,000
Funder: Hillman Family Foundations
Investigator: Shannon Beth Wanless

Project STARS: Examining Girls' Physical Fitness and Nutrition

Dates: 5/1/2017 - 9/30/2017
Funding Amount: $1,500
Funder: Gwen's Girls
Investigator: Shannon Beth Wanless

Remake Making: Understanding Adoption and Adaptation of Facilitated Making in Libraries

Dates: 9/1/2017 - 8/31/2018
Funding Amount: $252,524
Funder: National Science Foundation
Investigator: Thomas Akiva

Research & Evaluation Writers and Consultants

Dates: 2/1/2015 - 6/30/2017
Funding Amount: $30,000
Funder: Allegheny County Department of Human Services
Investigator: Christina Groark

Simple Interactions 3.0

Dates: 4/1/2018 - 2/3/2019
Funding Amount: $40,000
Funder: Grable Foundation
Investigator: Thomas Akiva

SPECS for Pace: Authentic Program Evaluation Research for an Holistic Education Model for Students with Severe Disabilities (K-12) in an Approved Private School

Dates: 7/1/2017 - 6/30/2018
Funding Amount: $130,000
Funder: PACE
Investigator: Stephen Bagnato

The Disciplined Mind: Mindfulness-Based Strategies to Improve Academic Diligence

Dates: 5/1/2016 - 4/30/2019
Funding Amount: $346,733
Funder: John Templeton Foundation
Investigator: Brian M. Galla

The Role of Psychologically Wise Teaching in Student Achievement

Dates: 1/1/2017 - 12/31/2017
Funding Amount: $60,788
Funder: Stanford University
Investigator: Tanner LeBaron Wallace