The Future of Education Research at IES Advancing an Equity-Oriented Science (2022) / Chapter Skim
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Appendix D: Analysis of IES Funded Topics Commissioned Paper
Appendix D: Analysis of IES Funded Topics Commissioned Paper
Pages 225-234
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From page 225... ...
This appendix details how the authors gathered the necessary data under six parameters to create summary tables that were utilized by the committee in the body of the report. A full copy of the final paper, which includes the Codebook that the authors created to develop the summary tables, is available at https://nap.
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From page 226... ...
• What Methods and Measurement types have been studied under funded grants? To answer these questions, Klager and Tipton reviewed publicly available data on IES-funded grants, which included information on each of these areas via the inclusion of study abstracts (IES, 2021)
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From page 227... ...
, Training, Methods, and various special programs including large "center" grants that engage in activities that cover multiple goals. The publicly available data on IES's website about funded grants includes a field called "GoalText," but not the actual Goal (i.e., 1, 2, 3, 4, 5, etc.)
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From page 228... ...
The "Other" category includes special grant competitions, unsolicited grants, centers established for the study of particular topics, and other projects that cover multiple goals. All grants with GoalText that cover more than one goal (e.g., Efficacy and Development)
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program that maps onto the STEM topic used in this analysis. In other cases, the program name is not very descriptive, as in the case of Research Grants Focused on Systematic Replication.
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230 THE FUTURE OF EDUCATION RESEARCH AT IES TABLE D-2 Programs that Correspond to a Coded Topic Topic ProgramName Early Childhood • EARLY LEARNING PROGRAMS AND POLICIES • PRESCHOOL CURRICULUM EVALUATION RESEARCH • SUPPORTING EARLY LEARNING FROM PRESCHOOL THROUGH EARLY ELEMENTARY SCHOOL GRADES NETWORK • EARLY INTERVENTION AND EARLY LEARNING Post-Secondary/Adult • POSTSECONDARY AND ADULT EDUCATION • TRANSITION TO POSTSECONDARY EDUCATION, CAREER, AND/OR INDEPENDENT LIVING Reading, Writing, • ENGLISH LEARNERS Language, Literacy, • LITERACY & ELL • FOREIGN LANGUAGE EDUCATION • READING, WRITING, AND LANGUAGE STEM • SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM) EDUCATION • SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS Cognition & Learning • COGNITION AND STUDENT LEARNING • COGNITION AND STUDENT LEARNING IN SPECIAL EDUCATION Social & Behavioral • SOCIAL AND BEHAVIORAL CONTEXT FOR ACADEMIC LEARNING • SOCIAL AND CHARACTER DEVELOPMENT • SOCIAL, EMOTIONAL, AND BEHAVIORAL COMPETENCE School Systems • EDUCATION LEADERSHIP • EVALUATION OF STATE AND LOCAL EDUCATION PROGRAMS AND POLICIES • IMPROVING EDUCATION SYSTEMS • EDUCATORS AND SCHOOL-BASED SERVICE PROVIDERS • SYSTEMS, POLICY, AND FINANCE Other • ARTS IN EDUCATION • CAREER AND TECHNICAL EDUCATION • CIVICS EDUCATION AND SOCIAL STUDIES • SYSTEMIC APPROACHES TO EDUCATING HIGHLY MOBILE STUDENTS • UNSOLICITED AND OTHER AWARDS • AUTISM SPECTRUM DISORDERS • FAMILIES OF CHILDREN WITH DISABILITIES • SPECIAL TOPIC: CAREER AND TECHNICAL EDUCATION FOR STUDENTS WITH DISABILITIES
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These types of institutions include education service providers, scientific organizations, state departments of education, and school districts. All institutions were coded into an institution type based on the description of the institution on its own website, if available, or other internet sources.
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Relevant subtypes that were coded include value-added models, multilevel models, missing data, power analysis, effect size computation/interpretation, regression discontinuity, interrupted time series, single-case design, heterogeneity, external validity, and local treatment effects. If the abstract indicated the grant dealt with any of the subtypes, the subtype code was applied.
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As with teachers, interventions were coded as other if they were designed to affect one of the aforementioned actors and did not otherwise affect students, except through the changes induced in the targeted individual or institution. Coding for parents and administrators as the primary target of the intervention worked in much the same way as teachers; the intervention needed to focus on changing beliefs, skills, or behavior or providing tools for the parents or administrators rather than simply having the parents or administrators deliver the intervention.
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From page 234... ...
. Supporting a culture of replication: An ex amination of education and special education research grants funded by the Institute of Education Sciences.
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