This project targets the millions who suffer from voice disorders. By developing new methods to measure and quantify voice quality, it stands to transform voice science and clinical treatment of voice disorders and the professional voice.
This grant funds research into ways to increase the use of quantitative reasoning in the teaching and learning of mathematics
This project prepares graduate students to evaluate and plan intervention programs for K-12 students with ASD. Students earn a master's degree in special education upon completion and are eligible to sit for the board certification in applied behavior analysis examination.
This study will develop measures of mathematical knowledge for teaching in both novice and experienced elementary teachers to more effectively assess teacher knowledge and its relationship to student learning.
This innovative College of Education graduate program in special education, which has prepared dozens of elementary school teachers to work with children with autism spectrum disorders over the last several years, has received a third grant to continue through 2017.
This project will revise the gifted education program guide for grades K-5 and 6-8 for Department of Defense schools, and also create a guide, using free online resources, to help educators take part in professional development.
This project team will develop a freely-available, web-based formative assessment system that will provide teachers with valid, timely, and actionable feedback about middle school students' understanding of probability and chance.
This study investigates treatment methods for problem behaviors that have a lasting impact.
The purpose of this study is to better understand the test-taking behavior of 3rd, 5th, and 8th grade students.
This investment will support a risky, yet potentially transformative venue for theory development relative to reducing racial microaggressions in science education.
This grant funds a five-year Title III initiative to provide ESOL professional development to in-service educators working with English learners in north Georgia schools.
This instrument will provide formative assessment information during the first six weeks of kindergarten.
This year-long, performance-based assessment helps teachers assess the level of instructional support needed for students entering kindergarten and first grade.
The Georgia Sensory Assistance Project is a grant funded through the U.S. Department of Education, Office of Special Education Programs, that provides services to children and youth with deaf-blindness from birth through age 21.
A better understanding of the identity development of transgender individuals is essential to understand and reduce the health inequities found among this underserved and marginalized population.
This study is creating intervention methods to help athletes seek assistance after they have suffered a concussion.
Teacher quality grant projects are for the professional development of teachers in language arts, mathematics, reading, science and/or social studies. Grants can also address teachers' use of technology, alternative assessment strategies, or innovative teaching strategies, all with the goal to strengthen and deepen teachers' content knowledge in their academic subjects with emphasis on how deepened content knowledge impacts teaching practices and student learning.
The rise of large strategic philanthropies has shifted the political dynamics surrounding the production and use of research in education, particularly around market- and accountability-based reforms. Philanthropies fund think tanks, advocacy organizations, and centers to conduct research that will support their reform priorities, particularly charter schools, school vouchers, teacher merit pay, and parent trigger laws.
This study uses an anti-deficit achievement approach and community cultural wealth to study the knowledge, skills, abilities, and social networks of rural Black students and how they use these assets to inform their pathways to higher education.
The project, "Investigating Proportional Relationships from Two Perspectives," investigates how future mathematics teachers make connections among multiplication and division, fractions, ratios and proportional relationships, linear functions and statistical samples.
This project will provide information about how teachers learn to support collective argumentation and will allow for the development of professional development materials for prospective and practicing teachers that will enhance their support for productive collective argumentation.
This study will extend our understanding of how beliefs and other contextual factors influence teaching practice over time.
LISELL-B is a National Science Foundation-supported project to implement a large-scale, cross-sectional, and longitudinal study to understand and support the teaching of the language of scientific investigation practices for middle and high school students (grades 6-10) with a special emphasis on English language learners and a focus on biotechnology.
This investigation is poised to address the true natural history of clinical recovery of SRC, which has critical implications for improving safety, injury prevention, and medical care in athletes and military personnel.
Through our summer institute, open institutes, writing retreats, and Saturday workshops, we offer teachers a wide and engaging list of professional learning opportunities, many for UGA credit or state PLUs.
This grant will work to enhance how students and teachers can learn about the nature of scientific models.
This teacher preparation project, also known as the Birth Through Five program, received a second grant to continue and expand its work of training educators to work with high-need infants, toddlers, and young children and their families. the grant supports students who commit to provide two to four years of teaching service to programs for young children with disabilities.
The purpose of this project is to improve the problem-solving skills of third-grade students by engaging them in interactive digital learning environments where they will explore the basic structure, function and integration of the body's organ systems.
This study investigates four different programs, the depth of knowledge gained by faculty who take part in the programs, and how the programs influence their instruction.
This project creates a virtual world where students explore how the body's systems work and use problem solving to diagnose complications from diabetes.
The Teach to Learn Partnership is a University of Georgia College of Education and Clarke County School District teacher induction program funded by the Georgia Governor's Office for Student Achievement Race To the Top Innovation Fund.
This project funds a virtual platform and mentor structure that supports high school and college students with disabilities who are interested in a STEM-related field
This program provides after-school enrichment aimed at improving children's health and stimulating their learning in reading and mathematics.
This project aims to increase attention to computer science coding in elementary classrooms and the probability that elementary students develop interests in coding and other STEM-focused areas of study.
We are a select team of graduate students focused on researching multicultural issues and Latino/a values as it relates to education, teaching, service, and counseling psychology.