Archives: Research Projects

Title II (ARTC+ and D2)

The Title II grant funds two projects, the Alternative Routes to Certification Plus (ARTC+) and Design for Design (D2) programs. Both of these programs are aimed at building the content and pedagogical knowledge of Delaware teachers working in high-needs schools. ARTC+ targets career-changes and helps them prepare for K-12 teaching careers in high-needs schools. D2 targets K-12 teachers and trains them to use engineering principles in their mathematics and science lessons.

Publications:

Klein, J. & Coffey, D. (November, 2017).  2017 Title II Evaluation Report (T17-059). Newark, DE: Center for Research in Education and Social Policy.

Klein, J. & Riser, D. (September, 2017).  August 2017 ARTC+ Summer Institute Report (T17-054). Newark, DE: Center for Research in Education and Social Policy.

Klein, J. & Riser, D. (September, 2017).  July 2017 ARTC+ Summer Institute Report (T17-053). Newark, DE: Center for Research in Education and Social Policy.

Delaware Early Childhood Assistive Technology Demonstration (DECATD)

The DECATD project promotes the use of assistive technology (AT) of all kinds for young children with disabilities. They aim to achieve this goal through strategies such as clinician training, developing an AT planning tool, expanding access to AT, supporting policy change, and disseminating resources.

Publications:

Riser, D. & Giancola, S. (March, 2018). DECATD Supplemental Report: PODD Training One-Year Follow-up Survey (S18-018). Newark, DE: Center for Research in Education and Social Policy.

Riser, D. & Giancola, S. (March, 2018). DECATD Supplemental Report: PODD Training Administrator Survey Findings (S18-016). Newark, DE: Center for Research in Education and Social Policy.

Riser, D. & Giancola, S. (March, 2018). DECATD Supplemental Report: PODD Communication Fellowship Post-Evaluation Survey (S18-015). Newark, DE: Center for Research in Education and Social Policy.

Riser, D. & Giancola, S. (March, 2018). DECATD Supplemental Report: RCCSD Case File Review (S18-014). Newark, DE: Center for Research in Education and Social Policy.

Riser, D. & Giancola, S. (March, 2018). DECATD Supplemental Report: Family Survey Report (S18-011). Newark, DE: Center for Research in Education and Social Policy.

Riser, D. & Giancola, S. (February, 2018). DECATD PD Report: April 26, 2016 Training (S18-008). Newark, DE: Center for Research in Education and Social Policy.

Riser, D. & Giancola, S. (February, 2018). DECATD PD Report: Fall 2017 Series Training (S18-007). Newark, DE: Center for Research in Education and Social Policy.

Riser, D. & Giancola, S. (January, 2018). DECATD PD Report: February 16, 2015 Training (S18-006). Newark, DE: Center for Research in Education and Social Policy.

Giancola, S. & Riser, D. (January, 2018). DECATD Supplemental Report: 2017 Practice Profile (S18-003). Newark, DE: Center for Research in Education and Social Policy.

Riser, D. & Giancola, S. (January, 2018). DECATD PD Report: November 20, 2017 Training (S18-001). Newark, DE: Center for Research in Education and Social Policy.

Coffey, D. (December, 2017). Delaware Early Childhood Assistive Technology Demonstration Project: Birth to Three Case File Review Report (T17-063). Newark, DE: Center for Research in Education and Social Policy.

Delaware Transition to Teaching Partnership (DT3P)

The Delaware Transition to Teaching Partnership (DT3P) program aims to recruit, support, and retain a supply of highly qualified secondary English, Mathematics, Technology, and Science teachers in high-needs Delaware schools. The program supports teachers through training, coaching, mentoring, placement assistance, and other supports.

Publications:

Klein, J. (November, 2017). 2017 DT3P Evaluation Report (T17-060). Newark, DE: Center for Research in Education and Social Policy.

Early School Attendance

The Delaware Department of Education is working with CRESP to investigate Kindergarten through third-grade attendance in Delaware public schools, and its relationship with academic achievement.

Publications:

Center for Research in Education and Social Policy. (2018). Chronic absenteeism and its impact on achievement (P18-002.5). Newark, DE: University of Delaware.

Middle School Mathematics Coaching

The Delaware Department of Education has funded a math coaching program which placed instructional coaching in high-needs Delaware public schools. The goal of the coaching program is to improve mathematics instruction and ultimately, student achievement in mathematics. CRESP is working with the Delaware Department of Education to evaluate the impact and effectiveness of this program.

Publications:

Giancola, S., Coffey, D., & Riser, D. (2018). Middle school mathematics instructional coaching (P18-001.4). Newark, DE: Center for Research in Education and Social Policy.

IGERT

The Systems Biology of Cells in Engineered Environment IGERT program focuses on creating an innovative graduate curriculum. This curriculum intend to nurture an appreciation for systems biology and cells in engineered environments, and train students in ethics, business outreach, and science communication.

Publications:

Giancola, S.  & Riser, D. (January, 2018). IGERT Fall 2017 Course Report (S18-002). Newark, DE: Center for Research in Education and Social Policy.

INCLUDE/WeC4Communities

The WeC4Communities project aims to broaden STEM participation of underrepresented minority youth in grades 5-8. Through informal learning environments in local public libraries and Boys & Girls Clubs, underrepresented youth are provided with opportunities to acquire computer science knowledge and strengthen mathematical skills.

Publications:

Klein, J. (August, 2017). NSF INCLUDE WeC4Communities Year 1 Evaluation Report (T17-051). Newark, DE: Center for Research in Education and Social Policy.

Future Faculty Workshop

The Future Faculty Workshop (FFW) is an annual workshop designed to engage doctoral students and other aspiring academics in the science and engineering field. The goal of the workshop is to enhance the preparation, confidence, and motivation of women and underrepresented groups regarding the pursuit of academic careers. By enhancing the preparation, confidence, and motivation of these groups the program aims to improve the academic and workforce diversity of the science and engineering fields.

Publications:

Giancola, S. & Riser, D. (January, 2018). Future Faculty Workshop Project Year 1 Cohort Follow-Up Interim Evaluation Report (T18-001). Newark, DE: Center for Research in Education and Social Policy.

Giancola, S. & Riser, D. (September, 2017). Year 2 Evaluation Results: Future Faculty Workshop Project (T17-052). Newark, DE: Center for Research in Education and Social Policy.

Giancola, S. & Riser, D. (August, 2017). Year 1 Evaluation Results: Future Faculty Workshop Project (T17-050). Newark, DE: Center for Research in Education and Social Policy.

Partner4CS

The goal of the Partner4CS project is to support Computer Science teachers through evidence-based professional development and support the teaching and learning of Computer Science within diverse populations.  The project accomplished this mission through a network of universities, faculty, undergraduates, teachers, students, and policymakers in the state of Delaware.

Publications:

Klein, J. (November, 2017). Partner4CS 2017 Summer Workshop Evaluation Report (T17-062). Newark, DE: Center for Research in Education and Social Policy.

Building Bridges: Improving Access to Timely and Appropriate Services for Children with ASD/DD and their Families Evaluation

The Building Bridges evaluation team works with project staff to assess program activities, as well as to facilitate the implementation of a capacity-building, quality improvement process based on data-driven decision-making. The evaluation design uses an embedded, participative approach to examine ongoing efforts to change policy and practice, and an empowerment model for facilitating the development of the quality improvement process.

Publications:

Giancola, S., Riser, D., & Coffey, D. (March, 2018). Family Empowerment Scale Baseline Survey Results (T18-004). Newark, DE: Center for Research in Education and Social Policy.

Jelenewicz, S. (March, 2018). Building Bridges Supplemental Report: Summary of Autism Spectrum Disorder (ASD) Referrals & Evaluation Data Results (S18-013). Newark, DE: Center for Research in Education and Social Policy.

Riser, D. & Giancola, S. (March, 2018). Building Bridges Supplemental Report: Developmental & Autism-Specific Screening Program Training March 22, 2018 (S18-027). Newark, DE: Center for Research in Education and Social Policy.

Riser, D. & Giancola, S. (March, 2018). Building Bridges Supplemental Report: Developmental & Autism-Specific Screening Program Training (S18-024). Newark, DE: Center for Research in Education and Social Policy.

Riser, D. & Giancola, S. (March, 2018). Building Bridges Supplemental Report: Developmental Screen Pilot Baseline (S18-023). Newark, DE: Center for Research in Education and Social Policy.

Coffey, D. (January, 2018). Building Bridges Supplemental Report: Cultural Competency Training Evaluation Survey Results (S18-004). Newark, DE: Center for Research in Education and Social Policy.

Coffey, D. & Riser, D. (November, 2017). Building Bridges Pediatric Health Care Provider Survey Findings (T17-056). Newark, DE: Center for Research in Education and Social Policy.