Active Grants

Learn more about our current active grants.

A-L

A Conference for the Advancement of a Comprehensive Intersectional and Anti-Blackness Framework for Decolonizing Higher Education

Description

The ICARE4Justice 2023 summit was funded by the American Educational Research Association and brought together scholars and practitioners from across the Caribbean, Brazil, the UK, the US, Canada, New Zealand, the Netherlands and Botswana. The purpose of the Global Summer Summit is to bring together a group of transnational critical scholar-practitioners to analyze, assess and design important considerations for establishing a global strategy and framework for advancing equity for racially and ethnically minoritized communities in education research, praxis and policy. The Summit has three aims: first, to connect researchers, policy makers, administrators and students who engage in transnational approaches to decolonization and anti-Blackness in higher education. Second, we aim to analyze, collate, and design innovative global strategies for advancing decolonization and dismantling anti-Blackness in higher education. Third, we aim to examine and advance research and transnational understandings of decolonization and anti-Blackness in higher education research, praxis, and policy. The summit will also result in several conference deliverables to support the development of research, policy, and praxis. The proposed deliverables include a conference report; participation in policy and public forums at national levels; symposia panels at globally recognized peer reviewed conferences; and a white paper framework outlining tenets and areas for further research.

Principal Investigator

Franklin Tuitt

Co-Principal Investigators

Milagros Castillo-Montoya, Saran Stewart

Department

Educational Leadership

Funding

 $35,000  Funded by American Educational Research Association

Dates

12/15/2022 to 12/31/2023

Applying Ecological Theory to Model STEM Teacher Retention

Description

This project aims to serve the national need to increase the persistence of science and mathematics teachers in teaching careers, particularly in schools designated as high need. A distinctive feature of this project is its application of ecological theory to examine why science or math teachers in the state of Connecticut decide to remain in or to leave their teaching position. The project will also use innovative statistical analyses to identify factors from the individual classroom to the entire school system that affect the teachers' decisions. The research will be based on data from local, state, and federal educational agencies, together with qualitative information collected within specific settings. This research has the potential to improve understandings and explanations of STEM teacher retention and loss. In addition, the statistical modeling approaches and associated analyses could be transferable for similar investigations in other settings.

Principal Investigator

John Settlage

Department

Curriculum and Instruction

Funding

$799,495 — National Science Foundation, Directorate for Education and Human Resources

Dates

7/1/2020 to 6/30/2024

Brain Healthy: Engaging Students in Citizen Science Brain Health and Wellness Investigations to Promote Data Science Literacy

Description

Brain Healthy will engage students from diverse backgrounds in citizen science investigations of their own brain health and wellness, which is particularly relevant given COVID-related increased concern about mental health and well-being.

Principal Investigator

Ido Davidesco

Co-Principal Investigators

Todd Campbell, Sandra Chafouleas, Noah Glaser, Eric Loken

Departments

Curriculum and Instruction, Educational Psychology

Funding

 $1,336,626 —Department of Health and Human Services, National Institutes of Health, National Institute of General Medical Sciences

Dates

8/5/2022 to 7/31/2027

CAREER DBER: The Role of Internal Attention in Undergraduate Biology Learning

Description

Attention is dynamic and tends to fluctuate between external and internal states, and thus focusing attention on an instructor in undergraduate science courses for a long period of time is extremely taxing. While external attention, the selection and modulation of sensory information (e.g., focusing on an instructor’s voice while ignoring background noise), has been studied extensively, very little is known about the functional significance of internal attention, the selection and modulation of internally generated thoughts (e.g., quietly thinking about a prompt while ignoring distracting thoughts). Some researchers and practitioners have suggested that “thinking” periods can promote the development of student ideas, while others argue that internally-generated thoughts are primarily off-task and lead to poor learning. The current CAREER project at the University of Connecticut will attempt to reconcile these competing claims by exploring how opportunities to focus attention internally during a biology lecture can support or jeopardize student learning. More info

Principal Investigator

Ido Davidesco

Department

Educational Psychology

Funding

$1,325,817 — National Science Foundation, Division of Research on Learning

Dates

1/1/2022 to 12/31/2026

CCERC – Advanced Course Taking Patterns in Connecticut High School

Description

This study will examine advanced course taking among high school students in Connecticut, with attention to changes in supply and demand following the onset of the COVID-19 pandemic. Our work will begin with a thorough census to identify all relevant advanced course enrollments and the associated providers, from 2017 to present. We will summarize the longitudinal data by course, district, and student groups, allowing us to identify distinct patterns and profiles. Subgroup analyses will address groups disproportionately impacted by the pandemic. We will conduct interviews and surveys with students, school counselors, district decision makers. We will also interview institutional providers of dual-enrollment classes to explore reasons for changes in supply in demand since the pandemic, and conduct a statewide survey of counselors.

Principal Investigator

Eric Loken

Co-Principal Investigators

John Settlage, Sam Kamin

Department

Educational Psychology, Educational Leadership

Funding

$150,000  — U.S. Department of Education, Elementary and Secondary School Emergency Relief Fund

Dates

1/6/2023 to 9/30/2024

CCERC – Identifying Effective and Equitable Socio-Emotional Supports for Students and Educators

Description

 The COVID-19 pandemic has affected the socio-emotional wellbeing of students, teachers, administrators, and communities in deep and ongoing ways. Isolation, trauma, challenge, and loss defined much of 2020 and 2021 for many and has had broad and not yet fully understood impacts. The purpose of this mixed methods project is to explore these issues, with the overall aim to identify how districts are supporting equitable socio-emotional outcomes. This aim will be addressed through the following research questions: (1) What do districts report as planned socio-emotional supports?; (2) What do districts and schools report as the socio-emotional supports actually being delivered, for whom and under what conditions?; (3) How do districts and schools report that the pandemic generally, periods of isolation due to remote learning, and return to in-person schooling have influenced the socio-emotional wellbeing of students, teachers, and administrators?; (4) How are school district and building leaders supporting teachers and other school staff to promote equitable socio-emotional outcomes for students?; and (5) How do key groups perceive effectiveness of the supports being delivered?

Principal Investigator

Sandra Chafouleas

Co-Principal Investigators

Latoya Haynes-Thoby, Lee Morgan, Michael Strambler

Department

Educational Psychology

Funding

 $225,000  — U.S. Department of Education, Elementary and Secondary School Emergency Relief Fund

Dates

1/6/2023 to 9/30/2024

CCERC – Investigating variations in ARP-ESSER funding applications

Description

 In response to disruptions brought about the COVID-19 pandemic, the federal government has distributed over $122 billion to states, districts, and schools. This unprecedented investment has served varied aims, including upgrading physical facilities and technological support for the nation’s schools, addressing learning gaps exacerbated by the pandemic, and bolstering connections between families, communities, and schools. American Rescue Plan-Elementary and Secondary School Emergency Relief Fund (ARP-ESSER) is the largest single injection of funds in schools in recent memory, but to date there is little systematic research on these investments at the district level. What have they targeted? Are there differences by district and school type? What are the implications for teaching and learning? For equity?

Principal Investigator

Morgaen Donaldson

Co-Principal Investigators

Samuel Kamin,  Alexandra Lamb

Department

Deans Office, Educational Leadership

Funding

 $250,000 — U.S. Department of Education, Elementary and Secondary School Emergency Relief Fund

Dates

1/6/2023 to 9/30/3024

CCERC – Teachers’ and Leaders’ Perceptions, Turnover, and Supply

Description

 This study will examine Connecticut public school educators’ perceptions regarding the effects of the COVID-19 pandemic, sources of strain and support in their current positions, and broad patterns of educator certification, shortage, and mobility across school districts in Connecticut. It will take a mixed methods approach, including surveys, interviews with teachers and administrators and quantitative analyses of certification, shortage, and turnover data.

Principal Investigator

Morgaen Donaldson

Co-Principal Investigator

Lisa Sanetti

Department

Deans Office, Educational Leadership, Educational Psychology

Funding

 $250,000 — U.S. Department of Education, Elementary and Secondary School Emergency Relief Fund

Dates

1/6/2023 to 12/31/2024

Collaborative Research: Leveraging Justification to Advance Equity Goals in Secondary Mathematics Classrooms

Description

Creating and justifying mathematical claims is an essential learning goal and valued outcome of a mathematics education. To advance equitable learning outcomes, it is essential that teachers pursue this goal in ways that ensure every student has opportunities to develop and share justifications in their classrooms. The intended outcomes of this pilot study are: (1) practice-grounded, foundational knowledge about how students’ participation in mathematical justification can advance equity outcomes, and (2) an initial framework for design principles and teaching moves that engage students in mathematical justification to advance equity goals. To date, we collaborated with a team of Algebra II teachers at a CT high school to develop strategies for enhancing justification activity in secondary classrooms. We further engage them in bi- monthly meetings to discuss the role of justification in promoting equitable interactions and outcomes, as well as challenges in pursuing and achieving such goals.

Principal Investigator

Megan Staples

Department

Curriculum & Instruction

Funding

 $145,942— National Science Foundation

Dates

7/15/2022 to 6/30/2024

Collaborative Research: Supporting Undergraduate Preservice Science Teachers Through the Development of an NGSS-Aligned Unit Planning Tool

Description

This project aims to serve pre-service science teachers and K-12 students nationally by positively impacting the ability of science teacher educators to support undergraduate pre-service science teachers in implementing the Next Generation Science Standards (NGSS) through the construction and testing of an innovative unit planning tool. The tool will provide a research-based structure to the unit design process while also providing "just-in-time" resources for pre-service teachers as they learn to merge ambitious science instruction with curriculum design. These efforts are timely as national, state, and district leaders are rapidly identifying the robust demands placed on educators and learners by the new standards. This Level 1 Engaged Student Learning IUSE project employs design-based research. By preparing and disseminating the ongoing work and results of the project at state and national levels, this project intends to contribute to the ongoing nationwide effort to generate a concrete model of research-based strategies to support pre-service science teachers to engage all students in the practices of science through model-based inquiry that are well aligned with the NGSS and supportive of students' engagement in rich representations of science in classrooms.

Principal Investigator

Todd Campbell

Department

Curriculum & Instruction

Funding

$203,878 — National Science Foundation

Dates

10/1/2021 to 9/30/2024

Connecticut Noyce Math Teacher Leaders (MTL) Program

Description

The Connecticut Noyce Math Teacher Leaders (MTL) Program aims to support the development and retention of exceptional math educators in Connecticut’s highest-needs school districts — while also building these districts’ future leadership capacity in math education. More info

Principal Investigators

Megan Staples (PI); Gladis Kersaint

Department

Curriculum and Instruction

Funding

$1,499,875 — National Science Foundation, Division of Undergraduate Education

Dates

7/1/20121 to 6/30/2026

Connecticut COVID-19 Education Research Collaborative (CCERC)

Description

The Connecticut COVID-19 Education Research Collaborative (CCERC) will bring together researchers from across Connecticut and the Connecticut State Department of Education (CSDE) to conceptualize and coordinate COVID-related research in K-12 education in the state. CSDE currently operates task forces on accelerating learning but there is no parallel research arm. CCERC will fill this void, coordinating the development and enactment of research on COVID related educational issues and ensuring strong connections between the research and Connecticut’s districts and schools.

Principal Investigator

Morgaen Donaldson

Department

Educational Leadership

Funding

$3,000,000 - Connecticut State Department of Education, Elementary and Secondary School Emergency Relief Fund, U.S. Department of Education

Dates

11/8/2021 to 6/30/2025

Connecticut: School-Based Interventions to Promote Equity and Improve Health, Academic Achievement, and Well-Being of Students

Description

The purpose of this 5-year cooperative agreement is to support schools and districts in using the Whole School, Whole Community, Whole Child (WSCC) model to protect and improve the health and well-being of school-age children and adolescents.

Principal Investigator

Sandra Chafouleas

Co-Principal Investigator

Jessica Koslouski

Department

Educational Psychology

Funding

$2,033,231Centers for Disease Control and Prevention, Department of Health and Human Services

Dates

6/30/2023 to 6/30/2028

COVID Connects Us: Nurturing Novice Teachers’ Justice Science Teaching Identities

Description

This project will develop and implement a unit on the science of COVID-19 through a social justice lens, while also supporting groups of teachers to develop, test, and refine justice-centered instructional practices in local schools. More info

Principal Investigators

Todd Campbell

Department

Curriculum and Instruction

Funding

$423,529 — National Science Foundation, Division Of Research On Learning

Dates

7/1/20121 to 6/30/2024

Curators of Educational Dreams: Girls of Color as Visionaries and Creators of Educational Spaces

Description

This project invites a board of Girls of Color to engage a radical curatorial praxis in order to investigate how other Girls of Color use multimodal arts to critique school injustice and to envision the schooling they deserve and desire. This project will explore both how radical curatorial praxis can be leveraged as a community-engaged research method, while also co-creating knowledge alongside Girls of Color about their educational needs and theories of justice.

Principal Investigator

Grace D. Player

Department

Curriculum and Instruction

Funding

 $74,397- Spencer Foundation

Dates

1/1/2023 to 12/31/2024

Early Childhood Personnel Equity Center

Description

Early childhood intervention (ECI) combines efforts across early childhood special education and early intervention services to refer to the field of services provided to children birth through age 5 under the Individuals with Disabilities Education Act (IDEA). The newly funded Early Childhood Intervention Personnel Center for Equity (ECIPC-E) has five goals: (i) increase the capacity of institutions of higher education (IHEs) with early childhood intervention (ECI) preparation programs to develop, implement, and sustain a program of study centered within an equity framework that is aligned with national professional organization personnel standards, state personnel standards, and evidence-based practices; (ii) increase the capacity of States to revise and implement State personnel standards so that they are aligned to national professional organization personnel standards and define the knowledge, skills, competencies, and dispositions that early childhood intervention personnel need to deliver equitable interventions and services for young children with disabilities and their families; (iii) increase the capacity of IHEs at the associate, bachelor’s, master’s, and doctoral levels to attract, prepare, and graduate scholars from racially, ethnically, and linguistically diverse backgrounds that will lead to an ECI workforce that is more diverse; (iv) increase the capacity of states to address personnel shortages by partnering with IHEs to develop an infrastructure and implement programs and incentives that attract, prepare, and graduate scholars from racially, ethnically, and linguistically diverse backgrounds at the associate, bachelor’s, master’s, and doctoral levels and support them to enter and stay in the ECI profession; and, (v) increase the capacity of IHEs to recruit and retain faculty from racially, ethnically, and linguistically diverse backgrounds to improve scholar engagement and retention in ECI preparation programs. The ECIPC-E is the first center the U.S. Office of Special Education Programs (OSEP) has funded where racial, ethnic, and linguistic equity are a priority.

The external evaluation design is mixed methods and uses a combination of thematic analysis design, survey research, and most significant change case studies to answer key evaluation questions. Data analysis methods include descriptive statistics, construct validity assessment, inferential statistics, qualitative analysis, systems mapping, and ripple effect mapping. Aligned with the Center’s focus on equity, each of these analyses will be done with an equity-lens (e.g., We All Count Data Equity framework, QuantCrit, QualCrit).

Principal Investigator

Bianca Montrosse-Moorhead

Department

Educational Psychology

Funding

$394,074— U.S. Department of Education

Dates

9/1/2022 to 8/31/2027

Early Childhood Science, Technology, and Engineering Education: A Meta-analysis of Learning and Teaching Innovations

Description

This project involves conducting a research synthesis of contemporary innovations in early childhood science, technology, and engineering education.

Principal Investigator

Kathleen Lynch

Co-Principal Investigator

John Settlage

Department

Educational Psychology, Curriculum and Instruction

Funding

$598,586  — National Science Foundation

Dates

7/15/2022 to 6/30/2025

Educating Educators to Help Children With High-Intensity Special Needs

Description

This grant will fund the development of a doctoral leadership program to train 28 future faculty. These trainees will then design and teach courses and programs of study designed to prepare teachers, social workers, and therapists to provide specialized interventions to infants and young children with intellectual and developmental disabilities and their families. More info

Principal Investigator and Co-Principal Investigator

Mary Beth Bruder and Michael Coyne

Department

Educational Psychology

Funding

$6,500,000 — U.S. Department of Education

Dates

10/19/2020-

Enhancing Ci3T: Building Professional Capacity for High Fidelity Implementation to Support Students’ Educational Outcomes (Project ENHANCE)

Description

This project, funded through a grant from the Institute of Education Sciences will allow researchers to conduct a randomized control trial of schools using Ci3T to improve student outcomes. The project will also develop and refine structural processes and resources to enhance scaling up of the Ci3T model, specifically for supporting leadership skills, building the capacity of Ci3T Leadership Teams to support implementation and creating efficient data systems for behavior screening.

Principal Investigators

Sandra Chafouleas

Department

Educational Psychology

Funding

$572,850 — Institute of Education Sciences 

Dates

7/1/2019 to 6/30/2024

Evaluating the Impact of Integrated Behavior and Reading Multi-Tiered Systems of Support in Elementary School

Description

The purpose of this study is to evaluate how integrated behavior and reading practices impact outcomes for K-Grade 2 students at 25 schools. Previously conducted research has shown certain reading and behavior practices to be effective for students with learning disabilities or those who are at risk for developing them. This project aims to examine how resources could be employed more efficiently to address the common co-occurrence of reading and behavior difficulties. More info

Principal Investigators

Michael Coyne, Brandi Simonsen, D. Betsy McCoach

Department

Educational Psychology

Funding

$3,999,589 — U.S. Department of Education’s Institute of Education Sciences, National Center for Special Education Research (NCSER)

Dates

7/1/2019 to 6/30/2024

Evaluation of NEtworkeD: Creating Communities of Equity and Opportunity in Northeast Ohio

Description

This grant is for an external evaluation regarding NEtworkED's continuous improvement model in Northeast Ohio and is meant to build capacity across the system (i.e., human, material, organizational and structural) and will include both formative and summative data.

Principal Investigator

Jennie Weiner

Co-Principal Investigator

Alexander Freidus

Department

Educational Leadership

Funding

$358,150 — U.S. Department of Education

Dates

2/2/2022 to 9/30/2024

Exploring Relationships Between College and Career Readiness, Self-Determination, and Transition Planning Among Adolescents With and Without Disabilities

Description

The purpose of this project is to establish measurable constructs of college and career readiness (CCR) using extant data from the National Longitudinal Transition Study 2012 (NLTS2012). More info

Principal Investigator

Allison Lombardi

Co-Principal Investigators

Graham Rifenbark; Eric Loken

Department

Educational Psychology

Funding

$817,548 — U.S. Department of Education’s Institute of Education Sciences, National Center for Special Education Research (NCSER)

Dates

7/1/2021 – 6/30/2023

Fostering Computational Thinking Through Neural Engineering Activities in High School Biology Classes

Description

Computational thinking (CT) is a set of processes to identify and solve problems using algorithms or steps, and can be applied not only in computer science but in other disciplines. This project will develop and study a curriculum and app that support CT in a high school biology unit. More info

Principal Investigator

Ido Davidesco

Co-Principal Investigators

Christopher H. Rhoads; Bianca Montrosse-Moorhead; John H. Settlage

Department

Educational Psychology

Funding

$1,451,850 — National Science Foundation

Dates

9/1/2021 – 8/31/2025

G4EPP – Grant for Educator Preparation Programs

Description

The Connecticut State Department of Education G4EPP Grant is a $2 million grant for two years ($1 million disbursed each year, July 1-June 30) for Connecticut educator preparation programs. The grant award was based on current teacher education program enrollment. The purpose of the grant was to defray costs of certification for teacher candidates (including edTPA, licensure tests, fingerprinting/background checks). The Neag School of Education received $74,634 for the first year of the grant, which was used for edTPA (a performance assessment that all teacher candidates submit during the student teaching semester -$300 fee) and Foundations of Reading (a required test for elementary and special education teacher candidates - $139 test fee) fees.

Principal Investigator

Ann Traynor

Department

Dean's Office

Funding

 $74,634- Connecticut State Department of Education

Dates

7/1/2022 to 9/30/2024

Husky Programs

Description

Two long-running educational programs at UConn for Supplemental Nutrition Assistant Program (SNAP) recipients are combining under a new $4.2 million USDA grant. The grant will combine Husky Sport and Husky Nutrition. Husky Sport is a UConn Storrs-based program that works with community partners to encourage physical activity and healthy eating, and Husky Nutrition is a UConn Health-based initiative focused on decreasing disparities in food and nutrition-related conditions through nutrition education and environmental change around access to healthy foods. More info

Principal Investigator

Jennifer McGarry

Department

Educational Leadership

Funding

$4.2 million — USDA

Dates

10/2021 to 10/2024

Inclusive Environments and Metrics in Biology Education and Research (iEMBER): Novel Networking to Promote New Collaborations and Broaden Participation

Description

The Inclusive Environments and Metrics in Biology Education and Research (iEMBER) Network aims to improve the inclusion and retention of students in STEM fields. iEMBER aims to create a framework that will provide opportunities for researchers from different fields including biology, education, and the social sciences to work together. This is done through networking workshops, conferences, and the development of community resources and an online collaboration platform. As a part of their work, the network's research teams will examine educational environments to determine how they impact inclusion and retention. The goals of the network include creating a robust community of practice and hubs of research innovation and finding partners who share our vision of expanding the reach of diverse and effective STEM environments. Members of the network will use these resources to develop new knowledge, theories, and practices around issues of inclusion in STEM that would not have been possible without them. Furthermore, iEMBER will promote the training of a new generation of researchers that has the broad expertise needed to continue to tackle problems in STEM Education.

Co-Principal Investigator

Rebecca Campbell-Montalvo

Funding

 $46,025 — National Science Foundation

Dates

9/1/2019 to 8/31/2024

Interdisciplinary and Integrated Training for Intensive Behavior

Description

The Interdisciplinary and Integrated Training for Intensive Behavior (I-3 PREP) program is a master’s training program, wherein the goal is to increase the number of master’s-trained special educators and school psychologists with the capacity to provide high-quality integrated services for school-age students with developmental disabilities, such as autism, who have high-intensity behavioral needs. The project is a multidisciplinary effort supported by UConn’s Institute for Collaboration on Health, Intervention, and Policy (InCHIP), the Neag School, and the UConn School of Medicine. Learn more

Co-Principal Investigators

Lisa Sanetti, Sandra Chafouleas, and Mary Beth Bruder

Department

Educational Psychology

Funding

$1,000,000 — U.S. Department of Education’s Office of Special Education

Dates

10/2020 to 9/2025

Investigating Whether Online Course Offerings Support STEM Degree Programs

Description

The assumption that online courses enable non-traditional students with work and family responsibilities to enroll in more courses has never been rigorously tested. This project is: 1) exploring the relationship between online course availability and STEM persistence, with a focus on "non- traditional" students; 2) exploring the role of student time poverty (i.e. quantity and quality of time available for college) in mediating these patterns; and 3) exploring scarcity of alternate course sections as a potential moderating variable in explaining these patterns.The project is collecting data on 22,000 City University of New York (CUNY) students. CUNY's student population mirrors the groups traditionally under-represented in STEM: largely non-white, female, and low income, as well as a large proportion who are non-native English speakers and first-generation college students.

Principal Investigator

Christopher Rhoads

Department

Educational Psychology

Funding

 $164,417- National Science Foundation

Dates

10/1/2019 to 9/30/2024

Louis Stokes Renewal STEM Pathways and Research Alliance: Northeast LSAMP Alliance 2021-2026

Description

 The Louis Stokes Alliances for Minority Participation (LSAMP) program assists universities and colleges in diversifying the science, technology, engineering and mathematics (STEM) workforce through their efforts at significantly increasing the numbers of students from historically underrepresented minority populations to successfully complete high quality degree programs in STEM. Over the next five years, the University of Connecticut (UConn), lead institution for the Northeast Louis Stokes Alliance for Minority Participation (NELSAMP), with partner institutions: Northeastern University, Tufts University, University of Massachusetts-Amherst, University of Rhode Island (URI), and Worcester Polytechnic Institute (WPI) and the Connecticut Community College System, will build upon its successes to increase recruitment and STEM baccalaureate degree production to historically underrepresented minority students with an emphasis on entry to STEM graduate program. The alliance will also conduct a study that addresses non-cognitive (interpersonal and intrapersonal) factors, as opposed to academic factors, that lead to student success for this population of students pursuing STEM degrees.

Principal Investigator

Diandra Prescod

Department

Educational Psychology

Funding

$2,500,000- National Science Foundation, HER, /Directorate for Education and Human Resources

Dates

9/1/2021 to 8/31/2026

Professor Michael Coyne with schoolchildren
Michael Coyne, professor of educational psychology, serves as principal investigator on an IES-funded research project entitled “Evaluating the Impact of Integrated Behavior and Reading Multi-Tiered Systems of Support in Elementary Schools” with co-PIs Brandi Simonsen and D. Betsy McCoach.

A group of adults pose for a photo.
The Connecticut Noyce Math Teacher Leaders (MTL) Program aims to support the development and retention of exceptional math educators in Connecticut’s highest-needs school districts — while also building these districts’ future leadership capacity in math education. Pictured here are the research team members and the fellows.

M-O

Maine Positive Behavior Intervention and Support (PBIS) State Personnel Development Grant (SPDG)

Description

The Maine Department of Education (MDOE) is actively scaling up the implementation of Positive Behavior Interventions and Supports (PBIS) throughout districts and schools within the state through a 5-year State Personnel Development Grant (SPDG). As a result, leadership, training, and coaching support are needed. Karen Robbie played an integral role in the MDOE's PBIS program prior to joining UConn and continued to provide consultation support after joining UConn. Once SPDG funds became available, Karen entered a contract for .5 FTE to serve as a state leadership team member, trainer, and coach with the MDOE's PBIS project. The project aims to build sustainable implementation support systems and increase the number of schools/districts implementing PBIS within the state.

Principal Investigator

Karen Robbie

Department

Educational Psychology

Funding

 $384,714 — U.S. Department of Education

Dates

10/1/2022 to 9/30/2026

MTSS Network Lead

Description

 As the MTSS the goal of the I-MTSS Network Lead is to (a) move the field forward with regard to implementation of integrated MTSS approaches and (b) improve outcomes for all students, especially students with and at-risk for disabilities, in our nation's schools. The 1-MTSS Network Lead coordinates activities across the network and its four research teams and ensures that the overall impact of the Research Network is greater than the sum of its parts. To develop a strong and cohesive network among distinct research teams nationwide, the I-MTSS Network Lead engages in network administration and coordination including leading the development of a shared vision of integrated MTSS, supporting aligned and complementary methodological and assessment approaches, and mentoring early career researchers.

Principal Investigators

Michael Coyne, Brandi Simonsen

Department

Educational Psychology

Funding

$1,499,572 — U.S. Department of Education’s Institute of Education Sciences, National Center for Special Education Research (NCSER)

Dates

7/1/2019 to 6/30/2024

 

MTSS Research Team

Description

The goal of I-MTSS Research Team is to rigorously evaluate the impact of integrated behavior and reading practices in kindergarten through Grade 2 within a comprehensive, multi-tiered system of support (MTSS) framework. The I-MTSS Research Team will examine the impacts of integrating reading and behavior support at Tiers 1, 2 and 3 of an MTSS framework on students' reading and behavior outcomes as well as teachers' practice. This I- MTSS Research Team involves a randomized controlled trial to evaluate the impact of integrated tier 1 classroom instruction; a regression discontinuity study to evaluate the impact of integrated tier 2 supplemental intervention; and a series of single case design studies to evaluate the impact of individualized integrated Tier 3 behavior and reading intervention on students' behavior and reading outcomes. The project will also examine whether there are school, teacher/classroom, or student factors that that moderate outcomes. Finally, the I-MTSS Research Team will support schools and districts build their capacity to implement integrated school-wide MTSS leadership team trainings, professional development, and coaching.

Principal Investigators

Michael Coyne, Brandi Simonsen

Department

Educational Psychology

Funding

 $3,999,589 — U.S. Department of Education’s Institute of Education Sciences, National Center for Special Education Research (NCSER)

Dates

7/1/2019 to 6/30/2024

 

Multi-Tiered Systems of Support Research Network (MTSS-RN) Leadership Team

Description

The Multi-Tiered Systems of Support (MTSS) Network is examining MTSS that integrates both academic and behavioral support systems within elementary schools. There are four Research Teams and one Network Lead. Research Teams are conducting a variety of investigations that cover development, evaluation, and/or measurement activities. As the MTSS Network Lead, the UConn research team will provide the organizational structure needed to allow the Network to run smoothly, foster collaborative efforts across the Research Teams, and ensure that the Network achieves its research and leadership goals. More info

Principal Investigators

Michael Coyne, Brandi Simonsen

Department

Educational Psychology

Funding

$1,499,572 — U.S. Department of Education’s Institute of Education Sciences, National Center for Special Education Research (NCSER)

Dates

7/1/2019 to 6/30/2024

 

National Center for Leadership in Intensive Interventions 2 (NCLII-2) Training Grant

Description

The National Center for Leadership in Intensive Intervention 2 (NCLII-2) Training Grant will fund three doctoral students in special education for four years each. More info

Principal Investigator

Del Siegle

Co-Principal Investigators

Brandi Simonsen, Jennifer Freeman, and Devin Kearns

Department

Educational Psychology

Funding

$1,000,000 — Office of Special Education Programs, U.S. Department of Education

Dates

11/1/2019 to 12/31/2023

National Center on Research for Gifted Education

Description

The National Center on Research for Gifted Education will fund work to examine and strengthen gifted education opportunities for underserved populations through four studiesMore info

Department

Educational Psychology

Funding

$5,000,000 — Institute of Education Sciences, U.S. Department of Education

Dates

9/1/2020 to 8/31/2025

National Research and Development Center on Improving Access, Instruction, and Outcomes in Gifted Education

Description

The funding supports a National Center for Research on Gifted Education at the University of Connecticut to address issues of under representative populations in gifted programs. The Center examines the extent of gifted programming and student participation; identifying districts and schools that show high achievement growth rates among gifted students, including those from underserved groups; and exploring how these sites successfully identified, served, and retained students from underserved students in gifted programs. NCRGE is also examining gifted students' mathematics and reading/language arts achievement under different service options with a focus on underserved populations.

Principal Investigator

Del Siegle

Co-Principal Investigators

D. Betsy McCoach,  E. Jean Gubbins, Christopher Rhoads, Catherine Little

Department

Educational Psychology

Funding

$5,000,000 — Institute of Education Sciences

Dates

9/1/2020 to 8/31/2025

National Technical Assistance Center on Positive Behavioral Interventions and Supports

Description

The National Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS) is established by the U.S. Department of Education’s Office of Special Education Programs (OSEP) to define, develop, implement, and evaluate a multi-tiered approach to TA that improves the capacity of SEAs, LEAs, and schools to establish, scale-up, and sustain the PBIS framework to (a) improve supports and outcomes for students with or at-risk for disabilities (Priority 1) and (b) enhance school climate, school safety (Priority 2), and conditions for learning (Priority 3) to promote the well-being of all students. More info

Principal Investigators

Brandi Simonsen, Jennifer Freeman, and George Sugai

Department

Educational Psychology

Funding

$31,750,000 — Total award for Center to University of Oregon (prime); $4,424,903 — UConn subcontract with University of Oregon; U.S. Department of Education / Office of Special Education and Rehabilitative Services

Dates

10/15/2018 to 9/30/2023

Network to Advance the Study of Mechanisms Underlying Mind-Body Interventions and Measurement of Emotional Well-Being

Description

This project will illuminate the role of emotional well-being in mind and body interventions as both an outcome itself and as a mechanism in improving mental and physical health outcomes. More info

Co-Principal Investigator

Sandra Chafouleas

Department

Educational Psychology

Funding

$2,495,298 — National Institutes of Health

Dates

2/21/2021 to 1/31/2025

NSF-BSF: Utilizing Neurophysiological Measures to Better Understand and Improve Engagement and Learning with Intelligent Tutoring Systems

Description

Computer-based intelligent tutoring systems (ITSs) provide students with a personalized learning experience that is tailored to their prior knowledge and learning progression. ITSs have been shown to support student learning and are implemented widely in classrooms, but not all students engage effectively with ITSs, leading to varying learning outcomes. Prior research primarily relied on data that is automatically collected by tutors (e.g., How many errors a student makes, how fast students answer a question posed by the tutor), but this data cannot provide sufficiently detailed information about learner engagement. For example, students might be slow in responding to a question either because they are distracted or because they are thinking deeply about the problem. In this proposed project, log-data will be complemented with an array of physiological measures, consisting of eye gaze, Electroencephalography (EEG), and heart rate, to provide a more comprehensive understanding of when and why students get disengaged with ITSs. Neurophysiological data is typically acquired in controlled laboratory environments, but this project will leverage recent technological developments in portable and wearable technologies to study student engagement with ITS in school environments. Additionally, the investigators will experimentally manipulate the level of tutor assistance (e.g., whether hints are provided automatically or on-demand) and measure its impact on student engagement. The proposed studies will be conducted concurrently in two countries - the U.S. and Israel which will contribute to the ability to generalize results to a wider range of students. The results of this project will support the design of more engaging and effective tutors, which could improve the learning experience of tens of thousands of students each year.

Principal Investigator

Ido Davidesco

Department

Educational Psychology

Funding

$849,999— National Science Foundation

Dates

8/1/2022 to 7/31/2026

Bonnie Johnston ’18 MA, alum and former Noyce Scholar
Bonnie Johnston ’18 MA, alum of the Neag School’s Teacher Certification Program for College Graduates and former Noyce/HuskyTeach Scholar, leads a science class at Norwich Free Academy. (Stefanie Dion Jones/Neag School)

P-Z

Preparing Scholar Leaders to Study Interventions and Complex Systems (Project LINC)

Description

In partnership with Boston University, this project that will fully fund five doctoral scholars at each institution over the next five years in three key areas: 1) To understand interventions in literacy, social and behavioral skills, and transition; 2) To understand the complex educational systems that support students with disabilities, and 3) To conduct rigorous research related to these foci. More info

Project Organizer

Devin Kearns

Department

Educational Psychology

Funding

$2,500,000 — Office of Special Education Programs, U.S. Department of Education

Dates

10/1/2019 to 9/30/2024

Preventing Obesity Through Intervention During Infancy

Description

This project examines the impact of a responsive parenting intervention. Parents of newborns were trained to manage feeding and sleep patterns. BMI growth rates from birth to three years showed a difference between the intervention and control groups. The project has been extended to follow the children into middle childhood, and also to study the growth rates of younger siblings.

Principle Investigator

Eric Loken

Department

Educational Psychology

Funding

 $145,757  — National Science Foundation

Dates

6/1/2018 to 3/31/2024

Project Building Up Mathematics Proficiency Utilizing Push-In (Project BUMP UP)

Description

The primary goal of this project is to ensure that talented math students, including students from underserved populations, receive services that allow them to make continuous progress and excel in math by using the pedagogy of advanced instructional practices in general education classrooms. More info

Principal Investigators and Co-Principal Investigators

Del Siegle (PI), and E. Jean Gubbins and D. Betsy McCoach

Department

Educational Psychology

Funding

$2,800,000 — Jacob K. Javits Gifted and Talented Students Education Program, U.S. Department of Education

Dates

10/1/2019 to 9/30/2024

 

Project EAGLE (Eliciting Advanced Gifted Learning Evidence)

Description

English learners (ELs) are among the most underidentified of underserved populations, while being the fastest growing population. Static assessment measures (e.g., IQ and achievement tests) have not been effective in identifying the broad range of gifts evident across diverse populations, including ELs. Project EAGLE addresses this problem by refining and validating a dynamic identification approach that involves teachers reviewing a list of characteristics that mathematically talented students in Grades 3 and 4 exhibit while they interact with and observe the students engaging in problem-based activities.

Principal Investigator

Del Siegle

Co-Principal Investigators

D. Betsy McCoach,  Susan Langley

Department

Educational Psychology

Funding

 $2,963,958— U.S. Department of Education, Office of Elementary and Secondary Education

Dates

9/1/2023 to 8/31/2024

Project EASS-E: Expanding Approaches to School Screening with Equity

Description

The purpose of the project is for researchers to develop and establish initial psychometric evidence for a school-based screening instrument designed to assess both child- and environmentally-focused indicators: the Comprehensive and Contextual Child Screener in Schools (C3SS). Screening assessments serve as a primary data driver in multi-tiered systems of support as data are provided to efficiently and effectively deliver information needed to direct supports. Psychometrically-sound screening assessments for social, emotional, and behavioral (SEB) domains have proliferated over the past two decades; however, the promise of these screeners has yet to be fully realized for multiple reasons. First, uptake of SEB screeners has not been widespread, with resource demands and capacity for data use as primary barriers. Second, although the rise in available SEB screening tools is promising, concerns about the narrow focus and potential rater bias of these screeners have been raised. That is, the vast majority of SEB screening tools are comprised of items that reinforce a child deficit view. A within-child perspective that does not also attend to contextual factors is problematic for many reasons, particularly with regard to its potential contribution to reinforcing bias and ultimately disproportionality. Equitable SEB screening must incorporate data collection that can efficiently screen across multiple independent risk factors and data use that incorporates contextually relevant information and addresses personal biases. In sum, SEB screening assessments offer critical information within integrated multi-tiered systems of support, but current iterations are inadequate at providing contextualized information about the whole child.

Principal Investigator

Sandra M. Chafouleas

Co-Principal Investigator

Jacqueline Caemmerer

Department

Educational Psychology

Funding

 $1,924,244  — U.S. Department of Education, Institute of Education Sciences

Dates

7/1/2022 to 6/30/2026

Project I3-Prep: Interdisciplinary Preparation in Integrated and Intensive Practices

Description

 Project I3-PREP will develop, implement, and evaluate an interdisciplinary master's level program of study to increase the number of master's trained special educators and school psychologists trained to provide integrated, high-intensity services. The 2-year program will result in supporting 10 graduate students through the successful completion of a master's degree in educational psychology at the University of Connecticut. Students will complete individual sub-field credit requirements in either special education or school psychology while additionally completing joint coursework and related experiences to develop interdisciplinary competencies focused on integrated and intensive practices that successfully meet the complex needs of school-age children with disabilities who have high-intensity needs. Project I3-PREP will increase the number of highly-skilled specialized personnel with capacity to deliver evidence-based integrated services for school-age children with disabilities who have high-intensity needs.

Principal Investigator

Lisa Sanetti

Co-Principal Investigator

Sandra Chafouleas

Department

Educational Psychology

Funding

 $1,857,915 — U.S. Department of Education, Office of Special Education and Rehabilitative Services

Dates

10/1/2020 to 9/30/2025

Project PRIME2: Planning Realistic Intervention implementation and Maintenance by Educators

Description

The purpose of this study is to evaluate the efficacy of Planning Realistic Intervention implementation and Maintenance by Educators (PRIME2) for improving elementary school teachers' implementation of function-based behavioral interventions for students with and at risk for disabilities. PRIME2 is a theory-informed, consultation-based, individually tailored, tiered system of implementation support developed with previous IES funding. More info

Principal Investigator

Lisa Sanetti

Co-Principal Investigators

Melissa Collier-Meek, Nedim Yel

Department

Educational Psychology

Funding

$3,769,253 — U.S. Department of Education’s Institute of Education Sciences, National Center for Special Education Research (NCSER)

Dates

7/1/2021 – 6/30/2026

Project Twice Exceptional With Autism Spectrum Disorder (Project 2e-ASD)

Description

This project focuses on academically talented students with autism who are traditionally underserved in gifted programs. More info

Principal Investigator and Co-Principal Investigator

Sally Reis, Joseph Madaus, Nicolas Gelbar,  Susan Baum

Department

Educational Psychology, Comm Med and Health Care

Funding

$2,600,00 — Jacob K. Javits Gifted and Talented Students Education Program, U.S. Department of Education, Office of Elementary and Secondary Education

Dates

10/1/2019 to 9/30/2024

PSYCHS: Preparing School Psychologists in Equitable and Effective Service Coordination

Description

The purpose of the project is to provide graduate fellowships with the aim to increase the number of highly skilled school psychologists who can foster equitable and effective school environments through coordination of services across learning and health domains.

Principal Investigator

Sandra Chafouleas

Co-Principal Investigators

Melissa Bray, Lisa Sanetti, Jacqueline Caemmerer

Department

Educational Psychology

Funding

 $763,455 — U.S. Department of Education

Dates

10/1/2022 to 9/30/2025

Reconceptualizing College Teaching for Equitable Student Outcomes: A Policy Playbook for Systemic Levers that Support Equity-Based Teaching

Description

This project is being led by the Equity-Based Teaching Collective, composed of faculty from American University, Florida International University, and the University of Connecticut. The focus of the project is to develop a policy playbook for broad-scale change of teaching in higher education. Specifically, the policy playbook will support organizational change to improve the use of equity-based teaching practices for Black, Latinx, Indigenous students, and those from low-income backgrounds (BILLI) in highest-enrolling gateway courses.

Principal Investigator

Milagros Castillo-Montoya

Department

Educational Leadership

Funding

$211,434- Bill and Melinda Gates Foundation

Dates

9/1/2022 to 2/29/2024

Reducing Youth Violence and Racism/Discrimination: Efficacy of Comprehensive Prevention Strategies (CPS)

Description

This study evaluates the effects of a comprehensive intervention addressing (a) individual, (b) educator, (c) school, and (d) community-levels variables. Specifically, interracial youth aggression and school disengagement will be analyzed through a quasi-randomized control trial of Coping Power versus Coping Power+, a newly developed version with racism and discrimination content. Educator outcomes will be evaluated by school-level randomization to traditional SWPBIS alone or SWPBIS+ implicit bias training and culturally responsive adaptations. Finally, community risk will be evaluated through parental involvement in either traditional Coping Power Parent program or the Coping Power Parent Program+, that includes racism and discrimination content. The purpose of the CPS intervention which includes CP+ and SWPBIS+ is to preventatively address individual, school, and community risk for youth violence and aggression, particularly related to racially based aggression and violence by intervening at multiple entry points and leveraging the evidence-based Coping Power and SWPBIS approaches to include much-needed adaptations.

Principal Investigator

Tamika La Salle

Department

Educational Psychology

Funding

$221,316  — National Institutes of Health

Dates

4/1/2019 to 11/30/2023

 

TAGG-MS: Development and Validation of the Transition Assessment and Goal Generator (TAGG) for Middle School Students with Disabilities

Description

The purpose of this project is to develop the web-based transition assessment, Transition Assessment and Goal Generator-Middle School (TAGG-MS). More info

Principal Investigator

Allison Lombardi

Co-Principal Investigator

Tracy Sinclair

Department

Educational Psychology

Funding

$1,998,806 (subaward of $397,395 to UConn over four years) — U.S. Department of Education, Institute of Education Sciences - National Center for Special Education Research

Dates

8/1/2021 – 7/31/2025

The BOLD Women’s Leadership Network

Description

The BOLD Women’s Leadership Network is a pioneering program cultivating courageous leadership in young women during the college years and beyond. BOLD focuses on facilitating opportunities for women’s career development and networking through scholarship funding, programming, and post- graduation fellowships. Ultimately, the program will empower young college women to become leaders in their life and careers after college. The BOLD Network was launched at various institutions of higher education led by women presidents who have demonstrated their commitment to collaboration, innovation, diversity, and inclusion: California State University, Fullerton; Ithaca College; Middlebury College; Smith College; and Rutgers University—Newark. The University of Connecticut, The College of Saint Rose, and Colby-Sawyer College joined BOLD in 2018. Dr. Sally Reis is the UConn lead for the BOLD Women’s Leadership Network.

Principal Investigator

Sally Reis

Department

Educational Psychology

Funding

$1,725,000 -Helen Gurley Brown Fund, Hearst Foundation

Dates

9/1/2022 to 2/29/2024

Think About the Link

Description

The Neag Foundation has provided the UConn Collaboratory on School and Child Health (CSCH) with a two-year grant to facilitate work in the Think about the Link Project. Think about the Link offers practical tools to help schools enhance their work by incorporating the a whole school-whole community-whole child model in decision-making across academic, social, emotional, behavioral, and physical supports. More info

Principal Investigator

Sandra Chafouleas

Department

Educational Psychology

Funding

$100,000 for first year — Neag Foundation

Dates

6/16/20-

Total Teacher Health: A Total Worker Health Approach to Improving Teacher Mental Health

Description

The Total Teach Health (TTH) research project is a large and multi-phase research and intervention study focusing on the well-being of teachers in the pubic eduation system. There are more that 3.5 teachers in the U.S., and U.S. teachers are at high risk of stress, depression, and anxiety. The COVID-19 pandemic introduced even greater stressors for teachers as essential workers. The overall objective of our project is to generate actionable knowledge and tools, developing a process that school districts can use to promote and protect the well-being of their teachers.

Principal Investigator

Lisa Sanetti

Department

Educational Psychology

Funding

$514,276 - Centers for Disease Control and Prevention, National Institute for Occupational Safety and Health

Dates

9/1/2021 to 8/31/2026

Transitioning High Ability Students with Autism to College

Description

In-depth case studies of the parents of academically talented college students with autism spectrum disorder will be conducted. Personal, familial factors and educational practices that led to success in high school and college will be identified. An extensive literature review will be conducted, electronic resources will be developed and shared with students, families, and secondary schools regarding strategies to prepare for success in college.

Principal Investigator

Joseph Madaus

Department

Educational Psychology

Funding

 $90,000-  Neag Foundation

Dates

5/1/2020 to 4/30/2024

Transportation Study

Description

The CSDE Regional School Choice Office contracted with us to conduct a mixed method study of transportation issues associated with RSCO school choice programs. Methods of data collection include interviewing 40-50 parents to ask about their experiences with RSCO transportation and whether and to what extent transportation has affected their decision making with regard to participation in choice programs. We will also send a survey to a larger sample of parents. We will also conduct a quantitative analysis of the administrative data relating to RSCO transportation for the years 2017-2022. We will generate a summary report of findings for submission to the CSDE by April 1, 2023. The report shall provide details regarding the study methodology; patterns, trends and correlations in demographic data relative to decision making related to transportation experiences; survey results and analyses; and conclusions. We will include in the summary report such other additional statistical and analytical evaluations required to assess patterns, trends, correlations and other conclusions relative to the impact of transportation programs on school choice participation.

Principal Investigator

Casey Cobb

Department

Educational Leadership

Funding

 $100,000- Connecticut State Department of Education

Dates

10/25/2022 to 12/1/2023

Unexpected: Supporting Grieving Tenure-Track Black Women & Cultivating Viable Institutional Supports

Description

All humans grieve. Strikingly though, most bereavement science and grief research offer race, gender, and socioeconomic class “neutral” grief experiences and resources. In other words, grief research lacks much-needed race, gender, and class specific analysis and resources. Also, university bereavement policies and practices are severely detached from the daily and long-term realities of grief—for all people. This 4-phase sequential mixed-methods national study was designed to investigate and center the experiences of grieving tenure-track Black women faculty who often experience amplified “intersectional impacts” of racism, sexism, classism, and occupational vulnerability (rank) in addition to their grief. At the request of grieving Black women faculty across the ranks (assistant, associate, full, and administrators) in higher education, within the first few months of this 3- year project, this work has expanded to include Black women faculty across the ranks. Creating space for grief among Black women faculty in higher education directly benefits Black women faculty. At the same time, this study also expects to create shifts in grief research, policies, and practices for all faculty.

Principal Investigator

Sakeena Everett

Department

Curriculum and Instruction

Funding

$74,999 - Spencer Foundation 

Dates

7/1/2022 to 8/31/2025

Using Communities of Practice to Transform STEM Education for Latinx Students at Two-Year Hispanic Serving Institutions

Description

The KickStarter (KS) program was originally developed to aid cross-functional, cross-disciplinary STEM teams at Hispanic Serving Community Colleges in receiving NSF funding to accelerate Latinx student success in STEM through planning, concept development, proposal preparation and submission. The framework was updated (KickStarter 2.0 or KS2) to include a variety of interventions used in the original KS framework integrated with a STEM Evidence-based Student Serving (STEM-ESS) assessment and evidence-based practices. Previous iterations of this program pointed to the building of a Community of Practice (CoP) as an unanticipated and unstudied, yet promising element of the KS program leading to institutional transformation. The goal of this study is to examine how CoPs on STEM teaching and learning transform the institution and signal intentionality to improve outcomes for Latinx STEM students across 2-yr HSIs.

Principal Investigator

Milagros Castillo-Montoya

Co-Principal Investigator

Jillian Ives

Department

Educational Leadership

Funding

 $267,822, National Science Foundation 

Dates

5/1/2022 to 4/30/2026

Wallace Equity Centered Leadership Initiative with ASU

Principal Investigator

Casey Cobb

Department

Educational Leadership

Funding

$50,000- Wallace Foundation/Winston-Salem School District

Dates

8/5/2022 to 7/31/2027

Young People as Policy Actors: School Integration and Educational Justice in New York City

Description

This project closely examines the implications of young people’s efforts to interpret, negotiate, and interrupt racialized inequality within diverse learning environments. I will collect and analyze longitudinal data with youth activists for school integration to examine how these movements might expand or foreclose struggles for educational justice. This study will build on a previous ethnographic study of Teens Take Charge, a racially, socioeconomically, and academically diverse group of high school students organizing for school integration in New York City. I will conduct follow-up interviews and focus groups to explore participants’ evolving identities as activists and students, as well as their current perceptions of diversity, segregation, and integration. I will then merge these data with previously collected field observations and interviews, allowing for a longitudinal analysis. My analysis will approach young people as actors, rather than objects, of educational policy. By examining the longer-term implications of young people’s engagement in segregated schools and a multiracial movement for educational equity, this study will complicate current understandings of who can do integration policy and what integration policy can do.

Principal Investigator

Alexandra Freidus

Department

Educational Leadership

Funding

$74,932- Spencer Foundation

Dates

1/1/2023 to 12/31/2023

Husky Sport mentors lead middle school students in exercise.

Husky Sport mentors lead middle school students in exercise in the gymnasium at the Journalism and Media Academy in Hartford, Conn. (Peter Morenus/UConn Photo)