Do the effects of a coaching program found to reduce the racial discipline gap in a teacher’s single classroom generalize to the teacher’s other classrooms?
Does a school-based intervention to enhance students’ social support reduce racial and socioeconomic inequalities in academic, behavioral, and health outcomes?
Does the length of time/frequency of classroom observations impact the reliability and validity of the CLASS measurement system? How stable are variance estimates in a G-Study, and do they produce replicable results in a D-Study?
Can a program that provides regular feedback from a master teacher on the classroom performance of early-career, secondary school teachers change teachers’ interactions with students?
As evidence continues to mount regarding the central role of close human connection to everything from our mental health to how long we live, the idea that we can use ...
Joseph Allen is a PI on 2 grants and a co-PI on 1 grant to Portland State University and a co-PI on 1 grant to Center for Applied Psychology in the Graduate School of Applied and Professional Psychology at Rutgers University, and is an author on 1 blog post.
The William T. Grant Foundation invests in high-quality research focused on reducing inequality in youth outcomes and improving the use of research evidence in decisions that affect young people in the United States.
