Lyle Spencer Research Awards 2017


Deadline:

October 12, 2017


Opportunity Cover Image - Lyle Spencer Research Awards 2017

Lyle Spencer Research Awards

Advancing Understanding of Education Practice and Its Improvement

This program was introduced in 2014 as the successor to the Foundation's long-standing Major Research Grants program. Its aim is to support intellectually ambitious, large-scale education research projects with budgets between $100,000 and $1,000,000. This program encourages proposals initiated by scholars across a variety of disciplines and fields in an effort to create much-needed space for creative and ambitious research projects that promise to advance our understanding of educational practice and its improvement.

Deadlines

The review process for the Lyle Spencer Research Awards begins with a Letter of Intent (LOI) application, which are accepted once a year. The next deadline for LOIs is at 4pm CDT, October 12, 2017. Applicants can expect a decision on their LOI by the end of December 2017.

Additional information about this program is available in the right-hand sidebar menu. We will also be hosting an infromational webinar on Tuesday, September 12th at 11:00am CDT.

Past Awards

Below are the most recent grants awarded in this program. For more information about these projects, and to view other grants made in this program, please go to the Grant Library here and choose Lyle Spencer Research Awards from the "Grant Type" menu.

Jamal Abedi and Robert J. Bayley
University of California, Davis
“Distinguishing between Low English Proficiency and Learning Disabilities”

J. Lawrence Aber and Jeannie Annan
New York University
“The Children Cannot Wait: Generating Actionable Evidence to Improve the Practice of Education in Conflict-Affected Contexts”

Derrick P. Alridge
University of Virginia
“Teachers in the Movement: Pedagogy, Activism, and Freedom”

Dana Susan Burde, Elisabeth King, Daphna Harel, and Jennifer Hill
New York University
“Youth, Peace, and Violence in Nairobi and Karachi: Testing Educational Assumptions”

Richard J. Correnti and Mary Kay Stein
University of Pittsburgh
“Improvement of Mathematics Teaching At-Scale”

Peggy Estrada
University of California, Santa Cruz
“English Learner Achievement in Elementary School: Classroom Composition and Opportunity to Learn”

Matthew A. Kraft
Brown University
“How Does Eliminating Tenure and Collective Bargaining Affect Teacher Labor Markets and Student Achievement?”

Susanna Loeb
Stanford University
“Supporting Parents: Clarifying the barriers to parental involvement in early childhood through experimental testing within a highly effective parent text messaging program”

Teresa L. McCarty, Tiffany S Lee, Sheilah E. Nicholas, and Michael H. Seltzer
University of California, Los Angeles
“Indigenous-Language Immersion and Native American Student Achievement”

Lauren Sartain and Dan A. Black
The University of Chicago
“Improving Instruction through Data Use on Teaching Quality”

Carola Suarez-Orozco
University of California, Los Angeles
“Making the Invisible Visible: Systematically Examining Classroom Enactments of Bias with MET Data”

For more information please click "Further Official Information" below.



Eligible Countries
Study Levels
Opportunities
Publish Date
June 12, 2017
Link To Original




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