Description of Project:
To help prepare individuals for independent research careers in the education sciences, the Children’s Learning Institute (CLI) provided four postdoctoral fellows with extensive training in special education research with a focus on language and literacy interventions. The training program is in its final year of implementation as is no longer accepting applications.
The Postdoctoral Research Training Program in Language and Literacy allowed fellows to conduct rigorous research and develop skills in grant writing and publication. Researchers have been engaged in randomized controlled trials for educational interventions, in the development of assessment tools, and in basic research that investigated determinants of learning ability and disability.
Fellows selected one of two training concentrations over the course of the two-year program: improving school readiness in language and literacy for preschoolers considered at-risk or the development and testing of interventions for school-age children and youth with disabilities and difficulties in language and literacy. The program consisted of training activities and opportunities, under the guidance of CLI faculty mentors, in research/study design and statistics, as well as paper and grant writing. Trainees worked on both late and early stages of CLI research projects and developed and tested some of their research ideas during their two-year fellowship.
In addition, fellows developed individualized training plans with their mentors and attended working group meetings with CLI faculty. They presented their research at CLI collaborative meetings to obtain faculty and peer feedback and organized and hosted a distinguished speaker series. Fellows obtained specialized training in research methods and statistics used in education sciences and participated in the university-wide postdoctoral training program.
In each year of the program, fellows were expected to present their research at national conferences and obtain primary authorship of two papers. They were also expected to complete at least one IES grant proposal by the end of the program.