Funded through the National Science Foundation, this three-year project takes on the pressing national issue of attrition among women from doctoral programs in science and engineering.

Children Crossing Borders: A Comparison of Parent and Teacher Perspectives on Children of Immigrants in Preschools in Five Countries

Joseph Tobin
Nadine Mathis Basha Professor of Early Childhood Education
With funding from the Bernard van Leer Foundation and the Spencer Foundation, this study is examining how the early childhood education and care (ECEC) systems of five countries are serving the children of recent immigrants and what parents who recently have migrated from another culture want for their children in ECEC settings. For additional information,visit the project website.

COMPUGIRLS

Kimberly A. Scott
Associate Professor of Educational Leadership & Policy Studies
Arizona State University's Office of Educational Partnerships, in association with the Phoenix Union High School and Roosevelt Elementary school districts, has created COMPUGIRLS, a free technology program designed for minority girls. Funded through the Arizona Community Foundation, COMPUGIRLS' goal is to increase the number of women entering computer science fields by offering adolescent girls attending high-need schools a series of culturally relevant computer sciences courses. Visit the project website for more information.

International Analysis of Students' Knowledge Structure Coherence

Douglas Clark
Assistant Professor and Director, Arizona Education Policy Initiative
A two-year study funded by the National Academy of Education. Students from Turkey, China, Korea, Mexico and the United States are the focus of Clark's study, which was designed to determine the impact of different language and cultural factors on students' understandings of core scientific concepts.

Mapping Educational Issues: Linking Research Evidence with Technology to Improve School Outcomes for All Students

Supported by three major U.S. Department of Education grants, Elizabeth Kozleski has joined with Alfredo Artiles, and a team of researchers and technology experts to develop a GIS mapping system that examines relationships among several educational issues that include the disproportionate representation of minority students in special education, inclusive education, and teacher licensure rates. The National Center for Culturally Responsive Educational Systems (NCCREST), the National Institute for Urban School Improvement (NIUSI) and NIUSI-LeadScape researchers led by Kozleski and Artiles, both professors of curriculum and instruction with ASU’s Mary Lou Fulton College of Education are employing these maps to reduce disproportionality in the identification, placement, and educational environment segregation for culturally and linguistically diverse students, as well as to improve access to highly skilled teachers in urban schools. NCCRESt, NIUSI, and LeadScape use state and school district data bases in combination with individual student records to build the maps as tools for supporting ongoing change efforts in educational systems. These maps, built using GIS technology, drill down to individual schools in select districts, providing participating schools with ongoing progress data at the classroom level to inform professional learning, coaching, and mentoring for improving results for students.

PROJECTS, GRANTS, GIFTS

To learn more about our people, programs and research initiatives, please see the most current editions of the annual Report on Projects, Grants and Gifts:

2007 Report on Project, Grants and Gifts

 

 

2006 Report on Project, Grants and Gifts