Early Career Development and Mentoring Program Officer: Dr. Katherine (Katie) Taylor (202-245-6716; ) Purpose The Early Career Development and Mentoring Research Training (Early Career) Program supports grants that prepare researchers to conduct independent rigorous and relevant early intervention and special education research. The intention is to support researchers who are addressing issues that are important to infants, toddlers, children, and youth with or at risk for disabilities, their families, special education practitioners, and policymakers, and whose research contributes to the advancement of knowledge and theory in special education. The program aims to prepare scientists to collaborate with education stakeholders to develop and evaluate new products (e.g., curricula, programs, services, ) and instructional approaches that are grounded in a science of learning, to design and validate , and to address applied research problems in special education or early intervention using sophisticated statistical methods to analyze data. The Institute’s goal is to prepare researchers who are able to conduct the type of research that the Institute funds and to prepare competitive proposals that address relevant special education topics and meet the methodological requirements specified for the Institute's research grant competitions. At the end of the project period, the Early Career Principal Investigator will provide a description of: The training received over the course of the grant including descriptions of all key components discussed in the original application (e.g., research projects, professional development opportunities, opportunities to collaborate with education stakeholders, methodological workshops). A completed research plan, with outcomes and products relevant to the specified research goal (e.g., demonstrated understanding of the relation between and student outcomes for Exploration projects; developed intervention with evidence of and promise for Development grants; evidence of the impact of a fully developed intervention for projects; validated assessment for Measurement projects). accomplishments, such as: Developing a research program that is of use to practitioners and policymakers in the field of early intervention or special education for children with or at risk for disabilities. Submitting a federal research grant to continue research developed with support of the early career award. Advancing research in the field of special education or early intervention research.
Early Career Development and Mentoring Program Officer: Dr. Katherine (Katie) Taylor (202-245-6716; ) Purpose The Early Career Development and Mentoring Research Training (Early Career) Program supports grants that prepare researchers to conduct independent rigorous and relevant early intervention and special education research. The intention is to support researchers who are addressing issues that are important to infants, toddlers, children, and youth with or at risk for disabilities, their families, special education practitioners, and policymakers, and whose research contributes to the advancement of knowledge and theory in special education. The program aims to prepare scientists to collaborate with education stakeholders to develop and evaluate new products (e.g., curricula, programs, services, ) and instructional approaches that are grounded in a science of learning, to design and validate , and to address applied research problems in special education or early intervention using sophisticated statistical methods to analyze data. The Institute’s goal is to prepare researchers who are able to conduct the type of research that the Institute funds and to prepare competitive proposals that address relevant special education topics and meet the methodological requirements specified for the Institute's research grant competitions. At the end of the project period, the Early Career Principal Investigator will provide a description of: The training received over the course of the grant including descriptions of all key components discussed in the original application (e.g., research projects, professional development opportunities, opportunities to collaborate with education stakeholders, methodological workshops). A completed research plan, with outcomes and products relevant to the specified research goal (e.g., demonstrated understanding of the relation between and student outcomes for Exploration projects; developed intervention with evidence of and promise for Development grants; evidence of the impact of a fully developed intervention for projects; validated assessment for Measurement projects). accomplishments, such as: Developing a research program that is of use to practitioners and policymakers in the field of early intervention or special education for children with or at risk for disabilities. Submitting a federal research grant to continue research developed with support of the early career award. Advancing research in the field of special education or early intervention research.
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