Research
Faculty members in the Annette Caldwell Simmons School of Education and Human Development have attracted external funding from sources that include the U.S. Department of Education, National Science Foundation, Texas Instruments Foundation, Istation and other sponsors. These innovative research and professional development projects are designed to have real-world impact on regional and national education.
OELA PI - Dr. Paige Ware Co-PIs - Dr. Karla del Rosal, Dr. Diego Román September 2016 - August 2021
This $2 million project, funded by the Department of Education’s Office of English Language Acquisition (OELA), seeks to increase the number of ESL-certified teachers in the Dallas Independent School District (DISD). Over the next five years, Project CONNECT will prepare 180 pre-service and in-service teachers by offering on-site graduate courses focused on English Learner instruction and family outreach into an area of Dallas called The School Zone (TSZ), an established coalition formed among the School of Education at SMU, the Dallas Independent School District, and 29 non-profit community providers. We will work with families at the community centers, and teachers will create a publicly available website featuring ideas for how to engage with multilingual resources about teaching and family collaboration.
University of Wisconsin Madison / The Guildhall at SMU / IES PI - Dr. Mitchel Nathan Co-PIs - Dr. Candace Walkington, Dr. Peter Steiner July 2016 - June 2020
This project, funded by the Institute of Education Sciences (Goal 1: Exploration), seeks to create a theory of embodied mathematical cognition for geometry learning. Specifically, this project examines how a Kinect-based video game can direct players to make arm motions that capture key geometric ideas and relations. The game includes a storyline where players encounter a mysterious tribe, and must form specific arm motions, detected by the Kinect camera, and then solve related geometry problems. The theory is that these directed actions will lead students to make their own co-speech dynamic gestures that show geometric transformations and relations. The team of researchers include Dr. Mitchell Nathan from the University of Wisconsin Madison, who is the Principal Investigator (PI) and his Co-PIs, Dr. Candace Walkington at Southern Methodist University and Dr. Peter Steiner at UW.
Sam Taylor Fellowship PI - Dr. Alexandra Pavlakis March 2016 - March 2017
With funding from the Sam Taylor Fellowship, the Fostering Educational Opportunities Project examines an after school program that serves youth who are experiencing homelessness and high mobility (HHM). In this qualitative project, Dr. Alexandra Pavlakis (PI) is studying how the after school program shapes educational opportunities for HHM youth. Data collection includes: artifact collection; focus groups; observation of programming; and, semi‐structured interviews with youth, staff, and volunteers.
PI – Dr. Alexandra Pavlakis; Co-PI - Dr. Paige Ware, Dr. Karla del Rosal January 2016 - December 2017
In collaboration with AT&T and the Momentous Institute, the Out of School Use of 4G Tablet Project aims to better understand how families use educational technology in the home. In particular, it examines how use of LTE connected tablets loaded with education software and provided to students, teachers and administrators shapes learning and family-school engagement. Learn more at the collaboration between AT&T and the Momentous Institute at att.com/aspire. The Simmons’ team includes Dr. Alexandra Pavlakis (PI), Dr. Paige Ware (Co-PI), Dr. Karla del Rosal, and doctoral student Jillian Conry. The Simmons team is conducting Spanish and English language focus groups with parents, focus groups with teachers, semi-structured interviews with school leaders, document analysis of school artifacts related to educational technology and school-community relations, and repeated home visits with focal families.
NSF Co-PIs - Dr. Sondra N. Barringer and Dr. Erin Leahey (University of Arizona) July 2015 - July 2018
This project, funded by the National Science Foundation’s Science of Science and Innovation Policy Program, seeks to understand the scope, precursors and consequences of university level commitment to interdisciplinary research. Specifically, the research team is developing a multi-dimensional measure of universities’ commitment to interdisciplinary research and assessing why universities nationwide vary in their commitment to this. The team will also assess the consequences of universities’ commitment levels for their prestige, productivity, and financial well-being. Understanding the precursors and consequences of universities’ commitments allows us to understand which investments in interdisciplinary work benefit universities the most, and the most effective way to develop those commitments.
Inter-American Development Bank / Jamaican Ministry or Education PI - Dr. Leanne Ketterlin Geller June 2015 - November 2017
The Parent Math Training Pilot in Jamaica is a pilot program targeting parents in low-income communities in Jamaica to support their foundational mathematics knowledge by providing them with evidence-based learning materials. The intent of the project is to increase the number and quality of parents' mathematical interactions with their children at home.
Texas Instruments Foundation PI - Dr. Leanne Ketterlin Geller May 2015 - May 2020
In 2016, a four-year project partnering with TI, DISD, and Simmons launched, aimed at increasing student achievement, engagement, and perseverance in science, technology, engineering, and mathematics (STEM) through a STEM Teacher & Leader Academy that develops teacher ability and leadership, as well as fosters teacher skill and professional growth in these critical disciplines. This project will include a three-week intensive academy held on SMU campus each summer as well as coaching support throughout the academic year. In the summer of 2017, Grade 8 middle school teachers from six DISD schools will be the inaugural cohort and this will scale up by 2020 to collectively impact 24 schools, 24 administrators, 216 teachers, and an estimated 43,000 students.
Vanderbilt University / IES PI - Dr. Stephanie Al Otaiba July 2013 - June 2018
This project, funded by the Institute of Education Sciences (Goal 3: Efficacy), aims to examine a widely-used, reading intervention, Voyager Passport (Passport), for fourth grade students with reading difficulties and disabilities. The intervention is being tested in schools in West Dallas and in Northern Florida. The team of researchers include Dr. Jeannie Wanzek from the Vanderbilt University, who is the Principal Investigator (PI) and her Co-PIs, Dr. Stephanie Al Otaiba at Southern Methodist University and Dr. Yaacov Petscher at FSU. The SMU-based team includes: Dr. Brenna Rivas, Dr. Francesca Jones, Priscilla Lara, Margaret Pyffer, Dominique Lyons, and Damaris Florez.
University of Texas @ Austin / IES PI - Dr. Stephanie Al Otaiba July 2013 - June 2017
This project, funded by the Institute of Education Sciences (Goal 5: measurement), aims to examine the reliability and validity of existing early reading assessments in order to make definitive recommendations to teachers and schools regarding the measure(s) that may be the most reliable, valid, and preferable for monitoring kindergarten reading growth. The team of researchers include Dr. Nathan Clemons from University of Texas @ Austin, who is the Principal Investigator (PI) and his Co-PIs, Dr. Stephanie Al Otaiba at Southern Methodist University, Dr. Shanna Hagen-Burke, Dr. Oi-man Kwok, and Project Advisor Dr. Deborah Simmons at TAMU. The SMU-based team includes: Dr. Brenna Rivas and Priscilla Lara.
IES PI - Dr. Jill Allor Co-PIs - Dr. Stephanie Al Otaiba & Dr. Paul Yovanoff July 2013 - June 2018
The purpose of this grant is to develop (or select) carefully designed texts and application lessons to provide students who are struggling to learn to read, particularly those with intellectual disabilities, with (a) focused opportunities to develop listening and reading comprehension, (b) additional cumulative review of key skills, and (c) explicit instruction in the transfer and application of skills to text. The project is led by Dr. Jill Allor (PI), Dr. Stephanie Al Otaiba & Dr. Paul Yovanoff (Co-PIs).
Office of Special Education, Department of Education PI - Dr. Beverly Weiser December 2012 - November 2017
The current research is investigating the effectiveness of technology-based coaching support through the Hoot Education System, a platform that is built on a cutting edge, fully unified system that allows a coach and a team of teachers to collaborate and support one another as a professional community from a distance via video-observation / conferencing, social networking, and performance data. Special Education teachers receiving this coaching support are teaching students in grades K-8th who are being served under the Individuals with Disabilities Act (IDEA) for Reading Learning Disabilities (RLD). The research goal is to examine how on-going, data-focused instructional coaching through technology may improve SPED teachers’ knowledge and delivery of reading instruction and thus, hopefully increase student engagement, learning, and academic performances.
National Institutes of Health Heart Lung and Blood Institute and National Multiple Sclerosis Society PI - Dr. Scott Davis April 2013 – March 2017
Multiple sclerosis (MS) is a chronic autoimmune disease of the central nervous system and relatively little is known regarding the consequences of MS on the control of cardiovascular function. The overall goal of this project, funded by the National Institutes of Health (NIH) and the National Multiple Sclerosis Society, is to investigate the consequences of MS on dynamic blood pressure control (i.e., baroreflex control of arterial blood pressure and the associated end organ responses mediated by the baroreflex control mechanisms, including neural, cardiac, and peripheral vascular responsiveness) and orthostatic tolerance. These research studies have profound implications for understanding the physiology of MS and developing potential treatments/interventions that will benefit the overall health and well-being of individuals with MS.
Istation PI - Dr. Paul Yovanoff September 2017 – August 2022
This is a 3-year project funded by Istation. This project investigates the validity and other psychometric properties of curriculum-based standardized learning and assessment systems in order to assist their effort on psychometric designs and analyses, such as test design, test equating, item calibration and growth model analysis.
Institute of Education Sciences through U.S. Department of Education PI - Dr. Akihito Kamata September 2014 – August 2018
This is a 4-year project funded by the Institute of Education Sciences through the U.S. Department of Education, collaborating with the University of Oregon. The purpose of this project is to develop a new computer-based assessment system for measuring oral reading fluency for students in grades 2-4. The new assessment system incorporates a speech recognition engine for automated scoring, as well as a new psychometric model for improved estimation of reading speed. It is anticipated that the new assessment system will substantially improve currently available oral fluency measures, both from efficiency and accuracy perspectives.
SMU / IES PI - Dr. Stephanie Al Otaiba Co-PIs - Dr. Jill Allor, Dr. Paul Yovanoff, Dr. Aki Kamata July 2016 - June 2019
This project, funded by the Institute of Education Sciences (Goal 1), aims to identify and examine a key set of malleable variables (those that can be changed by the school) that are associated with outcomes for students in Tier 3 or in special education with reading disabilities. The study is being conducted in more than 7 states in collaboration with faculty and doctoral scholars from the National Center for Leadership in Intensive Intervention. The team of SMU-based researchers includes PI Dr. Stephanie Al Otaiba, Co-PIs Dr. Jill Allor, Dr. Paul Yovanoff, and Dr. Aki Kamata, as well as Dr. Brenna Rivas, Dr. Francesca Jones, Dr. Pooja Shivraj, Margaret Pyffer, Dominique Lyons, Damaris Florez, and Miriam Ortiz. Click here for a video describing the project.
United Way of Metropolitan Dallas PI: Regina Nippert July 2016 – June 2019
The School Zone - Supporting After-School and Summer Programming addresses the need for targeted and coordinated services when addressing low-income students’ complex challenges by equipping West Dallas' social sector to work together in a targeted and coordinated manner. In so doing, The School Zone addresses the need for effective collaboration between schools and after school/summer program providers as they prepare at-risk students for success.
US Army Medical Research and Materiel Command PI: Peter Weyand April 2016 – April 2018
Our locomotion with loads project investigates the mechanical and physiological consequences of the heavy loads foot soldiers often carry. Algorithms predicting decreases in mobility and increases in metabolic stress will provide an evidentiary basis to inform decisions about the loads soldiers carry, mission readiness and performance in the field. The work has longer-term applications in wearable sensing of metabolism, aerobic fitness and fatigue and overall physiological status
Southern Methodist University PI: Dr. Anne Garrison Wilhelm June 2015 – Ongoing
With internal funding from the University Research Council, this project aims to describe how mathematics teachers are using Twitter to learn about mathematics teaching. The goal is to understand the scope of the network of mathematics teachers on Twitter and to understand the learning opportunities for teachers who participate in this network. Dr. Wilhelm is collaborating with Dr. Michael Hahsler and Oscar Vallner from the Lyle School of Engineering to collect and mine the data from Twitter in a systematic way.
Southern Methodist University PI: Dr. Watt Lesley Black, Jr. September 2015 – March 2017
The Google search term “teacher in trouble over social media post” yields almost one billion hits. Now that the use of social media is ubiquitous, public educators are increasingly finding themselves in hot water with their employers as a result of their online speech. When teachers have engaged in social media expression that is controversial, educational leaders are often unclear on how to respond. This project is an exhaustive examination of the developing First Amendment law around public employees and their use of social media. It involves both a critical analysis of existing law well as a proposed framework through which education and legal practitioners can evaluate controversial online speech of teachers and other school employees and reach personnel decisions that are both legally and ethically defensible. The article and framework were the subject of a presentation at the Education Law Association annual conference in Orlando in November of 2016, as well as multiple webinars and presentations to audiences of both legal and educational practitioners.
Southern Methodist University PI: Dr. Candace Walkington, Dr. Annie Wilhelm January 2017 – Ongoing
Project WalkSTEM: Dr. Candace Walkington and Dr. Annie Wilhelm received a University Research Council grant to study the walk STEM initiative. WalkSTEM is a program where familes can go on math walks together in the Dallas Arts Districts or at Northpark Mall, and there are trained docents who point out mathematical connections in the art, architecture, and natural landscaping. Drs. Walkington and Wilhelm are studying how being a walkSTEM docent facilitates docent collaboration and social networks, as well as how it changes docents’ views of how to connect mathematics to the world when teaching. In addition, their research examines how children and families react to taking part in the walks, and how they learn to see math in the world differently. See a video here: https://www.youtube.com/watch?v=CO5g6S9s3DY&feature=youtu.be
Southern Methodist University PI: Dr. Candace Walkington Co-PIs: Dr. Dara Rossi, Dr. Aki Kamata September 2016 – Ongoing
Dr. Candace Walkington, Dr. Dara Rossi, and Dr. Aki Kamata are engaging in a large-scale research study that examines the impact of the Personalized Learning (PL) initiative in Dallas ISD. As part of this research, they are examining student and teacher-level outcomes at 5 Dallas ISD schools that have recently transformed into “personalized learning” schools. They are comparing the teachers and students at these schools to others in the same feeder pattern. In addition, complementary research is engaging teachers at the PL schools in surveys and interviews where they define and discuss their implementation of PL in their classroom and at their school.
Southern Methodist University / Institute of Education Sciences PI: Dr. Doris Luft Baker Co-PIs: Dr. Stephanie Al Otaiba July 2014 – June 2018
Project ELVA is designed to create a feasible and promising intervention to increase the vocabulary knowledge and language proficiency of second grade Spanish-speaking English learners (ELs). We used an intelligent tutoring system where the virtual tutor, EVA, provides prompts and feedback to students on vocabulary activities connected to abstract words in science and social studies. Themes selected take into account the second grade Common Core State Standards and the Texas standards. Watch video demonstration: https://vimeo.com/193398988, and a link with a more detailed description on the IES website: https://ies.ed.gov/ncer/projects/grant.asp?ProgID=59&grantid=1467&NameID=207
Universidad Católica del Maule, Chile / SMU PI: Dr. Maribel Granada Azcárraga, Dr. Maria Pilar Pomes, Dr. Doris Luft Baker Co-PIs: none January 2014 – Ongoing
This small-scale experimental study explores the effects of a Spanish vocabulary intervention on the literacy outcomes of second grade students at risk for vocabulary difficulties in Chile. Results of a randomized control trial indicated that children who received the VES intervention significantly outperformed children in the comparison group on their word knowledge.
All Stars Project Co-PIs: Yetunde Zannou and Annie Wright May 2016 – December 2018
The All Stars Project provides innovative, performance-based programming to youth and focuses on promoting development. CORE is partnering with the All Stars Project to write an original evaluation plan and accompanying tools to measure All Stars Project’s processes and potential developmental outcomes.
Dallas Independent School District Co-PIs: Annie Wright, Dylan Farmer, and Dawn Levy August 2017 – June 2018
CORE is contracted with DallasISD to observe all PreK classrooms (2015-16), all PreK classrooms and a sample of Kinder, First and Second grade classrooms (2016-17). CORE trains observers on the CLASS™ observation system, maintains secure data, and develops formative reports and presentations for the district, feeder patterns, individual schools and individual teachers.
Dallas Afterschool PI: Annie Wright June 2016 – November 2017
CORE is evaluating the impacts of quality afterschool programming on students’ academic, social & emotional well-being. Data collection includes: support for & delivery of quality programs, student surveys, staff assessments of student social-emotional skills, academic achievement, and interviews of staff at partner organizations. Initial results show positive impacts for some grade levels on math, and positive impacts of DAS’s coaching and training on overall afterschool program quality. Data analysis techniques such as factor analysis and propensity score matching (PSM) are used to provide different types information back to the client.
Galapagos Conservancy PI: Hiba Rahim April 2017 – January 2018
The Galapagos Conservancy is partnering with the Ecuadorian Ministry of Education to provide a comprehensive professional development intervention consisting of bi-annual training institutes, instructional coaching, and facilitation of teacher professional learning circles (PLCs). CORE collaborated with multiple international partners to design an evaluation plan and accompanying tools to measure the quality of delivery of these initiatives and their emerging impact on instructional practices across the Galapagos Islands. This 4 year project aims to provide evidence based best practices in professional development and uses multiple sources of data to triangulate evidence to inform formative, process, developmental, and outcome indicators.
Life Schools PI: Annie Wright August 2015 – December 2017
Life Schools network of charter schools is partnering with CORE to investigate the impacts of Life School’s teacher incentive pay system. Using a 360-degree approach, CORE is collecting a range of data to help describe the Life Schools climate and culture, instructional practices, professional development strategies and student achievement.
National Alliance for Partnership in Equity PI: Annie Wright, Travis Moore May 2016 – August 2019
CORE is an evaluation partner to NAPE across several initiatives. NAPE’s Micromessging to Reach and Teach Every Students professional development for teachers across the country. Pre and post survey data is regularly collected, paired with classroom observations and case study-style interviews. Mixed methods data is analyzed and provided to NAPE for ongoing quality improvement and accountability purposes. Specifically in Mesquite ISD, over the course of three years, CORE will monitor how a culture of belonging that ultimately enhances learning may be created through these trainings. Other data collection includes student enrollment, focus groups, and peer observations.
NAPE is also partnering with community college sites to provide Micromessaging training. CORE and The Allison Group are sharing evaluation responsibilities. CORE is focusing on the process evaluation, determining what supports for implementation at each college site may enhance or prohibit NAPE Micromessaging strategies from being fully realized.
Safe Haven PALS Co-PIs: Annie Wright, Hiba Rahim, Karen Bembry October 2016 – September 2018
Safe Haven of Tarrant County provides a range of violence prevention activities including an in-school bullying prevention campaign, Peer Abuse Learning SafeHaven (PALS). CORE is currently working with PALS to review curriculum materials, assess best practices, revise a logic model and develop a data collection plan for treatment and comparison schools in third grade at Birdville ISD. Fidelity of implementation, student surveys and focus group will be used to understand both process and outcomes of this intervention.
Project HFN: Hispanic Families Network Dallas Morning News / SMU PI: Dr. Doris Luft Baker June 2014 – July 2017
The purpose of the Hispanic Families Network (HFN) project is to create, train, and empower a network of Hispanic mothers in three Dallas neighborhoods with the goal of improving the educational attainment of Hispanic children. Mothers are trained to share resources and information with other mothers through methods including reporting and writing, videos, blogging, and social media. Once trained, these mothers reach out to other mothers to support their efforts in improving their children’s kindergarten readiness and reading at grade level by third grade.
Measuring Early Mathematical Reasoning Skills: Developing Tests of Numeric Relational Reasoning and Spatial Reasoning National Science Foundation (Award No. 1721100) PI: Dr. Leanne Ketterlin Geller Co-PI: Dr. Lindsey Perry September 2017 – August 2021
The primary purpose of the Measuring Early Mathematical Reasoning Skills project, funded by the National Science Foundation, is to develop the Measures of Mathematical Reasoning Skills system comprised of two universal screening tools: Tests of Numeric Relational Reasoning (T-NRR) and Tests of Spatial Reasoning (T-SR). These screeners will measure students' abilities in two foundational and predictive mathematics constructs, numeric relational reasoning and spatial reasoning, in Grades K-2. These screeners will assist teachers in understanding and monitoring their students' numeric relational reasoning and spatial reasoning abilities, leading to informed instructional decisions and curricular interventions.
Education Talent Search Projects Department of Education PI: Dr. David Deggs, Project LAUNCH, Project LIFT September 2016 – August 2021
Education Talent Search (ETS) identifies and assists high school students from disadvantaged backgrounds who have the potential to succeed in higher education. ETS program staff provide academic advising, career planning and guidance, and mentoring services to students. The program is designed to support students as they graduate from high school and transition to college. ETS staff also assist students complete financial aid applications and manage the college application process. The program serves a total of 1,000 students annually between two projects (Project LAUNCH & Project LIFT).
Improving Response to Intervention in Students With or At Risk of Reading Disabilities National Institutes of Health / Vanderbilt University PI: Dr. Stephanie Al Otaiba August 2017 – July 2021
The Mindset study, funded by a National Institutes of Health grant, seeks to examine a reading intervention for fourth grade students with reading disabilities that integrates the psychosocial component of mindset with the academic component of reading. Specifically, we will examine the extent to which integrating mindset improves student response to reading intervention
Upward Bound Math Science Projects Department of Education PI: Dr. David Deggs, STEM: September 2017 – August 2022 SOAR: September 2017 – August 2022
Upward Bound Math Science is also a pre-collegiate program that works with students through high school to prepare for college. Upward Bound Math Science services are similar to Upward Bound and are designed to help students recognize and develop their potential to excel in math and science. Students are provided hands-on learning experiences in classes such as engineering, robotics, biomedical sciences, 3-D printing, and information technology.
Two projects (STEM & SOAR) were awarded for the new grant cycle from 2017 to 2022. These two grants serve 124 students primarily in Dallas ISD high schools.
Upward Bound Classic Projects Department of Education PI: Dr. David Deggs Classic I & III: September 2017 – August 2022 Classic II: June 2017 – May 2022
Upward Bound is a pre-collegiate program that works with students through high school to prepare for college by providing academic support services. Upward Bound support services include high school course tutoring, preparation for SAT and STAAR, high school and initial college course advising, financial aid and scholarship application assistance, and career planning.
Three projects (Classic I, II, & III) were awarded for the new grant cycle from 2017 to 2022. These three grants serve 225 students primarily in Dallas ISD high schools.
McNair Scholars Project Department of Education PI: Dr. David Deggs October 2017 – September 2022
McNair Scholars Project provides research and other scholarly support to SMU students annually who meet program eligibility criteria. Participants receive academic support services and participate in research and graduate school workshops. Participants also participate in the McNair Summer Research Institute that includes a research methods course and culminates in the execution of an undergraduate research project. The project serves 26 SMU students annually.
American Educational Research Association (AERA) PI - Dr. Denisa Gandara Co-PI - Dr. Amy Li October 2017 - October 2019
Dr. Gandara has received one of 3 AERA research grants awarded in 2017 to study free college or "Promise" programs with co-PI Dr. Amy Li (University of Northern Colorado). Promise programs, which cover college tuition (and sometimes other costs) for all eligible students in a geographic region, have proliferated across the United States, with recent adoptions in New York, California, and Dallas County. Dr. Gandara and Dr. Li's study is the first to examine- at a national scale- which groups of students benefit most from these programs. Specifically, the study examines how enrolments change at community colleges that are subject to Promise programs, and how effects vary by Promise program design features.