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Leadership: Training Young Learning Disability Researchers

领导力：培训年轻学习障碍研究人员

基本信息

批准号：
10693268
负责人：
DAVID C GEARY
金额：
$ 5.73万
依托单位：
UNIVERSITY OF MISSOURI-COLUMBIA
依托单位国家：
美国
项目类别：
财政年份：
2022
资助国家：
美国
起止时间：
2022-08-30 至 2026-04-30
项目状态：
未结题

来源：
https://reporter.nih.gov/project-details/10693268
关键词：
Address Adopted Area Attitude Basic Science Behavior Characteristics Child Code Cognitive Science Competence Data Decision Making Development Education Employment Employment Opportunities Exposure to Family Formulation Future Government Government Agencies Health Home Home environment Individual Individual Differences Intervention Intervention Studies Leadership Learning Learning Disabilities Life Literature Longitudinal Studies Mathematics Mentors Methods Nursery Schools Outcome Parent-Child Relations Parents Pattern Policies Policy Research Postdoctoral Fellow Public Policy Readiness Reporting Research Research Personnel Risk Risk Reduction Schools Short-Term Memory Students Training Underemployment Unemployment Variant Videotape Work cognitive ability contextual factors econometrics educational atmosphere effective intervention expectation experience formal learning graduate student improved juvenile delinquent mathematical ability mathematical difficulties mathematical learning mathematics disability next generation professor skills student participation systemic intervention teacher

项目摘要

Project Summary - Leadership There is substantive variation in preschooler’s understanding of the core number concepts (e.g., cardinality) and associated skills (e.g., counting; Geary & VanMarle 2016) that are predictive of later individual differences in readiness to learn formal math at school entry (Geary et al. 2018) and risk of math LD (Chu et al. 2019). Child-centered interventions reduce these gaps (Dumas et al. 2019) but suffer from fade out and thus do not typically confer long-term benefits (Bailey, 2019). Similar fade out is found with individual therapy with young offenders, but sustained gains can be achieved with multisystemic interventions involving the child, home, and school (Henggeler et al. 2009). Future interventions for students who are at risk for math difficulties or math LD will likely need to adopt this multisystemic approach, but most research and training is focused on child-centered factors, such as the development of specific academic competencies or general abilities, such as working memory, that contribute to this development. Although training in these areas is critical, it is relatively narrow and might lead to researchers overlooking contextual factors that could contribute to the development of core early quantitative competencies that support school readiness and risk of math LD. These contextual factors likely include the attitudes and math competencies that parents bring to parent-child conservations about mathematics, the home environment as related academic development generally, and students’ engagement in classroom settings (Gray et al., 2017; Zippert & Rittle-Johnson 2020). To facilitate the next generations’ consideration of the multisystemic factors that influence math learning and risk of math LD, graduate students and a post-doctoral scholar will receive training and experiences in child-centered, parent- and home-centered, and classroom engagement assessments. An early assistant professor (Co-I Rodrigues) who specializes in fractions interventions for students with math LD will serve as a mentee to become familiar with the early mathematics development literature and through this expand her capacity to broadly contribute to future math LD research. She will also work with the team, graduate students, and the post-doctoral scholar on planning a multisystemic intervention for preschoolers who are at risk for long-term difficulties with learning mathematics based on results from a multisystemic (including children, parents, home environment, and classroom experiences) longitudinal study of early mathematics development. The PI and Co-Is have broad expertise in cognitive science, parent-child dynamics, public policy, and intervention research that in turn will provide a unique mentoring experience for graduate students and a post-doctoral fellow that will better prepare them to study and conceptualize the multiple factors that likely contribute to math learning difficulties and math LD.

项目总结-领导