Nebraska Academy for Early Childhood Research
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Natalie Koziol,
University of Nebraska–Lincoln
Natalie Koziol is a research assistant professor with the Nebraska Center for Research on Children, Youth, Families and Schools at the University of Nebraska–Lincoln.
Natalie’s research focuses on the evaluation, improvement and novel application of quantitative methods in social science research.
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She is particularly interested in challenges related to measurement of special populations and populations from low- and middle-income countries, secondary data analysis of large federally funded studies and contextual modeling.
What is the future direction for your early childhood research?
"My research aims to improve statistical inferences in the social, behavioral and educational sciences by evaluating, improving, developing and uniquely applying advanced quantitative methods. Methodological research is often based on computer simulations. But to maximize the generalizability and applicability of my research, in the future I would like to continue collaborating with early childhood researchers to identify and address the design and analysis challenges that are most salient to early childhood research."
Are there any new research projects or activities you are starting on now?
"I have two new projects that focus on improving statistical methods for (a) measuring early childhood constructs — for example, achievement and development — and (b) analyzing secondary data from large national and international survey and assessment studies, such as the Early Childhood Longitudinal Study. Specifically, I am extending quasi-experimental approaches — regression discontinuity designs and propensity score analysis — for use in measurement and secondary data analysis in order to control for selection bias (i.e., pre-existing differences) between groups."
Why is early childhood research important?
"Early childhood sets the stage for future experiences and outcomes, and is also an important period of time in its own right. We want to maximize the joy and quality of a child’s present life. Early childhood research helps us understand how children’s characteristics, early experiences, and immediate and distal context (e.g., family, school, community) are associated with their learning and development. This knowledge can then be used to develop interventions for children — or their families, schools and communities — who need additional support in order to reach their full potential."
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IES invites applications for Education/Special Education Research Grant Program awards
The U.S. Department of Education’s Institute of Education Sciences (IES) has
issued a notice
inviting applications for new awards for fiscal year 2020 for the
Education Research and Special Education Research Grant Programs
.
NAECR can assist you in finding research partners for your IES application. For assistance with building a collaborative team, please contact
Lisa Knoche at
lknoche2@unl.edu
.
In addition, NAECR can connect you with the CYFS system of grant supports, including application development and administration, and dissemination functions upon receipt of funding. For assistance with proposal development, please contact Susan Sheridan at
ssheridan2@unl.edu
or 402-472-1947.
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Here are recent publications from NAECR researchers:
Jenna Finch, Psychology, University of Nebraska–Lincoln
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Would you like to see your work featured here? Contact us at
naecr@unl.edu
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Staff in CYFS are available to assist with your
proposal development
for these or other funding opportunities.
Please contact
Lisa Knoche
if you are interested in discussing funding opportunities for your research.
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New!
Office of Special Education and Rehabilitative Services Model Demonstration Projects for Early Identification of Students with Dyslexia in Elementary School
This funding opportunity will provide support to professionals to collaborate with parents in establishing and meeting high expectations for each student with, or at risk for, dyslexia.
Model demonstration projects will highlight the importance of accurate identification of students with dyslexia, particularly in the early grades, and bring to bear the most recent research on frequent screening and progress monitoring and intervention for dyslexia.
Proposals are due
Aug. 5, 2019
.
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New!
Victoria S. Levin Grant for Early Career Success in Young Children's Mental Health Research
The Victoria S. Levin award aims to foster early success in achieving federal funding for research that is informed by developmental science to address concerns affecting the early foundations of children’s mental health and well-being.
The grant of up to $25,000 supports release time from duties to write and submit an NIH application, provides travel funds to meet with NIH program staff and provides a pre-review of the candidate's NIH application.
Proposals are due
Sept. 13, 2019
.
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IES Education/Special Education Research Grant Program
The U.S. Department of Education’s Institute of Education Sciences (IES) has
issued a notice
inviting applications for new awards for fiscal year 2020 for the
Education Research and Special Education Research Grant Programs
.
NAECR can assist you in finding research partners for your IES application. For assistance with building a collaborative team, please contact Lisa Knoche at
lknoche2@unl.edu
.
In addition, NAECR can connect you with the CYFS system of grant supports, including application development and administration, and dissemination functions upon receipt of funding. For assistance with proposal development, please contact Susan Sheridan at
ssheridan2@unl.edu
or 402-472-1947.
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Robert Wood Johnson Foundation Healthy Eating Research
The Robert Wood Johnson Foundation Healthy Eating Research opportunity supports actionable research that advances health equity in the areas of nutritional disparities, nutrition and food security. Grants will provide advocates, decision-makers and policymakers with the evidence needed to address the key social determinants of health inequalities that underlie poor dietary patterns and related health consequences.
The program will fund:
- Up to seven small research grants of up to $200,000 each for 18 months;
- Up to two large-scale grants of up to $320,000 each for up to 24 months; and
- Up to two community-based participatory research grants of up to $320,000 each for up to 24 months.
Concept papers are due
July 31, 2019
.
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Caplan Foundation for Early Childhood Grants
The Caplan Foundation supports research and development projects that appear likely to improve the welfare of young children, from infancy through seven years, in the United States. The foundation provides funding in the areas of early childhood welfare, early childhood education and play, and parenting education.
Previously awarded grants range from $22,000 to $100,000.
Letters of inquiry are due
Sept. 30, 2019
.
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NIH Refinement and Testing of Interventions to Sustain ADHD Treatment
The purpose of this funding opportunity is to encourage pilot studies to assess the preliminary effectiveness of augmented or modified interventions designed to promote enhanced and sustained improvement in ADHD symptoms and functional impairments across settings and transitions in children, adolescents and young adults.
The funding agency encourages applicants to contact the Program Contact listed in the RFA early in the application process to discuss the match between their application concept and the priorities outlined in the funding opportunity announcement.
NIMH intends to commit $1.4 million in direct costs in fiscal year 2020 to fund 5-6 awards.
Proposals are due
Nov. 15, 2019
.
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NIH Secondary Data Analysis to Examine Long-Term and/or Potential Cross-Over Effects of Prevention Interventions: What are the Benefits for Preventing Mental Health Disorders?
The purpose of this funding opportunity is to encourage research to integrate/harmonize existing data sets from preventive intervention trials implemented early in life to:
1) examine risk and protective factors relevant to later mental health outcomes in childhood, adolescence and young adulthood; and
2) determine whether preventive interventions delivered earlier in life have long-term effects, and/or cross-over effects (e.g., unanticipated beneficial effects), on important mental health outcomes, including serious mental illness (e.g., depression, anxiety, suicide ideation and behaviors, and psychosis behaviors).
NIMH intends to commit $3 million to fund 4-6 awards and NCCIH intends to commit $500,000 to fund 1 award.
Proposals are due
Jan. 2, 2020
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Teachers Development Group Symposium on Early Childhood:
Mathematics Professional Development
July 29-30, 2019
Sheraton Portland Airport Hotel
Portland, Oregon
The Symposium on Early Childhood: Mathematics Professional Development is for those interested in mathematics education in early childhood settings, including early childhood teacher leaders, school and district administrators, center directors, professional developers, instructional coaches, university educators and researchers.
The goal of the symposium is to delve deeper into questions of what constitutes meaningful math experiences for culturally and linguistically diverse preschool-aged children, and what it takes to support change in math learning for all young children.
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2019 American Psychological Association Conference
Aug. 8-11, 2019
Chicago, Illinois
Scientists, educators, practitioners and applied psychologists attend the American Psychological Association conference to explore the most compelling issues in the discipline.
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2019 Thriving Children Conference
Sept. 16-17, 2019
Younes Conference Center
Kearney, Nebraska
The Thriving Children Conference is intended for community leaders who have an interest in learning more about high-quality early childhood education programs and services, and their important role in economic development.
The event will feature keynote presentations, workshops on a range of practical issues, a luncheon panel discussion with community representatives from across the state, and networking opportunities.
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Infant CLASS Observation Training
Sept. 12-13, 2019
8:30 a.m. – 5 p.m.
University of Nebraska–Lincoln
Prem S. Paul Research Center at Whittier School
Room 136
Participants will learn how development affects classroom interactions and the link between effective teacher-child interactions as it relates to learning. Training includes an overview of the CLASS measure and its uses, and will prepare participants to assess teaching quality based on the CLASS system.
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Is there an upcoming conference you want to publicize? A new publication you would like to share? Let us know!
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Connecting Research and Policy
Learn more and sign up for alerts about legislation relevant to early childhood researchers.
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NAECR Student Researchers
Students involved in early childhood research at the University of Nebraska can access a number of resources through NAECR.
Post-doc Opportunities:
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Find a Researcher
Find and collaborate with other early childhood researchers across the NU system.
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NAECR News archives available
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NAECR News will be shared twice a month to inform the early childhood research community across the NU system.
If this newsletter has been forwarded to you and you would like to be added to the mailing list, please email us using the button above.
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