Nebraska Academy for Early Childhood Research
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Evan Choi,
University of Nebraska–Lincoln
Evan Choi is an associate professor and extension specialist in children and poverty at the University of Nebraska–Lincoln.
His research interests include poverty, father involvement and child development; co-parenting relations and child adjustment in multi-stressed non-marital families; and health literacy and health disparities in immigrant families.
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Evan has a background in social work, broad experience in poverty study, and expertise in program evaluation and research methods.
What is the future direction for your early childhood research?
"My research will continue to focus on identifying risk and protective factors to determine the social and emotional development of socioeconomically disadvantaged children. Adverse childhood experiences have been newly included in my recent studies."
Are there any new research projects or activities you are starting on?
"I am currently conducting a research project titled “Neighborhood Socioeconomic Disadvantage and Child Development Trajectory: Longitudinal Approach Merging National Surveys and Census Datasets” funded by Office of Research and Economic Development Grant-In-Aid. Using the Fragile Families and Child Wellbeing study and the U.S. Census datasets, this project examines the effects of neighborhood conditions on family processes and child development."
Why is early childhood research important?
"Early childhood research is important because experiences (particularly when they are adverse) in early childhood build social emotional competence in middle childhood and ultimately have behavioral and economic consequences with respect to unemployment, poverty, and crime in the long term, into adulthood. This is a public health concern that has effects beyond early childhood."
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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 Julie Gillmor at
julie.gillmor@unl.edu
or 402-472-1947.
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Here are recent publications from NAECR researchers:
Jessica Namkung, Special Education & Communication Disorders,
University of Nebraska–Lincoln
Kelley Buchheister, Child, Youth & Family Studies,
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!
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 Julie Gillmor at
julie.gillmor@unl.edu
or 402-472-1947.
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Office of Special Education and Rehabilitative Services
The Office of Special Education and Rehabilitative Services seeks to address state-identified needs for personnel preparation in special education, early intervention, related services and regular education to work with children, including infants and toddlers, with disabilities; and ensure those personnel have the necessary skills and knowledge, derived from practices that have been determined through scientifically based research and experience, to be successful in serving those children.
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Preparation of Special Education, Early Intervention and Related Services Leadership Personnel
Priorities include the preparation of special education, early intervention and related services faculty, as well as the preparation of special education and early intervention administrators.
Estimated award range: $224,000-$750,000 per year, depending on the number of higher educational institutions involved.
Project duration: Up to 60 months
Proposals are due
TODAY
,
July 8, 2019
.
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Interdisciplinary Preparation in Special Education, Early Intervention, and Related Services for Personnel Serving Children with Disabilities who have High-Intensity Needs
Priorities include an interdisciplinary project supporting scholars from two or more graduate degree programs in either (a) special education or early intervention, and one or more related services; or (b) two or more related services.
Award ceiling: $250,000
Project duration: Up to 60 months
Proposals are due
TODAY
, July 8, 2019
.
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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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New!
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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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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American Educational Research Association
Annual Meeting
April 17-21, 2020
San Francisco, California
CALL FOR PROPOSALS
The 2020 AERA Annual Meeting will focus on the power and possibilities for the public good when researchers and organizational stakeholders collaborate.
Proposals are due
July 10, 2019
.
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New!
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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