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					Grant Writing Workshop for Research on
            Adult Education


            Elizabeth R. Albro
  National Center for Education Research
            Why Adult Education?

• 30 million American adults, or 14 percent of
  the adult population, have difficulty reading

• 22 percent of the adult population have
  limited quantitative skills
           Adult Education Learners

•   Adult Basic Education
•   Adult Secondary Education
•   Adult English Learners
•   Postsecondary Students in Remedial
    Programs
Getting Started
               Getting Started

 Requests for Applications

 IES Grants.gov Application Submission
  Guide


 Application Package
     Finding Requests for Applications

FY 2011 Requests for Applications (RFAs) and
the IES Grants.gov Application Submission
Guide are available on
           http://ies.ed.gov/funding

For future RFAs, sign up for the IES Newsflash:
            http://ies.ed.gov/newsflash/
       Finding Application Packages

• FY 2011 application packages for June are
  available on www.grants.gov

• The June application package will be
  available on April 29, 2010
         Research Grant Programs

• Education Research Grant Program
• National Research and Development Centers
          Identify Appropriate Grant
             Program and Topic
• Read the Request for Applications
• Check the announced topics
• Look at the abstracts of projects funded
  under a research topic
  – http://ies.ed.gov/ncer/projects/
Education Research Grant Program
            (84.305A)
           Solution-Driven Research

Research intended to contribute to the solution
of practical education problems
    –   Exploration
    –   Development and Innovation
    –   Efficacy and Replication
    –   Scale-up Evaluation
    –   Measurement
Adult Education Research Questions Can Be
  Considered Under Several NCER Topics

•   Adult Education
•   Cognition and Student Learning
•   Postsecondary Education
•   Education Technology
•   Analysis of Longitudinal Data to Support
    State and Local Education Reform
             Adult Education Topic

• Must focus on basic reading, writing, or
  mathematics skills of adult learners
• Adult basic education, adult secondary
  education, and programs for adults who are
  learning English
• Programs designed to help underprepared
  students acquire the skills to succeed in college
  (e.g., developmental or bridge programs)
           Adult Education Topic

• Under measurement goal

• Assessments must be reading, writing, or
  mathematics assessments appropriate for
  adult learners
   Cognition and Student Learning Topic

• How can principles and knowledge emerging
  from research on cognitive science be used
  to better understand student learning and
  improve student outcomes?
   Cognition and Student Learning Topic

• Research must focus on….. basic reading,
  writing, or mathematics skills or study skills
  for students in
   – vocational education
   – adult basic education
   – developmental (remedial)/bridge programs for
     underprepared college students
       Postsecondary Education Topic

• Access to, persistence in, or completion of
  postsecondary education

• Implemented at the high school or
  postsecondary level
      Postsecondary Education Topic

• Measurement goal
• Measures of learning at the postsecondary
  level (e.g., college-level proficiencies in
  reading, writing, critical thinking, and
  mathematics) that could be used broadly
  across institutions of higher education to
  assess what students have learned in college
            Education Technology

• Basic reading, writing, mathematics, or study
  skills classes to adults in college
  developmental programs, vocational
  education, or adult education
  Analysis of Longitudinal Data to Support
  Local and State Education Reform Topic
• Students in kindergarten through
  postsecondary education (undergraduate
  only)

• Based upon a longitudinal database
  maintained by an SEA or LEA
    Analysis of Longitudinal Data (cont.)

• Must address either basic academic
  outcomes in reading, writing, mathematics, or
  science, or general academic outcomes such
  as grade retention, course completion, high
  school graduation, access to postsecondary
  education, and completion of postsecondary
  education
    Analysis of Longitudinal Data (cont.)

• Must include the involvement of at least one
  SEA or LEA and the key research personnel
  must include at least one state or district
  person
• Must include explicit permission from the
  holder of the longitudinal data for the
  applicant to use the data for the purpose
  described in the application
              Funding Available

• Depends upon the research goal and scope
  of the project posed
• Check details in Part III Requirements of the
  Proposed Research of the RFA
National Research and Development Centers
                 (84.305C)

TOPIC 1: Cognition and Adult Literacy

TOPIC 3: Postsecondary Education and
         Employment
  Cognition and Adult Literacy R&D Center

• Explore underlying cognitive processes
• Develop and evaluate interventions for adult
  learners
• Specify population (ABE, ASE, Adult ESL)
• Include reading, writing, and/or numeracy as
  focus of the research
       Postsecondary Education and
         Employment R&D Center
• Support state/researcher partnerships to
  – Identify state education longitudinal databases
    that include or can be linked to longitudinal
    student postsecondary data and
    employment/workforce data
  – Link and carry out analyses using these datasets
  – Answer research questions examining
    relationships between postsecondary education
    and employment outcomes
                For All Centers

• Typical awards are $1,000,000 to $2,000,000
  (total cost = direct + indirect) per year for 5
  years

• Application due date is September 16, 2010
 Challenge of Adult Education Applications

• Identifying and locating appropriate samples
• Retention and attrition
• Multiple types of learners served in a single
  setting
• Prior empirical knowledge of how to improve
  adult education outcomes is limited
Preparing the Application
http://ies.ed.gov/resourcesforresearchers.asp
            Research Narrative

• Significance
• Methodological Requirements (Research
  Plan)
• Personnel
• Resources
• Management Plan (for R&D Center
  applications)*
            Reviewers’ Perspectives

•   Write clearly and concisely
•   Address the points described in the RFA
•   Organize information in logical sequence
•   Label sections and number pages
•   Make it easy for reviewers to find and
    understand the information
          Submitting an Application

• All applications must be submitted
  electronically to http://www.grants.gov

• By 4:30 p.m. Washington, DC, time on the
  date listed in the RFA for the competition to
  which you are submitting
        Final Application Submission

• Online forms are complete
• PDF files of application contents have been
  uploaded
• Authorized representative has completed the
  final step of the electronic process
• You have received an e-mail acknowledging
  receipt of your application
What Happens Next?
                 Peer Review

• The application is reviewed for compliance
• Compliant applications are assigned to a
  review panel
• Two or three panel members will conduct a
  primary review of each application
• At the panel meeting, the most competitive
  applications are reviewed by the full panel
       Peer Review Process Information



http://ies.ed.gov/director/sro/peer_review/index.asp
                  Notification

• All applicants will receive an e-mail
  notification of the status of their application
• All applicants will receive copies of the
  reviewer comments
• If you are not granted an award the first time,
  plan on resubmitting and talk to your program
  officer
Final Reminders
                  Don’t Forget...

•   Start early
•   Read the Request for Applications
•   Talk with the program officer
•   Start the online submission process early
     ies.ed.gov

     Elizabeth Albro
elizabeth.albro@ed.gov

				
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