In recent years, illnesses, quarantines and school closures during the COVID-19 pandemic have increased emphasis on the importance of instructional time for children’s academic achievement following absences from the classroom.
There is also recent evidence that pandemic school closures disproportionately affected U.S. schools that had students with lower third-grade standardized test scores and higher shares of students from socioeconomically disadvantaged backgrounds.
The Nebraska Academy for Methodology, Analytics and Psychometrics (MAP Academy) is awarding $5,000 through a competitive funding opportunity created to address the increased need to enhance the rigor of field-based human subjects research at the University of Nebraska. These awards were made possible by a grant from the Nebraska Research Initiative.
Imagine being locked inside your own body, isolated and struggling to meaningfully connect and communicate with those around you.
Now imagine trying to cope with such isolation as a child.
For children with severe speech and physical impairments (SSPI), the lack of a reliable communication methods has devastating impacts on their quality of life, well-being, medical care and social interactions.
Becoming a teacher is not easy. Along with the required formal education, the process requires plenty of patience, preparation, curiosity and enthusiasm.
One less-apparent ingredient of learning to be a teacher is the ability to navigate the ever-changing landscape of diversity in schools, including socio-economic, racial, linguistic, cultural and other demographic characteristics.
Time is running out to register for the seventh biennial CYFS Early Childhood Research Summit, April 23 at the Nebraska Innovation Campus Conference Center.
Registration is open through Monday, March 25.
Presented by CYFS in partnership with the Nebraska Academy for Early Childhood Research, the summit aims to communicate cutting-edge early childhood findings from University of Nebraska–affiliated researchers and colleague; link ongoing efforts in early childhood research, practice and policy; and advance the science of early childhood education and development via connections among community partners, key stakeholders, policymakers, early childhood practitioners and researchers.
Nearly 28 million children in the U.S. experience childhood adversity — neglect, parental substance abuse, mental illness, racism and bias.
Such hardships cause significant stress to children at crucial stages in their development, putting them at risk for academic difficulties and health and behavioral issues — all of which have consequences into adulthood.
A new funding opportunity is available to support faculty engaged in field-based human subjects research.
The MAP Academy invites interdisciplinary faculty across all campuses to submit proposals for the Applied Analytics and Data Infrastructure (AADI) Catalyst Program — an initiative to support the rigor of high-quality, field-based human research at the University of Nebraska. This program is made possible through a grant from the Nebraska Research Initiative.
Carrie Clark, associate professor of educational psychology, and Amanda Prokasky, senior research specialist at the MAP Academy, led the final presentation of the Fall 2023 Methodology Applications Series Dec. 8.
Video is now available of Clark and Prokasky’s presentation, “Capturing Life in Motion: Leveraging Wearable Technology for Human Subjects Research.”
