Mini-grants for education systematic reviews

Campbell provides grants of up to US$15,000 to support the production of systematic reviews on education-related issues that are of interest to education policymakers. Applications for funding may be made in response to a request for proposals. Although there is no current request for proposals, interested authors should contact the managing editor of the Education Coordinating Group.

The following awards were made in 2015.

Small grants

The first and second rounds of funded projects under the ECG grants program are progressing. Six reviews were funded on the first round. Five reviews were funded on the second round. Listed below are the currently funded mini-grants from Round 1:

School-Based Interventions to Reduce Dating and Sexual Violence: A Systematic Review

Authors:
Lisa De La Rue, University of Illinois Urbana-Champaign, Champaign, IL, USA
Joshua R. Polanin, Loyola University Chicago, Chicago, IL, USA
Dorothy L. Espelage, University of Illinois Urbana-Champaign, Champaign, IL, USA
Terri D. Pigott, Loyola University Chicago, Chicago, IL, USA

Date submitted: 30 August 2012

Date of decision: Accepted on 18 November 2012

Amount of funding awarded: US$13,500

Merit Pay Programs for Improving Teacher Retention, Teacher Satisfaction, and Student Achievement in Primary and Secondary Education: A Systematic Review

Authors:
Gary Ritter, University of Arkansas, Fayetteville, Arkansas, USA
Julie Trivitt, University of Arkansas, Fayetteville, Arkansas, USA
Leesa Foreman, University of Arkansas, Fayetteville, Arkansas, USA
George Denny, University of Arkansas, Fayetteville, Arkansas, USA

Amount of Funding Awarded: US$10,500

The Effects of “Policing Schools Strategies” on Crime, Perceptions of Safety, and Learning Outcomes

Authors:
Anthony Petrosino, WestEd, Woburn, MA, USA
Sarah Guckenburg, WestEd, Woburn, MA, USA
Trevor Fronius, WestEd, Woburn, MA, USA

Amount of funding awarded: US$10,500

Later School Start Times for Supporting the Education, Health and Well-being of High School Students

Authors:
Colleen M Davison, Department of Community Health and Epidemiology, Kingston, ON, Canada
Lisa Newton, Research and Information Services, Toronto District School Board, Etobicoke, Canada
Robert S Brown, Research and Information Services, Toronto District School Board, Etobicoke, Canada
John Freeman, Social Program and Evaluation Group, Queens University, Kingston, Canada
Lee-Anne Ufholz, Health Sciences Library, University of Ottawa, Ottawa, Canada
David Smith, Faculty of Education, University of Ottawa, Ottawa, Canada

Amount of funding awarded: US$6,678.40

“No Excuses” Charter Schools

Authors:
Sarah Krowka, VanderbiltUniversity
Alexandria R. Hadd, VanderbiltUniversity
Robert A. Marx, Vanderbilt University

Amount of funding awarded: US$8,000

Listed below are the currently funded mini-grants from Round 2:

Instructional Strategies for Enhancing Prosocial Behavior in Children and Youth: A Systematic Review and Meta-Analysis

Authors:
Asha L. Spivak, Vanderbilt University
Mark W. Lipsey, Vanderbilt University
Dale C. Farran, Vanderbilt University
Joshua R. Polanin, Vanderbilt University

Amount of funding awarded: US$10,633.54

Mindfulness-Based Interventions for Improving Academic Achievement, Behavior and Socio-Emotional Functioning of K-12 Students: A Systematic Review

Authors:
Brandy R. Maynard, Saint Louis University
Michael R. Solis, University of Virginia
Veronica L. Miller, The University of Texas at Austin

Amount of funding awarded: US$14,983

The Effect of Teaching for America (TFA) on Academic Outcomes of K-12 Students in the United States: A Systematic Review

Authors:
Herbert Turner III, ANALYTICA/University of Pennsylvania
Robert Boruch, University of Pennsylvania
Michele Munoz-Miller, ANALYTICA
Mackson Ncube, ANALYTICA

Amount of funding awarded: US$13,500

The Effects of Universal Preschool- and School-based Education Programmes in Reducing Ethnic Prejudice and Promoting Respect for Diversity Among Children Aged 3-11: A Systematic Review and Meta-Analysis

Authors:
Ciara Keenan, Queen's University
Paul Connolly, Queen's University
Clifford Stevenson, Queen's University

Amount of funding awarded: US$7,560

Streaming, Setting, Within-Class Grouping and Mixed-Attainment Teaching to Improve Educational Outcomes in Secondary School: A Systematic Review

Authors:
Paul Connolly, Queen’s University
Becky Francis, King’s College London
Louise Archer, King’s College London
Jeremy Hodgen, University of Nottingham
Seaneen Sloan, Queen’s University
David Pepper, King’s College London
Rebecca Taylor, King’s College London
Antonina Tereshchenko, King’s College London
Mary-Claire Travers, King’s College London

Amount of funding awarded: US$13,125

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