From the Office of Research and Graduate Education: Congratulations to recent grant recipients
Confronting Racial Inequity with Black History
The Development and Initial Validation of a Measure of Black History Consciousness for African Descent Youth
- Sponsor: Spencer Foundation Racial Equity Grant Program
- Amount: $74,985
- PI: Collette Chapman-Hilliard, associate professor, Department of Counseling and Human Development Services
Congratulations to Collette Chapman-Hilliard for receiving a Spencer Foundation Racial Equity Grant Program award. Using a validated adult self-report measure of Black history as basis, the goal of the current study is to develop and initially validate a brief self-report measure assessing the importance and meaning of Black history for youth using a mixed-methods critical, participatory action approach to scale construction. This study will be grounded in transformative Black education and Black psychology frameworks to center the lived experiences of African descent youth and accurate histories of the African diaspora.
Learning to Lead in Math (LTL-Math)
- Sponsor: U.S. Department of Education Office of Elementary and Secondary Education Education Innovation and Research Program (subaward from University of Chicago)
- Amount: $912,000
- PI: Shelby Cosner, Morrill M. Hall Chair in Educational Administration, Department of Lifelong Education, Administration, and Policy
- Co-PIs: Alison Castro-Superfine, professor, University of Illinois Chicago; Ben Superfine, professor and senior director for the Institute of Public Affairs, University of Illinois Chicago
Congratulations to Shelby Cosner and her research team for receiving a U.S. Department of Education Office of Elementary and Secondary Education Education Innovation and Research Program subaward from the University of Chicago. This project is designing and testing a multi-element leadership development intervention to strengthen the teacher learning organization of preK-8 schools, improve mathematics instruction, and improve mathematics student learning.