Pre-Doctoral
Training Program in Interdisciplinary Methods for Field-based
Research in Education
The Program |
The IES Pre-Doctoral Training Program is designed to support and enhance the
Ph.D. training of students committed to careers in applied, field-based education
research. In addition to the graduate training offered through their home departments
within the University, fellows will receive training and field based experience
in multi-disciplinary research methods, including randomized controlled trials
of educational interventions and innovations. Most program-supported field-based
projects are expected to entail students, teachers, and/or administrators in
K-12 schools. However, some research may involve studies of preschool age
youth and some may involve postsecondary school students. Settings for the research
may include both inner city schools serving high-poverty neighborhoods and schools
in working-to-middle class communities. |
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The Benefits |
Fellows receive a $30,000 apprenticeship stipend and up to $10,500 to support
tuition and academic fees annually for up to four years through the completion
of the dissertation, or through the termination of the program support from the U.S. Department of Education or whichever comes first*. This financial support may come
from a combination of IES PreDoctoral Training Grant monies, school support,
and/or funded research projects. |
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Fellows will participate in research apprenticeships supervised by faculty
members or other senior professionals who are partnering with the training program
for 20 hours a week, year round. During the period a student is supported
through this fellowship program, he or she may not do other work for the University
in so far as the apprenticeship requirements associated with the fellowship
exhaust the 999 hours of paid support per year allowed for full-time students
in coursework or on dissertation status. However, both the stipend and tuition
support may be provided through a blend of fellowship monies and funded research
projects to accommodate the likelihood that many fellows will participate in
funded research during their graduate training. |
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However, consistent with University policy,
in the aggregate students may not work in their apprenticeships for more than
999 hours a year. Coursework supported under the fellowship that is in fulfillment
of Ph.D. requirements will be approved by the degree-granting program within
the University; other coursework supported under the fellowship will be approved
by the IES PreDoctoral Training Program faculty. |
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Fellows will be regular participants in the Field-Based Research Seminar organized by the Training Program. In this capacity, they will have voice in
selecting the Experts in Residence invitees, planning and organizing
special colloquia, and scheduling summer institutes and technical training programs.
In addition, they may have access to program resources such as computer hardware
and software financial support for participation in relevant professional conferences. |
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Mentoring and Professional Development |
Trainees are expected to achieve proficiency in seven areas: (1) education
foundations; (2) a disciplinary foundation (demography, economics, political
science, psychology, or sociology); (3) field research design and methods; (4)
information sources, survey design, and data collection methods; (5) research
synthesis methods; (6) protection of human subjects; and (7) project development
and management. Students may achieve these proficiencies through standard course
offerings; summer institutes in advanced methods; weekly seminars; periodic
visits by "experts in residence;" and participation in collaborative field-based
research projects directed by members of the faculty leadership team in collaboration
with program partners (see above). |
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Expectation |
Fellows should be committed to becoming a scholar of and/or active contributor
to field-based researcher in education. All fellows are expected
to pursue academic coursework in a discipline — such as, economics, sociology,
political science, psychology, and demography — and in education. Students may
have matriculated in the Ph.D. within the Graduate School of Education or in
another academic department within the University. All fellows will be expected to
complete a minimum of two foundation courses in an academic discipline.
It is expected that the foundations requirements will consist of a minimum of
two courses in education and two foundation courses in an academic discipline - economics, sociology, psychology, or political science. The courses should build on and complement each other, and serve as a relevant foundation for research in education/education policy. The education and disciplinary foundation course requirements will be determined
by the relevant degree-granting department within the University, in consultation
with the IES Pre-Doctoral Training Program Leadership Team (Rebecca Maynard,
Chair). |
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Fellows are expected to participate in the ongoing workshops and seminars organized
by the program and to participate in the summer institutes and the experts in
residence programs. In addition, all fellows are expected to contribute to the
design and conduct of collaborative field-based projects. However, the level
of engagement in such projects may vary depending on the extent to which fellows
are committed to funded research projects as a part of their research apprenticeship. |
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Partnerships |
Partners in the training program include four Pennsylvania school districts
(Philadelphia, Lower Merion, Springfield, and Upper Dublin); two New Jersey
districts (Trenton and Haddonfield); Research for Action; and the Robin Hood
Foundation. In addition, experts in various aspects of education and experimental
design research will provide on-site technical support to fellows. Examples
of the individuals who will serve in this capacity include: Judith Gueron (former
president of MDRC); Stephen Kennedy (senior scientist at Abt Associates); Ellen
Kisker (independent consultant); Jean Layzer (director of the Institute for
Research in Early Childhood Development at Abt Associates); and David Myers
(senior vice president at Mathematica Policy Research, Inc.). |
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| If you have any questions, please contact: |
Laura Kitson, Program Manager |
Rebecca Maynard, Program Director |
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