IES is interested in the
(a) exploration of the association between education outcomes and malleable factors and
(b) exploration of factors and conditions that may mediate or moderate the relations between malleable factors and education outcomes.
By malleable factors, the Institute means factors that can be changed such as children’s behaviors, teachers’ practices, education programs, school or district management practices, or education policies.
A variety of methodological approaches are appropriate under the Exploration goal including:
- original data collection with appropriate statistical analyses,
- secondary data analyses of existing data sets,
- meta-analyses that go beyond a simple identification of the mean effect of interventions and are designed to determine, for example, moderators of the effects.
- generate hypotheses regarding the potential causal relations between malleable factors and education outcomes,
- contribute to theories of change for education interventions, and
- contribute to the development and identification of potentially beneficial interventions.
Purpose: The Expanded Core Curriculum (ECC) is intended to improve the academic and post-school outcomes for students with visual impairments and has been widely adopted across the country. The ECC includes units that cover the following nine topics: compensatory and functional skills, orientation and mobility, social skills, independent living skills, leisure and recreation skills, career and vocational skills, technology, sensory efficiency, and self-determination. However, little research has examined the relation between providing the ECC and post-school outcomes. The purpose of this study is to use an existing dataset, the National Longitudinal Transition Study-2 (NLTS2) to examine the relationship of the ECC to transition outcomes for students with visual impairments.
- select a topic of interest (e.g., autism)
- choose “exploration” as the “goal”
- FYI, the IES database does not always identify all relevant funded projects