Ohio State College of Education and Human Ecology Research: A Year in Review FY21

Faculty and research staff at the Ohio State College of Education and Human Ecology have had an extraordinary year conducting important research, authoring books and journal articles. Look at some of the work they have engaged in to solve pressing problems in early childhood education, health, and equity in FY21.

Our Research Portfolio

Examples of Grants Funded in FY21

$4.4M

The Economic and Social Impact of COVID-19 Mitigation Policies: A Cross-country Analysis of Macro Events

The project will explore the economic and social effects the mitigation policies and information environment that COVID-19 generated. The project team will link those policies to data from ongoing household-based panel studies from 10 countries and rich administrative data from an eleventh.

Principal Investigator: Dean Lillard

$1.7M

Speech-Therapy Experiences in Public Schools-2 (STEPS-2)

The purpose of this project is to explore the role of speech-language pathologists’ (SLPs) talk in facilitating the language growth of children with language impairment receiving therapy in the public elementary schools. The research team will use previously collected data to study the role of SLPs’ child-directed talk across three domains (quantity, complexity, responsivity) as a potential mechanism for language growth in children with language impairment.

Principal Investigator: Laura Justice

$88K

Conference Proposal: Developing a National Research Agenda for STEM Education for Students with Visual Impairments

The conference will convene researchers and other stakeholders to develop a STEM education research plan that will focus on STEM education of students with visual impairments. The goal is to identity and prioritize agenda topics that address the needs of this population, and to build capacity to conduct robust research focused on those needs.

Principal Investigator: Tiffany Wild

$3.3M

Focusing on Learning, Interaction, and Play (FLIP) at Recess for Students with Severe Disabilities

For most elementary students, recess is a favorite time of the school day that is full of rich opportunities to play and socialize with friends. For students with severe disabilities (i.e., students with intellectual disability, autism, and/or multiple disabilities who qualify for their state’s alternate assessment), recess often looks very different. These students are typically on the periphery, rarely interacting or playing with their peers. Recess represents a missed opportunity for building social connections and developing social competence. FLIP (Focusing on Learning, Interaction, and Play at) Recess was developed to address these challenges by training and coaching peers in practical strategies for engaging and responding to students with severe disabilities.

Principal Investigator: Matthew Brock

$1.5M

Facilitating Pathways to Success for High-Achieving Pre-Collegiate African American Males in STEM

Using a funds of knowledge approach and mixed research methods, the investigators plan to study the school supports, schooling experiences, academic engagement, course-taking patterns, and family support systems of high-achieving African American male students. In addition to providing narratives of how African American male students succeed in high school and in STEM, the research project will help to pinpoint those factors that support the STEM participation and success of high-achieving, low-income African American males participating in high school STEM academies.

Principal Investigator: Edward Fletcher

VIEW ALL GRANTS AWARDED IN FY21