Ohio State College of Education and Human Ecology Research: A Year in Review FY25

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 FY25.

Our Research Portfolio

Examples of Grants Funded in FY25

$9.2M

The OSU Head Start Child Care Partnership Program

The Ohio State University’s Early Head Start Partnership Program provides high-quality early childhood education for children birth through age four who live in households experiencing poverty. We also provide comprehensive support to families in a two-generational approach that supports families in socio-economic mobility. The funds from this expansion will enable 189 Head Start slots to be added to the program, which currently serves 263 Columbus children and families enrolled in Early Head Start, a more than 70% increase in children served.

Principal Investigator: Donald Fuzer

$1.4M

The Impact of Balanced Leadership for Student Learning: A Professional Learning and Coaching Program for School Leaders

Research suggests that building strong school leadership may help address declining student achievement and educator turnover. To study the issue, Roger Goddard, the Novice G. Fawcett Professor in Education Administration, and Minjung Kim, associate professor of quantitative research, evaluation and measurement, will study the impact of the widely used Balanced Leadership for Student Learning™ on educator and student outcomes. They will work with the study’s principal investigator Tedra Clark, PhD, of McREL International, on the four-year project.

Principal Investigator: Roger Goddard

$21K

Identify Risk Factors for Type 2 Diabetes in Adolescents

This project will extensively phenotype a large cohort of youth at-risk for type 2 diabetes (T2D), as they transition through puberty, and characterize the course of dysfunction in pathophysiological indicators that lead to T2D. The knowledge gained from this study of the pathophysiology and epidemiology of youth-onset T2D with deep biochemical, clinical, and psychosocial phenotyping will critically inform the design and testing of future treatment and prevention approaches.

Principal Investigator: Keeley Pratt

$118K

Multilingual and Multicultural Taiwan: A Comparative Education Experience for K-12 Educators

This four-week Fulbright-Hays Group Projects Abroad program in Taiwan will include twelve K-12 pre-service and in-service educators from Ohio. The four objectives for the program are: 1) Provide pre-service and in-service educators from Ohio with service learning experience by teaching English (as an additional language) in a public K-12 school in Taiwan; 2) Promote pre- and in-service educators’ intercultural competence and understanding of multilingual and multicultural education via a comparative lens; 3) Grow pre- and in-service Ohio educators’ capacities to develop culturally efficacious pedagogical materials and practices that will be shared with colleagues in Taiwan and in Ohio; and 4) Develop pre- and in-service Ohio educators’ Mandarin language proficiency with intensive Mandarin language lessons and authentic engagements with Mandarin speakers and the multilingual/multicultural spaces in Taiwan.

Principal Investigator: Becky Huang

$1M

Investigating the Impact of the LETRS Program on Teacher Knowledge, Instructional Practice, and Student Literacy Outcomes

In this study, the researchers will examine the effect of a teacher professional development program in literacy called Language Essentials for Teachers of Reading and Spelling (LETRS). LETRS is a fully developed, commercially available, and widely used professional development program to support literacy (language, reading, writing) outcomes.  Despite its wide use, causal evidence of its impact on teacher knowledge and practice and student literacy outcomes is limited. The researchers aim to examine the effects of LETRS on teacher knowledge, teacher instructional practice, and student literacy outcomes.  They will implement LETRS under real-world conditions within authentic educational contexts and with the intended end users.

Principal Investigator: Shayne Piasta

VIEW ALL GRANTS AWARDED IN FY25