Teachers Learning to Facilitate Communication in the Classroom [James S. McDonnell Foundation]

Pre-Proposals Due: 8.5 2019. Focused support for research on teachers as learners that builds from a cognitive science perspective – including a focus on the aspects of cognition (attention, working memory, motivation, reward) that guide teacher thinking and change in attitudes, knowledge, skills and the adoption of evidence­-based practices in classroom contexts.

This inaugural call for pre-proposals is focused on supporting team based research addressing the topic teachers learning to facilitate communication in the classroom (e.g., eliciting student explanations, guiding collaborative discussions, making effective use of questions). Grants Range: up to USD $2.5 million (maximum)

It is expected that a typical pre-proposal team will be made up of individuals representing different expertise and skills (e.g. cognitive science, teacher education, classroom teaching, assessment, statisticians, etc.) from different institutions. It is important that the teams include classroom teachers as fully involved partners.

Qualified domestic or foreign institutions with 501(c)(3) tax-exempt status — or domestic institutions that are instruments of the government — can submit a proposal as lead applicants on behalf of a multi-institutional team. Entities that do not have a US IRS 501(c)(3) tax determination and are not considered a domestic government instrumentality can participate in the research as part of team but cannot serve as the lead institution that will be responsible for accepting the grant and submitting required reporting.

Pre-proposals should articulate a clear need within the K-12 educational setting that has the potential for broadly shared benefits for society, especially for those historically underserved and those lacking ready access to rich educational resources.

JSMF is interested in research that can be characterized as useable, needs­-driven education research that identifies malleable factors that promote teachers learning to improve their use of evidence­-based practice. Preference will be given to interdisciplinary teams with diverse methodological and theoretical expertise and skills (e.g., cognitive science, teacher education, assessment, etc.).

After the 2019 competition, the next grant cycle will be held in 2021.