Mini-grants for education systematic reviews

Campbell provides grants of up to US$15,000 to support the production of systematic reviews on education-related issues that are of interest to education policymakers. Applications for funding may be made in response to a Request for Proposals.

Although there is no current request for proposals, interested authors should contact the managing editor of the Education Coordinating Group.To view the list of current and completed projects being funded in this program, please click here.

The following awards were made in 2015:

 

Small Grants

The first and second rounds of funded projects under the ECG grants program are progressing. Six reviews were funded on the first round. Five reviews were funded on the second round.

Listed below are the currently funded mini-grants from Round 1:

School-Based Interventions to Reduce Dating and Sexual Violence: A Systematic Review

Authors:

Lisa De La Rue, University of Illinois Urbana-Champaign, Champaign, IL, US

Joshua R. Polanin, Loyola University Chicago, Chicago, IL, USA

Dorothy L. Espelage, University of Illinois Urbana-Champaign, Champaign, IL, USA

Terri D. Pigott, Loyola University Chicago, Chicago, IL, USA

Date Submitted:

August 30, 2012

Date of Decision:

Accepted on November 18, 2012

Amount of Funding Awarded:$13,500

Current Status:

Full review published on 11/1/2014

 

Merit Pay Programs for Improving Teacher Retention, Teacher Satisfaction, and Student Achievement in Primary and Secondary Education: A Systematic Review

Authors:

Gary Ritter, University of Arkansas, Fayetteville, Arkansas, USA

Julie Trivitt, University of Arkansas, Fayetteville, Arkansas, USA

Leesa Foreman, University of Arkansas, Fayetteville, Arkansas, USA

George Denny, University of Arkansas, Fayetteville, Arkansas, USA

Amount of Funding Awarded: $10,500

Current Status:

Title published

Protocol published

Review in progress

The Effects of “Policing Schools Strategies” on Crime, Perceptions of Safety, and Learning Outcomes

Authors:

Anthony Petrosino, WestEd, Woburn, MA, USA

Sarah Guckenburg, WestEd, Woburn, MA, USA

Trevor Fronius, WestEd, Woburn, MA, USA

Amount of Funding Awarded: $10,500

Current Status:

Title is published

Protocol published

Review in progress

 

Later School Start Times for Supporting the Education, Health and Well-being of High School Students

Authors:

Colleen M Davison, Department of Community Health and Epidemiology, Kingston, ON, Canada

Lisa Newton, Research and Information Services, Toronto District School Board, Etobicoke, Canada

Robert S Brown, Research and Information Services, Toronto District School Board, Etobicoke, Canada

John Freeman, Social Program and Evaluation Group, Queens University, Kingston, Canada

Lee-Anne Ufholz, Health Sciences Library, University of Ottawa, Ottawa, Canada

David Smith, Faculty of Education, University of Ottawa, Ottawa, Canada

Current Status:

Protocol already published with Cochrane

Review under revision by the authors

Amount of Funding Awarded:$6,678.40

 

“No Excuses” Charter Schools

Authors:

Sarah Krowka, VanderbiltUniversity

Alexandria R. Hadd, VanderbiltUniversity

Robert A. Marx, Vanderbilt University

Amount of funding awarded: $8,000

Current Status

Title published

Protocol under revision by author

Listed below are the currently funded mini-grants from Round 2:

 

Instructional Strategies for Enhancing Prosocial Behavior in Children and Youth: A Systematic Review and Meta-Analysis

Authors:

Asha L. Spivak, VanderbiltUniversity

Mark W. Lipsey, VanderbiltUniversity

Dale C. Farran, VanderbiltUniversity

Joshua R. Polanin, Vanderbilt University

Amount of funding awarded:

$10,633.54

Current Status

Title published

Protocol published

Review in progress

 

Mindfulness-Based Interventions for Improving Academic Achievement, Behavior and Socio-Emotional Functioning of K-12 Students: A Systematic Review

Authors:

Brandy R. Maynard, Saint Louis University

Michael R. Solis, University of Virginia

Veronica L. Miller, The University of Texas at Austin

Amountoffundingawarded:

$14,983

Current Status

Title published

Protocol approved and will be published on 7/1/2015

Review undergoing authors’ revisions

 

The Effect of Teaching for America (TFA) on Academic Outcomes of K-12 Students in the United States: A Systematic Review

Authors:

Herbert Turner III, ANALYTICA/University of Pennsylvania

Robert Boruch, University of Pennsylvania

Michele Munoz-Miller, ANALYTICA

Mackson Ncube, ANALYTICA

Amount of funding awarded:

$13,500

Current Status

Title published

Protocol published

Review under peer review

 

The Effects of Universal Preschool- and School-based Education Programmes in Reducing Ethnic Prejudice and Promoting Respect for Diversity Among Children Aged 3-11: A Systematic Review and Meta-Analysis

Authors:

Ciara Keenan, Queen’s University

Paul Connolly, Queen’s University

Clifford Stevenson, Queen’s University

Amount of funding awarded:

$7,560

Current Status

Title revised

Protocol in revision

Review in progress

 

Streaming, Setting, Within-Class Grouping and Mixed-Attainment Teaching to Improve Educational Outcomes in Secondary School: A Systematic Review

Authors:

Paul Connolly, Queen’s University

Becky Francis, King’s College London

Louise Archer, King’s College London

Jeremy Hodgen, University of Nottingham

Seaneen Sloan, Queen’s University

David Pepper, King’s College London

Rebecca Taylor, King’s College London

Antonina Tereshchenko, King’s College London

Mary-Claire Travers, King’s College London

Amount of funding awarded:

$13,125

Current Status

Title in progress

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