University of Nebraska-Lincoln
Postdoctoral Fellowship for Research on Consultation-Based Interventions for Students with Social and Behavioral Concerns
»The postdoctoral research training fellowship at the University of Nebraska-Lincoln supports two 2-year cohorts of two fellows (a total of four fellows over 4 years). The fellowship is housed in the Nebraska Center for Research on Children, Youth, Families and Schools (Center on CYFS) at the University of Nebraska-Lincoln.
The primary objective of the fellowship is to advance fellows’ understanding and application of methodologically-rigorous research with implications for practice and policy related to consultation-based interventions for students with social and behavioral concerns that interfere with learning and development. Through the provision of participatory and didactic training experiences, this postdoctoral program prepares researchers to conduct investigations to determine the efficacy or effectiveness of approaches designed to support student leaning and achievement via the reduction of social and behavioral problems. As such, it will have a major impact in informing educational practices and policies. Training for each of two postdoctoral fellowship cohorts takes place via: (a) mentored professional development, independent writing, and grant development; (b) immersion in large-scale, federally-funded applied education research drawing from multiple disciplines (e.g., educational psychology, early childhood education, psychology, special education); and (c) didactic research training. Fellows have an opportunity to assume a leadership role on one of at least three large-scale research projects directed by the Training Directors that involve the conduct of rigorous, randomized-trial investigations of consultation-based interventions for students with social and behavioral concerns. Within this role, they (a) assist in the conceptualization and management of existing and follow-up research, (b) apply methodological and data analytic approaches in addressing research questions, and (c) supervise data collection/management/analysis and implementation efforts. In addition, they are encouraged to establish unique and independent strands of research that are grounded in but expand upon important questions being addressed in the on-going grant projects. This independent work leads to the development of a grant proposal relevant for IES program foci (i.e., the Social and Behavioral Context for Academic Learning and Early Childhood Programs and Practices grant competitions). As a result of their training experience, fellows benefit from the following outcomes: (a) an advanced understanding of consultation-based interventions delivered in schools; (b) expertise in scientifically-rigorous methodological, statistical, and psychometric approaches used for addressing practical education problems; and (c) proficiency in research and grant writing. At the conclusion of their experience, fellows are exceptionally well-poised to assume roles in institutes of higher education, research centers, and training programs that have as their priority advancing the scientific basis of educational programs.
Susan M. Sheridan, Todd A. Glover, and James A. Bovaird
Nebraska Center for Research on Children, Youth, Families and Schools
Postdoctoral Training Information