OARS funding Pedagogy

The Teagle Foundation and the Arthur Vining Davis Foundations are jointly sponsoring the Transfer Pathways to the Liberal Arts initiative to support building comprehensive curricular frameworks between community colleges and independent colleges to ensure alignment in learning objectives between lower and upper division coursework; transferability and applicability of credits; and timely completion of the baccalaureate in the liberal arts. We give priority to projects that involve multiple four-year independent colleges coming together with community college partners to develop statewide, regional, or consortial approaches to promote transfer in the liberal arts. Proposals for bilateral agreements between pairs of institutions will not be considered.

The Small Research Grants Program supports education research projects that will contribute to the improvement of education, broadly conceived, with budgets up to $50,000 for projects ranging from one to five years. We accept applications three times per year. This program is "field-initiated" in that proposal submissions are not in response to a specific request for a particular research topic, discipline, design, method, or location. Our goal for this program is to support rigorous, intellectually ambitious and technically sound research that is relevant to the most pressing questions and compelling opportunities in education.

The postdoctoral fellowship was established in 1986 by the NAEd with a grant from the Spencer Foundation. The fellowship program is intended to support early-career scholars working in critical areas of education research. To that end, the NAEd seeks to fund proposals that promise to make significant scholarly contributions to the field of education and to advance the careers of the recipients.

Demand for funding has increased dramatically in the last several weeks as a result of the COVID-19 pandemic and its impact on postsecondary institutions and the students they serve.  As a result, we are giving priority to those requests that address the immediate challenges and opportunities arising from the pandemic. We are especially interested in those proposals that focus on implementing systemic reforms to increase college success and career readiness for students from underserved backgrounds.

A. Noam Chomsky Global Connections Awards celebrate the power of human connections. The awards recognize distinguished service to the global mission of the STAR Scholars Network. Several individuals with a deep impact on advancing global, social mobility are recognized every year. We live in a time when innovation and creativity in support of humanity are of great importance. The Star Scholars Network recognizes the commitment of concerned people able and willing to make a difference in the lives of others. Nominations for this award are solicited from around the world. The nominee can be from any field. Beginning in 2020, the Star Scholars Network is committed to promoting transnational research, or collaborative research between scholars of two or more countries (e.g., joint publications, research partnerships, etc.). The Global Connections Awards recognize STAR Scholars for their achievements and distinctive contributions to translational research that demonstrates the very best of scholarly collaboration among scholars around the world. In December 2020, the Star Scholars Network will provide awards in three categories: North Star Medal of Lifetime Achievement, Shining Star Achievement in Research Award, Rising Star Emerging Scholar Certificate

The JAMS Foundation/ACR Initiative for Students and Youth provides grant funding for conflict prevention and dispute resolution programs for K-12 students and for adults working with youth populations in ways that directly transfer CRE skills from adults to youth. Each year, the Association for Conflict Resolution (ACR) and the JAMS Foundation identify specific subject areas seeking to address otherwise unresolved issues and unmet needs of both general and target youth populations, based on current research and feedback from leaders and stakeholders in the dispute resolution and education fields. Funding contexts for selected subject areas will vary, and may include community-based organizations, alternative education settings (online education, charter schools), after-school programs, court- or juvenile justice-connected programs, as well as programs operating in traditional K-12 school districts.

Rather than silver bullet solutions, the goal of the Tools Competition is to spur the development and deployment of technologies that can accelerate the recovery from pandemic learning loss and advance the field of learning engineering. Learning engineering is an emerging discipline at the intersection of learning science and computer science that seeks to design learning systems with the instrumentation, data, and partnerships with the research community, to drive tight feedback loops and continuous improvements in how that learning is delivered in online and blended settings. The potential solutions in the competition will be evaluated across four core criteria: their use of learning engineering, potential for effectiveness, scalability, and equity.

We call for proposals to investigate key challenges faced by literacy, communication, rhetoric, and writing instructors and administrators in their classrooms and programs. Proposals should directly address the impact that their research might have on disciplinary and public conversations about these topics. They must also convey results in at least two final products: one that is addressed to a scholarly audience of researchers and teachers in the field and one for a clearly specified audience beyond those in the field. This year's research topics focus on persistent gaps in our research as we seek evidence to support new and revised position statements related to these issues, particularly evidence that can be made available to and inform public stakeholders outside of academic audiences: Understanding the implications of class size Grading diverse learners in classrooms that enact students' right to their own languages Assessing students' transfer of writing knowledge from dual-credit programs Working with diverse learners in writing and communication programs (e.g., neurodiversity, linguistic diversity, economic diversity, sociocultural diversity) Centering writing and communication research in two-year colleges Developing and engaging literacy in diverse contexts (e.g., K-12 classrooms, workplaces, churches, bars, prisons, sporting events, courts) and navigating the relationship between these contexts

We welcome applications from a broad range of fields and perspectives. The strength of our fellowship program is its diversity. The following areas are of particular interest: - Radcliffe supports engaged scholarship. We welcome applications from scholars, artists, and practitioners proposing innovative work that confronts pressing social and policy issues and seeking to engage audiences beyond academia. - We welcome proposals relevant to the Institute's focus areas, which include: * Law, education, and justice * Youth leadership and civic engagement * Legacies of slavery  - Reflecting Radcliffe's unique history and institutional legacy, we welcome proposals that focus on women, gender, and society or draw on the Schlesinger Library's rich collections.  - Interdisciplinary exchange is a hallmark of the Radcliffe Fellowship, and we welcome proposals that take advantage of our uniquely diverse intellectual community by engaging with concepts and ideas that cross disciplinary boundaries.

The Foundation is currently accepting proposals focused on evaluating programs that have the potential of helping to close the opportunity and resulting achievement gaps associated with race and family income. Aims: Primary aim: What works: The primary aim must concern evaluating the effectiveness of programs designed to promote positive cognitive and/or achievement outcomes for children (birth through 18 years) from underserved groups and/or low-resourced communities (specifically minoritized ethnic groups, low-income families) in order to inform ways to close the educational opportunity gaps associated with race and income. Secondary aims may also focus on one or more of the following: What works for whom, under what conditions: Investigate variations in program effects; that is, test for moderation effects that inform whether effects are stronger for certain groups and/or under certain conditions than other groups or conditions. Reasons for effects: Investigate mechanisms through which effects occur; that is, test for mediation effects that inform why the program is effective. Cost-benefit analyses: Compare the total costs of the program (start-up and ongoing operational costs) with its estimated monetary benefits to determine the net cost or benefit associated with the program.

Are you working to improve the world? We can help. We make grants to organizations working in the areas of the environment, poverty alleviation, health and education.

This Challenge-powered by MIT Solve, the Morgridge Family Foundation and New Profit-seeks the most promising solutions that accelerate pathways to current and future employment across the US. Solutions that focus on non-coastal states, US interior regions, and/or racial justice are encouraged to apply. To that end, we seek solutions that:  * Drive resources and support to Black, Indigenous, and Latinx entrepreneurs and innovators, who receive a fraction of funding in both the nonprofit and for-profit sectors, despite their frequent proximity to workforce challenges and the systems-focused solutions needed to solve them. * Increase access to high-quality, affordable learning, skill-building, and training opportunities for those entering the workforce, transitioning between jobs, or facing unemployment.  Enable learners to make informed decisions about which pathways and jobs best suit them, including promoting the benefits of non-degree pathways to employment. * Implement competency-based models for life-long learning and credentialing. * Match current and future employer and industry needs with education providers, workforce development programs, and diverse job seekers.

The Laura Bassi Scholarship was established by Editing Press in 2018 with the aim of providing editorial assistance to postgraduates and junior academics whose research focuses on neglected topics of study, broadly construed, within their disciplines.

The Small Research Grants Program supports education research projects that will contribute to the improvement of education, broadly conceived, with budgets up to $50,000 for projects ranging from one to five years. We accept applications three times per year. This program is "field-initiated" in that proposal submissions are not in response to a specific request for a particular research topic, discipline, design, method, or location. Our goal for this program is to support rigorous, intellectually ambitious and technically sound research that is relevant to the most pressing questions and compelling opportunities in education.

The Mockingbird Foundation, Inc. ("Mockingbird") offers competitive grants to schools and nonprofit organizations that effect improvements in areas of importance to the Phish fan community. Our programmatic focus is music education for children, defined as follows: Music: We recognize broad and basic needs within conventional instruction, though are particularly interested in projects that foster creative expression (whether in instrumentation, vocalization, composition, or improvisation) and encourage applications associated with diverse or unusual musical styles, genres, forms, and philosophies. Education: Education may include the provision of instruments, texts, office materials, or equipment; the support of learning, practice, and/or performance spaces; and the provision of instructors or instruction. We appreciate the fostering of self-esteem and free expression, but have never funded music therapy separate from education nor music appreciation which does not include participation. Children: We primarily fund programs serving children eighteen years of age or younger, but will consider projects which benefit college students, teachers, instructors, or adult students. We are particularly (though not exclusively) interested in programs which benefit disenfranchised groups, including those with low skill levels, income, or education; with disabilities or terminal illnesses; and in foster homes, shelters, hospitals, prisons, or other remote or isolated situations.

Through the National Center for Education Research (NCER), the Institute of Education Sciences (Institute) provides support for programs of research in areas of demonstrated national need. The Institute's research grant programs are designed to provide interested individuals and the general public with reliable and valid information about education practices that support learning and improve academic achievement and access to education opportunities for all learners. Through the Statistical and Research Methodology in Education grant program, NCER intends to support the development of a wide range of methodological and statistical tools to better enable applied education scientists to conduct rigorous education research.

The Young Scholars Program (YSP) supports scholarship for early career researchers. The program funds implementation research that is policy and practice-relevant and that examines the preparation, competency, compensation, well-being, and on-going professional learning of the early care and education (ECE) workforce. The Foundation regards diversity as an asset for building a strong and productive society and is committed to diversity and equity in scholarship and through our grantees. To increase the diversity of research perspectives, the Foundation encourages applications from: Scholars who are from underrepresented groups that have historically experienced economic instability and social exclusion, including, but not limited to: researchers of color, first-generation college graduates, culturally and linguistically diverse scholars, and researchers from low-income communities Scholars who represent a variety of disciplines and methodological approaches

In awarding these grants, the Institute of Education Sciences (IES) intends to provide national leadership in expanding knowledge and understanding of (1) developmental and school readiness outcomes for infants and toddlers with or at risk for a disability, (2) education outcomes for all learners from early childhood education through postsecondary and adult education, and (3) employment and wage outcomes when relevant (such as for those engaged in career and technical, postsecondary, or adult education). The IES research grant programs are designed to provide interested individuals and the general public with reliable and valid information about education practices that support learning and improve academic achievement and access to education opportunities for all learners. These interested individuals include parents, educators, learners, researchers, and policymakers.

The Large Research Grants on Education Program supports education research projects that will contribute to the improvement of education, broadly conceived, with budgets ranging from $125,000 to $500,000 for projects ranging from one to five years. We anticipate awarding grants with budgets across each of the following funding tiers -- $125,000 to 250,000; $250,001 to $375,000; and $375,001 to $500,000. This program is "field-initiated" in that proposal submissions are not in response to a specific request for a particular research topic, discipline, design, method, or location. Our goal for this program is to support rigorous, intellectually ambitious and technically sound research that is relevant to the most pressing questions and compelling opportunities in education.

The Discovery Research PreK-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering, mathematics and computer science (STEM) by preK-12 students and teachers, through research and development of STEM education innovations and approaches. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects. Projects should result in research-informed and field-tested outcomes and products that inform teaching and learning. Teachers and students who participate in DRK-12 studies are expected to enhance their understanding and use of STEM content, practices and skills.