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Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. Purpose of Program: The purpose of the Evaluation of State Education Programs and Policies Grant Program is to support rigorous evaluations of education programs and policies implemented by State educational agencies (SEAs) that have important implications for improving student education outcomes. These evaluations are to be carried out by partnerships between research institutions and SEAs. The National Center for Education Research (NCER), a center within the Institute of Education Sciences (IES), will hold a competition for the Evaluation of State Education Programs and Policies Grant Program. Under this competition, NCER will consider only applications that propose to evaluate State programs and policies (or components of these programs and policies) that fit within one of the three following categories: College- and Career-Ready Standards and Assessments. Identification and Improvement of the Lowest-Performing Schools and/or Schools with the Greatest Achievement Gaps. Teacher and Principal Evaluation and Support Systems. Program Authority: 20 U.S.C. 9501 et seq. Catalog of Federal Domestic Assistance (CFDA) Number: 84.305E. Applications for grants under the Evaluation of State Education Programs and Policies Grant Program competition, CFDA number 84.305E, must be submitted electronically using the Govern

Mercator-IPC Fellows work at Istanbul Policy Center (IPC), an independent policy research institute with global outreach located in the center of Istanbul. IPC's mission is to foster academic research and its application to policy making. The Center is firmly committed to providing decision makers, opinion leaders, academics and the general public with innovative and objective analyses of key domestic and foreign policy issues. IPC offers the Mercator-IPC Fellows access to a broad network of academics, civil society activists and decision makers as well as a unique platform for sound academic research to shape hands-on policy work. Likewise, fellows profit from Sabancı University's exceptional intellectual capital and vast reserves of scientific knowledge. Mercator-IPC Fellowships are available to outstanding academics and professionals who work in one of three thematic areas: | EU/German-Turkish relations | Climate change | Education In the 2014/15 round, at least six Mercator-IPC Fellowships are available for outstanding young academics and professionals who have significant prior work experience. The fellows will be expected to work on academic or practical projects at IPC. A Master's degree (or equivalent) is required for this position, but a PhD degree is strongly preferred. Projects which focus on the German-Turkish nexus are likewise preferred.  The 2014/15 fellowships begin September 1, 2014 and the deadline for applications is April 1, 2014.

The Evaluation of State and Local Education Programs and Policies (State/Local Evaluation) topic supports the evaluation of fully-developed programs and policies implemented by state and local education agencies to determine whether they produce a beneficial impact on student education outcomes relative to a counterfactual when they are implemented under routine conditions in authentic education settings. These evaluations are to determine both the overall impact of the programs/policies and the impact across a variety of conditions to determine if there are positive impacts for all , for some groups, or under some conditions. Through the State/Local Evaluation topic, the Institute seeks to establish long-term partnerships between research institutions and education agencies that will focus their research efforts on programs/policies of high relevance to policymakers and practitioners. The Institute expects the education agencies to identify research questions of high importance to their work, help shape the evaluation to meet their conditions, and have direct access to the results. The results of such evaluations are of value not only to the education agency directly involved, but also to other states and districts that may be using or considering the use of similar programs/policies.

As part of a new institutional initiative, the Spencer Foundation will make several awards of up to $40,000 for research projects in Philosophy as it relates to educational policy and practice. We encourage applicants to understand educational policy and practice in broad terms, including issues that directly relate to K-12 schools and higher education institutions, but also concerning policies that influence children's growth and development in the family and in other areas of social life including children's upbringings, educational issues in family life and in the workplace, the educational effects of welfare policy. We also encourage diverse kinds of philosophical research ranging from the highly abstract to the highly applied. The proposal will be reviewed and a funding decision will be made within four to five months from the date of submission. Please follow the guidelines below when submitting a proposal with a budget of $40,000 or less.

The American Psychological Foundation is accepting applications for its APF Annette Urso Rickel Foundation Dissertation Award for Public Policy. The $1,000 scholarship supports dissertation research on public policy that has the potential to improve services for children and families facing psychosocial issues such as prevention of child abuse, school programs for children with psychological issues, services for youth in the criminal justice system, healthy parenting, math and science education, and contributions to the adoption of sound policy affecting children, youth, and families. To be eligible, applicants must be a graduate student in psychology enrolled full time in a regionally accredited institution located in the U.S. or Canada; have completed his/her doctoral candidacy, including dissertation approval by a doctoral committee; and have demonstrated research competence and commitment to the field.

Proposed fellowships must fit the Grant Foundation's research interests. The foundation currently supports research to understand and improve the everyday settings of youth between the ages of 8 and 25 in the United States. Specifically, the foundation funds studies that enhance the understanding of how youth settings work, how they affect youth development, and how they can be improved; and when, how, and under what conditions research evidence is used in policy and practices that affect youth, and how its use can be improved. To be eligible, applicants must be influential mid-career practitioners, policy makers, or researchers, and propose one or two tax-exempt private and governmental organizations that are willing to "house" and mentor the fellow. For the purposes of this program, a mid-career professional is defined as having eight to twenty years of cumulative experience in his/her current role as a researcher, policy maker, or practitioner.

The Research Networks Focused on Critical Problems of Education Policy and Practice Program is designed to direct resources and attention to education problems or issues that are a high priority for the Nation, and to create a structure and process for researchers who are working on these issues to share ideas, build new knowledge, and strengthen their research and dissemination capacity. Under this announcement, the Institute of Education Sciences (Institute) intends to award one grant under this program to fund the Lead of a CTE Network, which is to carry out the requirements under section 114(d)(4) of the Carl D. Perkins Career and Technical Education Act to establish a national research center to carry out scientifically based research on career and technical education programs. The CTE Network will conduct research on CTE through projects funded by other Institute grant competitions. The goal of the CTE Network is to support and expand the causal research base on CTE at the secondary and/or postsecondary level specifically through research on whether and how CTE practices, programs, and policies affect student education outcomes.

Purpose of Program: The Institute's purpose in awarding these grants is to provide national leadership in expanding fundamental knowledge and understanding of (1) developmental and school readiness outcomes for infants and toddlers with or at risk for a disability, and (2) education outcomes for all students from early childhood education through postsecondary and adult education. 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 students. These interested individuals include parents, educators, students, researchers, and policymakers. In carrying out its grant programs, the Institute provides support for programs of research in areas of demonstrated national need. Competitions in This Notice: The Institute will conduct 10 research competitions in FY 2018 through two of its centers: The Institute's National Center for Education Research (NCER) will hold five competitions: One competition for education research; one competition for education research and development centers; one competition for partnerships and collaborations focused on problems of practice or policy; and two competitions for low-cost, short-duration evaluation of education interventions. The Institute's National Center for Special Education Research (NCSER) will hold five competitions: One competition for special education research; one competition for research training programs in special education; two competitions for low-cost, short-duration evaluation of special education interventions; and one competition for research networks focused on critical problems of policy and practice in special education.

One of the oldest American foundations, the Russell Sage Foundation was established by Mrs. Margaret Olivia Sage in 1907 for "the improvement of social and living conditions in the United States." In pursuit of this mission, the foundation now dedicates itself to strengthening the methods, data, knowledge, and theoretical core of the social sciences as a means of diagnosing social problems and improving social policies. The foundation's program on Social Inequality supports research on the social, economic, political, and labor market consequences of rising economic inequalities in the United States. The program seeks Letters of Inquiry for investigator-initiated research projects that will broaden current understanding of the causes and consequences of rising economic inequalities. Priority will be given to projects that use innovative data or methodologies to address important questions about inequality. Examples of the kinds of topics that are of interest include, but are not limited to, economic well-being, equality of opportunity, and intergenerational mobility; the political process and the resulting policies; psychological and/or cultural change; education; labor markets; child development and child outcomes; neighborhoods and communities; families, family structure, and family formation; and other forms of inequality.

The U.S. Department of Energy, National Nuclear Security Administration (DOE/NNSA), Defense Nuclear Nonproliferation (DNN), Office of Nonproliferation and Arms Control (DNN NPAC) is soliciting applications for the program studies, training and outreach needs described herein. The mission of DNN NPAC is to prevent proliferation, ensure peaceful nuclear uses, and enable verifiable nuclear reductions. DNN NPAC provides a comprehensive approach to strengthen nonproliferation and arms control regimes, achieving its mission through four subprograms: International Nuclear Safeguards; Nuclear Export Controls; Nuclear Verification; and, Nonproliferation Policy in order to fulfill this responsibility. Among its many activities, DNN NPAC sponsors program studies, domestic and international training, and outreach addressing International Nuclear Safeguards; domestic and international training, outreach, and program studies addressing Nuclear Controls; and, program studies addressing Nuclear Verification and Nonproliferation Policy. To meet its mission, DNN NPAC applies the broad base of U.S. technical expertise including that of other government agencies, the DOE/NNSA National Laboratories, academia, nongovernmental organizations, and industry. This Funding Opportunity Announcement (FOA) solicits grant applications for full and open competition.

The U.S. Embassy Public Affairs Section in Brasilia is soliciting proposals for a cooperative agreement that falls into the area specified from non-governmental organizations and other legally-recognized non-profit institutions that meet U.S. and, for Brazilian organizations, Brazilian technical and legal requirements to develop and implement educational and cultural programs. Information about the Public Affairs Section can be found at: http://br.usembassy.gov/This program will connect U.S. experts (U.S. citizens only) with Brazilian audiences and institutions. The U.S. Speaker and Specialist Program will send American experts to Brazil to engage with audiences through lectures, workshops, and seminars as well as through appearances in foreign media. The U.S. Speaker and Specialist Program will promote an understanding of U.S. strategic priorities, policies and institutions; and build linkages between U.S. and Brazilian experts and institutions.

The U.S. Embassy Public Affairs Section in Brasilia is soliciting proposals for a cooperative agreement that falls into the area specified from non-governmental organizations and other legally-recognized non-profit institutions that meet U.S. and, for Brazilian organizations, Brazilian technical and legal requirements to develop and implement educational and cultural programs. Information about the Public Affairs Section can be found at: http://br.usembassy.gov/This program will connect U.S. experts (U.S. citizens only) with Brazilian audiences and institutions. The U.S. Speaker and Specialist Program will send American experts to Brazil to engage with audiences through lectures, workshops, and seminars as well as through appearances in foreign media. The U.S. Speaker and Specialist Program will promote an understanding of U.S. strategic priorities, policies and institutions; and build linkages between U.S. and Brazilian experts and institutions.

RWJF seeks to advance systemic changes that embed health in school environments. To help advance these systemic changes, the Foundation will support a collaborative, multipronged strategy with three complementary areas of work related to Research, Policy, and Strategic Action.

RWJF seeks to advance systemic changes that embed health in school environments. To help advance these systemic changes, the Foundation will support a collaborative, multipronged strategy with three complementary areas of work related to Research, Policy, and Strategic Action.

The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. Purpose of Program: The Research Networks Focused on Critical Problems of Education Policy and Practice Program is designed to direct resources and attention to education problems or issues that are a high priority for the Nation, and to create a structure and process for researchers who are working on these issues to share ideas, build new knowledge, and strengthen their research and dissemination capacity. Under this announcement, the Institute of Education Sciences (Institute) intends to award one grant under this program to fund the Lead of a CTE Network, which is to carry out the requirements under section 114(d)(4) of the Carl D. Perkins Career and Technical Education Act to establish a national research center to carry out scientifically based research on career and technical education programs.

The central purpose of the Institute's research grant programs is to provide parents, educators, students, researchers, policymakers, 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 students. In carrying out its grant programs, the Institute provides support for programs of research in areas of demonstrated national need. The Institute's National Center for Education Research (NCER) will hold five competitions: One competition for education research, one competition for education research training, one competition for education research and development centers, one competition for statistical and research methodology in education, and one competition for partnerships and collaborations focused on problems of practice or policy. The Institute's National Center for Special Education Research (NCSER) will not hold competitions in FY 2014.

The Institute's purpose in awarding these grants is to provide national leadership in expanding fundamental knowledge and understanding of developmental and school readiness outcomes for infants and toddlers with or at risk for disability, and of education outcomes for all students from early childhood education through postsecondary and adult education. Purpose of Program: The central purpose of the Institute's research grant programs is to provide parents, educators, students, researchers, policymakers, 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 students. In carrying out its grant programs, the Institute provides support for programs of research in areas of demonstrated national need. The Institute's National Center for Education Research (NCER) will hold five competitions: One competition for education research, one competition for education research training, one competition for education research and development centers, one competition for statistical and research methodology in education, and one competition for partnerships and collaborations focused on problems of practice or policy. The Institute's National Center for Special Education Research (NCSER) will not hold competitions in FY 2014.

With funding from the National Science Foundation (NSF), the American Educational Research Association (AERA) is pleased to announce the continuation of the AERA Grants Program, which provides small grants and training for researchers who conduct studies of education policy and practice using quantitative methods and including the analysis of data from the large-scale data sets sponsored by National Center for Education Statistics (NCES) and NSF

The New Civics initiative invites research proposals that ask critical questions about how education can more effectively contribute to the civic development of young people. As a start, we ask what experiences, environments, and contexts help young people, from all walks of life, develop the habits, skills, understandings, and dispositions that encourage informed participation in civic affairs. In so doing we seek to connect to a tradition of civic education inside schools, both to reassert its legitimacy as a primary aim of public schooling, and to reimagine what civic education might include. Yet civic development also occurs outside classrooms and schools, and we underscore our interest in research about civic action and learning in those contexts as well. Our ultimate aim is to contribute to educational improvement by supporting high-quality research studies that can lead to better-designed, more effective programs, policies, practices, and settings that prepare young people to act and to do so in informed and reasoned ways.

The goal of this activity is to foster novel, transformative, multidisciplinary approaches that address the use of large data sets to create actionable knowledge for improving STEM teaching and learning environments (formal and informal) in the medium term, and to revolutionize learning in the longer term. These approaches will involve the work of learning scientists, STEM disciplinary experts, computer scientists, statisticians, database experts and educational researchers who design and study learning environments. Among the potential benefits of integrating approaches from these disciplines are improving student learning and engagement, optimizing personalized instruction, and supporting rapid decision making to help educators respond more effectively to the learning needs of individuals and groups of learners in multiple settings. These approaches may be risky but should have the potential to rapidly advance the field. The scope of this activity does not include infrastructure development focused on data base design and development for education domains. The new approaches envisioned in this solicitation will require the generation and use of data that range from micro-level data on individual learners, to data from online learning sources (such as massively open online courses), to meso-level data from the classroom that provide information to students and teachers about how learning is progressing, to macro-level data such as school, district, state, and national data, including data from federal science and policy agencies.

The Jack Kent Cooke Dissertation Fellowship Award supports advanced doctoral students who are completing dissertations that further the understanding of the educational pathways and experiences of high-achieving, low-income students. We seek to provide funding for doctoral candidates whose work informs and advances the following populations/aspects of our mission: high-achieving students from low-income backgrounds, and/or students who demonstrate the potential for achievement, and/or the conditions that promote high achievement (e.g., school settings, interventions, policies).

Proposed fellowships must fit the Grant Foundation's research interests. The foundation currently supports research designed to understand and improve the everyday settings of youth between the ages of 8 and 25 in the United States. Specifically, the foundation funds studies that enhance the understanding of how youth settings work, how they affect youth development, and how they can be improved; and when, how, and under what conditions research evidence is used in policy and practices that affect youth, and how its use can be improved.