Dr. Hagge receives $59,000 Battelle grant as part of research team

Dr. Hagge receives $59,000 Battelle grant as part of research team

Ohio State Marion Assistant Professor of Reading Education, Julia Hagge and a team of researchers recently received a $59,000 research grant funded for the upcoming year by The Battelle Engineering, Technology and Human Affairs (BETHA) Endowment, for the research titled, Leveraging Technology to Accelerate Generation and Translation of Evidence-Based Practices in Education.

The grant will support a cross-disciplinary team project focused on leveraging technology to accelerate testing and translation of generalizable evidence-based practices in education.

Dr. Shayne B. Piasta from the Department of Teaching and Learning and Crane Center for Early Childhood Research and Policy on Ohio State's Columbus Campus is listed as the principal investigator on the grant. Team members in addition to Piasta and Hagge include, Dr. Alicia Bunger, Department of Internal Medicine and Center for Clinical and Translational Science; Dr. Rebecca Dore, Crane Center for Early Childhood Research and Policy; Dr. Busra Ceviren, College of Medicine Government Resource Center; Ms. Natalie Day (key personnel), Crane Center for Early Childhood Research and Policy; Dr. Rhonda Raines (consultant), School of Teacher Education and the Florida Center for Reading Research, Florida State University.

According to Hagge, this pilot project will leverage advancements in technology to develop an innovative approach to accelerate testing and translation of generalizable, evidence-based practices in education.

"The research will develop infrastructure and processes to support the use of a new technology-mediated approach; address a problem of practice and test a generalizable evidence-based practices solution within-subjects experiment; and couple this work with online communities of practice to understand and integrate teachers' perspectives on enhancing translation between research and practice," she explained.

"Specifically, we will address a teacher-generated problem of practice concerning evidence-based practices for early alphabet instruction," Hagge said.