Current Projects
Coaching in Early Intervention
Nebraska’s Coaching in Early Intervention (CEI) project brings together stakeholders in research, practice and policy to enhance early intervention services and improve outcomes for young children with disabilities and their families. Together, our collaborative team is refining, implementing and evaluating a sustainable early childhood coaching model that promotes the use of evidence-based practices among early intervention personnel statewide.
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The Early Learning Network
The Early Learning Network seeks to advance the understanding of policies and practices that narrow the achievement gap and maintain early learning success as children transition from preschool to elementary school and beyond.
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Get SET Nebraska
Get SET Nebraska is a comprehensive statewide mentorship and professional development program designed to support special education teachers (SET) and school administrators serving students ages 3-21. The program’s purpose is to help retain special education teachers and ensure schools can improve academic and behavioral outcomes for all students.
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Getting Ready
Getting Ready promotes school readiness for young children, especially those who are growing up in poverty. It is an approach that encourages parental engagement in all aspects of early childhood development, while building on strengths for parents and children.
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Nebraska CARES Hub
The Nebraska Community Action Research for Equity and Sustainability (Nebraska CARES) Hub is a collaborative group that is dedicated to reducing educational and health inequities in the state. From the Missouri River to the Panhandle, we are committed to ensuring all kids and families have access and support to enjoy the Good Life state.
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Nebraska Multi-tiered System of Supports
Nebraska’s Multi-tiered System of Support empowers schools to support and prepare all students for success by systematically delivering a range of high-quality instruction tailored to meet their needs. NeMTSS is led by the Nebraska Department of Education with implementation support from the University of Nebraska-Lincoln and others.
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Neuroimaging for Language, Literacy & Learning Laboratory
NL3 seeks to improve our understanding of the language, literacy and learning processes in the brain. Our research team uses brain imaging techniques to learn about neural plasticity and brain development. Our primary focus is early learning.
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Project VIEW
Project VIEW seeks to advance the understanding of writing instruction practices for students with visual impairments (VI) to support their academic success.
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Reach out for Wellness
Reach Out for Wellness is an online research-based toolkit designed to support the mental health needs of Extension professionals whose jobs include helping communities following natural disasters. Participation is free, self-paced and will provide you with practical and individualized strategies to help you cope with the emotional difficulties associated with natural disaster recovery.
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START-Play
START-Play is an intervention that targets sitting, reaching and motor-based problem solving in infancy. It aims to improve development and learning readiness for infants with motor delays or dysfunction.
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TAPP – Teachers & Parents as Partners
Teachers & Parents as Partners is a proven, research-based intervention aimed at establishing parent-teacher relationships to help solve children’s behavioral and academic challenges. Current TAPP projects are: TAPP Para Familias Latinas, which supports K-5 Latino children; and Collective Capacity Building through TAPP, which provides training for school specialists in rural Nebraska.
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Completed Projects
Coaching Science Inquiry In Rural Schools – CSI
CSI in Rural Schools examined the impact of professional development using technology-delivered follow-up coaching. The project provided coaching on guided science inquiry, a method of science teaching. This project was part of the National Center for Research on Rural Education.
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Conjoint Behavioral Consultation in Rural Communities – CBC
CBC in Rural Communities investigated parent and teacher practices for improving student behavior at school and home. The research project assessed the impact of CBC for rural students, their families, and teachers. This project was part of the National Center for Research on Rural Education.
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Early Childhood Education, Brazil
We aim to co-create a meaningful, research-based, practice-driven, sustained approach to support children’s learning, development, and social inclusion. Our priority areas for collaboration are early learning, the ecology of development, assessment/program quality, and professional development strategies.
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INSIGHTS in Nebraska
INSIGHTS in Nebraska is a comprehensive social and emotional learning intervention that includes parent, teacher and classroom components that has been found to reduce disruptive behavior, improve attention skills, and improve reading and math achievement.
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Learning Frontiers
Learning Frontiers aimed to advance understanding of Nebraska’s policies and practices—across rural and urban communities—that support children’s early learning and academic success. The project was part of the national Early Learning Network, led by the University of Nebraska–Lincoln.
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Nebraska-Brazil Early Childhood Partnership
Following a 2016 workshop in São Paulo, Brazil, the University of Nebraska–Lincoln and the Maria Cecilia Souto Vidigal Foundation launched a global partnership to address critical early childhood challenges through interdisciplinary research collaboration.
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Project READERS
Project READERS was designed to implement and examine the impact of professional development in data-based instruction and early reading supports for K-3 students in rural schools. This project was part of the National Center for Research on Rural Education.
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TAPP para Familias Latinas
TAPP para Familias Latinas used the TAPP intervention to support partnerships between Latino families and schools.
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Teachers Speak
Teachers Speak was a national survey funded that collected critical information about teachers’ professional development experiences, perspectives, and classroom practices. This project was part of the National Center for Research on Rural Education.
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