Boston University
Lynsey Gibbons, Ph.D.
Understanding How Elementary Teachers Take Up Discussion Practices to Promote Disciplinary Learning and Equity
https://doi.org/10.37717/220020522
Carnegie Mellon University
Amy Ogan, Ph.D.
ClassInSight: Insight on Teacher Learning by Scaffolding Noticing and Reflection
https://doi.org/10.37717/220020520
Indiana University
Joshua Danish, Ph.D.
Teacher Cognition and Learning about Incorporating Science Representations in Elementary Classrooms
https://doi.org/10.37717/220020521
Northwestern University
Brian Reiser, Ph.D.
Developing a Model of Teacher Learning to Support Classroom Enactment of Purposeful Sensemaking
https://doi.org/10.37717/220020526
University of California - Davis
Steven Z. Athanases, Ph.D.
New Teachers Learning Disciplined Improvisation for Meaningful Talk in Diverse Classrooms
https://doi.org/10.37717/220020519
University of Illinois at Chicago
Susan Goldman, Ph.D.
How Teachers Learn: Orchestrating Disciplinary Discourse in Science, Literature, and Mathematics Classrooms
https://doi.org/10.37717/220020517
University of Michigan
Patricio Herbst, Ph.D.
Managing students’ contributions to mathematical work in whole class discussions in high school: How do teachers decide what to do?
https://doi.org/10.37717/220020524
University of Michigan
Chauncey Monte-Sano, Ph.D.
Teachers Learning to Facilitate Communication and Reasoning Through Inquiry with History and Social Science Sources
https://doi.org/10.37717/220020518
University of Pittsburgh
Mary Kay Stein, Ph.D.
Teacher Learning to Enact Productive Discussions in Mathematics and Literacy
https://doi.org/10.37717/220020525
University of Wisconsin - Madison
Hala Ghousseini, Ph.D.
Advancing Teachers’ Pedagogical Reasoning and Practices with Tools
https://doi.org/10.37717/220020523
École Normale Supérieure, Paris
Alejandrina Cristia, Ph.D.
Early language acquisition: Beyond WEIRD
https://doi.org/10.37717/220020501
Koç University
Tilbe Göksun, Ph.D.
Event representation and relational language learning
https://doi.org/10.37717/220020510
Ludwig-Maximilians Universität München
Markus Paulus, Ph.D.
The emergence and early development of morality
https://doi.org/10.37717/220020511
New York University
Marjorie Rhodes, Ph.D.
Developing representations of the social world
https://doi.org/10.37717/220020503
Princeton University
Lauren Emberson, Ph.D.
Does Top-Down Processing Support Infant Development?
https://doi.org/10.37717/220020505
Radboud University
Willem Frankenhuis, Ph.D.
Integrating evolution, development, and learning in psychological science
https://doi.org/10.37717/220020502
Rutgers - The State University of New Jersey
Vanessa LoBue, Ph.D.
Responding to Imminent Threat: A Developmental Approach
https://doi.org/10.37717/220020504
University of California - Los Angeles
Anne Warlaumont, Ph.D.
Understanding the emergence of speech vocalizations in human infancy
https://doi.org/10.37717/220020507
University of Chicago
Daniel Yurovsky, Ph.D.
A coordination approach to early language learning
https://doi.org/10.37717/220020506
University of Southern California
Justin Wood, Ph.D.
Using Automated Controlled Rearing to Explore the Origins of the Mind
https://doi.org/10.37717/220020508
Santa Fe Institute
David Krakauer, Ph.D.
Adaptation, Aging, and the Arrow of Time
https://doi.org/10.37717/220020491
University of California - Davis
Leah Krubitzer, Ph.D.
Cortical Plasticity Within and Across Lifetimes
https://doi.org/10.37717/220020516
Massachusetts Institute of Technology
Naghmeh Momeni, Ph.D.
In support of the postdoctoral fellow's research plan.
https://doi.org/10.37717/220020535
Massachusetts Institute of Technology
Bertrand Ottino-Loffler, Ph.D.
In support of the postdoctoral fellow's research plan.
https://doi.org/10.37717/220020540
Princeton University
Fernando Santos, Ph.D.
In support of the postdoctoral fellow's research plan.
https://doi.org/10.37717/220020555
University of Chicago
Kabir Husain, Ph.D.
In support of the postdoctoral fellow's research plan.
https://doi.org/10.37717/220020536
University of Helsinki
Talayeh Aledavood, Ph.D.
In support of the postdoctoral fellow's research plan.
https://doi.org/10.37717/220020539
University of Michigan
Jean-Gabriel Young, Ph.D.
In support of the postdoctoral fellow's research plan.
https://doi.org/10.37717/220020538
University of Minnesota
Amanda Hund, Ph.D.
In support of the postdoctoral fellow's research plan.
https://doi.org/10.37717/220020554
Center for Open Science
Brian Nosek, Ph.D.
Evaluating Registered Reports
https://doi.org/10.37717/220020498
Pontificia Universidad Católica de Chile
Marcela Peña, Ph.D.
Support for the 2018 Latin American School for Education, Cognitive and Neural Sciences
https://doi.org/10.37717/220020509