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Grants are available from the Department of Education in 18 educational subject areas, including but not limited to, Reading and Writing, Mathematics and Science Education, Teacher Quality, Ed Leadership (and other administrative educational areas), and more!
Check out This Document to find out about the subject specific areas of the program.
The Office of Citizen Exchanges, Youth Programs Division, of the Bureau of Educational and Cultural Affairs announces an open competition for the American Youth Leadership Program. Public and private non-profit organizations meeting the provisions described in Internal Revenue Code section 26 USC 501(c)(3) may submit proposals to implement a short-term exchange program for American high school students and educators that will enable the participants to gain firsthand knowledge of foreign cultures and to collaborate on solving global issues. Applicant organizations will recruit and select youth and adult participants from the United States and provide them with a three- to four-week exchange program abroad focused on dialogue and debate, leadership development, and community service. Upon returning home, the students will apply what they have learned to serve their schools and communities.
Texas Science, Technology, Engineering, and Math (T-STEM) Centers Cycle 2 Grant Program
The project is designed to provide support to the T-STEM Academies by designing innovative science, engineering, and math curricula; delivering teacher professional development; and creating strategic partnerships among business, higher education entities, and school districts to support the effective implementation of the T-STEM Initiative. The T-STEM Centers will ensure national best practices are used in Texas and will identify and document best practices at a local and state level.
Cognition and Student Learning CFDA 84.324A
The purpose of the research program on Cognition and Student Learning in Special Education (Cognition) is to improve developmental outcomes for infants and toddlers with disabilities or at risk for disabilities and learning for students with disabilities or at risk for disabilities by bringing recent advances in cognitive science to (1) explore malleable factors1 (e.g., instructional practices, children’s skills) that are associated with better child outcomes for children with disabilities or children at risk for disabilities, as well as mediators or moderators of the relations between these factors and child outcomes, for the purpose of identifying potential targets of intervention; (2) develop innovative interventions; (3) establish the efficacy of existing interventions for improving child outcomes with efficacy or replication trials; and (4) develop measurement tools that can be used to assess developmental outcomes for infants and toddlers with disabilities or at risk for disabilities and student learning and achievement for children with disabilities or at risk for disabilities.
Professional Development for Teachers and Related Service Providers CFDA 84.324A
The purpose of the Institute’s research program on Professional Development for Teachers and Related Services Providers (Professional Development) is to identify effective strategies for improving the performance of current teachers, other instructional personnel, and related services providers in ways that increase reading, writing, language, mathematics, science, social, behavioral, or secondary transitional outcomes, as well as functional skills that improve the educational outcomes of students with disabilities or at risk for disabilities from kindergarten through Grade 12
Transition Outcomes for Special Education Secondary Students CFDA 84.324A
The purpose of the research program on Transition Outcomes for Special Education Secondary Students (Transition) is to contribute to the improvement of transition outcomes of secondary students with disabilities. Transition outcomes include the behavioral, social, communicative, functional, occupational, and academic skills that enable young adults with disabilities to obtain and hold meaningful employment, live independently, and obtain further training and education (e.g., postsecondary education, vocational education programs).
Note: all descriptions from source page
The Institute of Education Sciences announces its interest in considering unsolicited applications for research, evaluation, statistics, and knowledge utilization projects that would make significant contributions to the mission of the Institute. The Institute’s mission is to conduct and support rigorous education statistics, research, and evaluation in order to provide reliable information about the condition of education, education practices that improve academic achievement, and the effectiveness of federal and other education programs.
FIRE is a new strand of the Research and Evaluation on Education in Science and Engineering (REESE) program (NSF 09-601) and it is anticipated that after this first competition, FIRE will be incorporated into the REESE solicitation. The FIRE program seeks to facilitate the process by which scholars can cross disciplinary boundaries to acquire the skills and knowledge that would improve their abilities to conduct rigorous research on STEM learning and education. The primary goal of the strand is to facilitate the development of innovative theoretical, methodological, and analytic approaches to understanding complex STEM education issues of national importance and, by so doing, make progress toward solving them. A secondary goal of the strand is to broaden and deepen the pool of investigators engaged in STEM educational research. In order to address this goal, investigators must pair with a mentoring scientist in a to-be-learned field of interest. Proposals therefore have both a research and a professional development component. Investigators may apply at any point in their post-graduate careers.
The ISE program invests in projects that promote lifelong learning of STEM in a wide variety of informal settings. Funding is provided for projects that advance understanding of informal STEM learning, that develop and implement innovative strategies and resources for informal STEM education, and that build the national professional capacity for research, development, and practice in the field.
There are five categories of ISE program grants: Research; Pathways; Full-Scale Development; Broad Implementation; and Communicating Research to Public Audiences.
This program aims to establish a national network of learning environments and resources for science, technology, engineering, and mathematics (STEM) education at all levels. The program has four tracks:
Descriptions from source page:
Science Educators!
The NOAA Office of Education has issued a request for applications for informal/nonformal science education projects that engage the public in educational activities that utilize emerging and/or advanced technologies and leverage NOAA assets to improve understanding and stewardship of the local and global environment. All projects must focus on one or more of the following informal/nonformal science education activities:
History Educators!
The program is designed to raise student achievement by improving teachers’ knowledge and understanding of and appreciation for traditional U.S. history. Grant awards will assist LEAs, in partnership with entities that have content expertise, to develop, document, evaluate, and disseminate innovative and cohesive models of professional development. By helping teachers to develop a deeper understanding and appreciation of U.S. history as a separate subject matter within the core curriculum, these programs will improve instruction and raise student achievement.
Arts Education
The program supports the enhancement, expansion, documentation, evaluation, and dissemination of innovative, cohesive models that demonstrate effectiveness in:
8
January
2010
categories: Discrimination in Education, Grants
The association Nouvel Esprit organizes an international conference on the theme : “Education and homophobia, a form of discrimination in the educational system”, which will take place in Besançon (France), the 15th, 16th and 17th of June 2010.
During this time, three expressions of homophobia will be questioned:
- the one made against children, teenagers or pre-adults who wonder on or live their homosexuality,
- the one which is organized around homoparental families, taking into account on the child who is growing up within them,
- the one against homosexual instructors and teachers.
For more details and submission please see H Net Online
I’ve moved these grants here from the Virtual library since specific grants are more time based.
These are the grants that were listed in the Education Virtual Library as of January 2010
The following are research grant opportunities in Education
NSF – Research in Disabilities Education
The Research in Disabilities Education (RDE) program seeks to broaden the participation and achievement of people with disabilities in all fields of science, technology, engineering, and mathematics (STEM) education and associated professional careers. The RDE program has been funding this objective since 1994 under the prior name “Program for Persons with Disabilities.” Particular emphasis is placed on contributing to the knowledge base by addressing disability related differences in secondary and post-secondary STEM learning and in the educational, social and pre-professional experiences that influence student interest, academic performance, retention in STEM degree programs, STEM degree completion, and career choices.
AERA invites education-related dissertation proposals using NCES, NSF, and other federal data bases. Research Grants are available for faculty at institutions of higher education, postdoctoral researchers, and other doctoral-level researchers. Applications are encouraged from a variety of disciplines, such as but not limited to, education, sociology, economics, psychology, demography, statistics, and psychometrics.
(Of Particular interest to those interested in Early Childhood Special Education) The purposes of this program are to (1) help address State-identified needs for highly qualified personnel–in special education, related services, early intervention, and regular education–to work with infants, toddlers, and children with disabilities; and (2) ensure that those personnel have the necessary skills and knowledge, derived from practices that have been determined through scientifically based research and experience, to be successful in serving those children.
This BAA is soliciting individuals or teams to research, create, develop, deploy and evaluate innovative educational tools, approaches and resources to educate and inspire the next generation homeland security workforce. Select BAA09-07 from the left hand navigation menu at the link above for details.
TEA – Early College High School Cycle 4 Grant
The purpose of this program is to create collaborative partnerships between Texas independent school districts and institutions of higher education to open small high schools that provide students at risk of dropping out of school, including traditionally underserved students, an opportunity to earn a high school diploma and 60 credit hours toward an associate’s degree and/or a baccalaureate degree at no cost to the student.
Paraprofessional Preservice Program Improvement Grants
The purposes of this program are to (1) help address state-identified needs for highly qualified personnel – in special education, related services, early intervention, and regular education – to work with infants, toddlers, and children with disabilities; and (2) ensure that those personnel have the necessary skills and knowledge, derived from practices that have been determined through scientifically based research and experience, to be successful in serving those children.
TWC – Governor’s Champions Program (GCP)
The Texas Workforce Commission is seeking proposals that will: 1) host and conduct the Third Annual “Governor’s Science and Technology Champions Academy,” a science, technology, engineering and math skills related residential summer camp, for 2010 ExxonMobil Texas Science and Engineering Fair student winners, who are 14 years of age or older, and teachers who mentored winning 2010 ExxonMobil Texas Science and Engineering Fair students; 2) provide a “minimum” of twenty-five (25) full scholarships for 2010 ExxonMobil Texas Science and Engineering Fair student winners, who are 14 years of age or older, to attend and complete the Third Annual “Governor’s Science and Technology Champions Academy;” and 3) provide a professional development workshop to a “minimum” of fifteen (15) teachers who mentored winning 2010 ExxonMobil Texas Science and Engineering Fair students, in conjunction with the Third Annual “Governor’s Science and Technology Champions Academy.”
TWC is seeking proposals that will provide scholarships for Texas middle school and high school students, who are 14 to 21 years of age, for the purpose of increasing the number of students served in Science, Technology, Engineering, and Math (STEM) skills-related summer camp programs.
Division 15 Educational Psychology Awards for Doctoral Research
Division 15 (Educational Psychology) of the American Psychological Association offers the Paul R. Pintrich Outstanding Dissertation Award to recognize excellence in doctoral dissertation research and two Dissertation Research Awards to provide monetary support to students who are currently preparing to conduct dissertation research. To be eligible for these awards, applicants must be current members or student affiliates of Division 15.
Dept. of Education – Teacher Quality Partnership Grants
The purposes of the Teacher Quality Partnership (TQP) Grants Program are to: Improve student achievement; improve the quality of new and prospective teachers by improving the preparation of prospective teachers and enhancing professional development activities for new teachers; hold teacher preparation programs at institutions of higher education (IHEs) accountable for preparing highly qualified teachers; and recruit highly qualified individuals, including minorities and individuals from other occupations, into the teaching force.
Discovery Research K-12 (DR K-12)
The Discovery Research K-12 (DR K-12) program seeks to enable significant advances in preK-12 student and teacher learning of the STEM disciplines through development, study, and implementation of resources, models, and technologies for use by students, teachers, and policymakers. Projects funded under this solicitation begin with a research question or a hypothesis about how to improve preK-12 STEM learning and teaching. Projects create or adapt and study innovative resources, models, or technologies and determine how and why implementation affects STEM learning.
Adolescent Literacy Predoctoral Fellowship
The Adolescent Literacy Predoctoral Fellowship program supports doctoral research aimed at improving literacy outcomes for middle and secondary school students. Fellows will also participate in ongoing training activities to interact with and learn from leading researchers in the field of adolescent literacy and in activities that promote building a community of scholars.
American Association of University Women Grants
Community Action grants provide funds to individuals, AAUW branches and AAUW state organizations as well as local community-based nonprofit organizations for innovative programs or non-degree research projects that promote education and equity for women and girls.
Research and Evaluation on Education in Science and Engineering (REESE)
The REESE program aims at advancing research at the frontiers of STEM learning, educations, and evaluation, and at providing the foundational knowledge necessary to improve STEM teaching and learning at all educational levels and in all settings.
The following are research grant opportunities in Human Development and Family Studies
NSF – Developmental and Learning Sciences
DLS supports fundamental research that increases our understanding of cognitive, linguistic, social, cultural, and biological processes related to children’s and adolescents’ development and learning. Research supported by this program will add to our basic knowledge of how people learn and the underlying developmental processes that support learning, with the objective of leading to better educated children and adolescents who grow up to take productive roles as workers and as citizens.
The objectives of the DMRDP are to discover and explore innovative approaches to protect, support, and advance the health and welfare of military personnel, families, and communities; to accelerate the transition of medical technologies into deployed products; and to accelerate the translation of advances in knowledge into new standards of care for injury prevention, treatment of casualties, rehabilitation, and training systems that can be applied in theater or in the clinical facilities of the Military Health System (MHS).
FY10 DMRDP Projects of interest to those in HDFS:
• Psychological Health and Well-Being for Military Personnel and Families
The Role of Human-Animal Interaction in Child Health and Development
The Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) and the National Institute of Nursing Research (NINR) solicits Research Project Grant (R01) applications from institutions/ organizations that propose to study the impact of human-animal interaction (HAI) on children’s health and development and to test the efficacy of therapeutic uses of HAI with children. In 2008 NICHD and The WALTHAM® Centre for Pet Nutrition, a division of Mars, Incorporated, entered into a public-private partnership to explore the interaction between humans and animals. The partnership encourages research on Human-Animal Interaction (HAI), especially as it relates to child development, health and the therapeutic use of animals with children and adolescents.
