Administrative Core

行政核心

• 批准号: 7699700
• 负责人: SUSAN LANDRY
• 金额: $ 2.84万
• 依托单位: UNIVERSITY OF TEXAS HLTH SCI CTR HOUSTON
• 依托单位国家: 美国
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-07-01 至 2010-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7699700
• 关键词: Accounting; Address; Administrator; Advisory Committees; Aging; Agreement; All Sites; Arizona; Authorship; Award; Birth; Budgets; California; Chairperson; Child; Child Care; Child Development; Classification; Clinical Psychology; Cognitive; Collaborations; Communication; Communities; Complex; Computers; Consult; Contract Services; Contracts; Data; Data Collection; Development; Doctor of Philosophy; Education; Educational Assessment; Educational Curriculum; Effectiveness; Ensure; Equilibrium; Expenditure; Faculty; Family; Florida; Foundations; Funding; Goals; Grant; Growth; Growth and Development function; Head; Head Start Program; Hospitals; Housing; Human Development; Human Resources; Individual; Institutes; Institution; Intervention; Learning; Link; Longitudinal Studies; Los Angeles; Mails; Manuscripts; Measures; Methods; N.I.H. Research Support; Names; National Institute of Child Health and Human Development; Neurobiology; New York; Numbers; Occupational activity of managing finances; Online Systems; Outcome; Paper; Parents; Participant; Pediatrics; Phase; Play; Policies; Prevention; Principal Investigator; Problem Solving; Procedures; Productivity; Program Development; Program Research Project Grants; Protocols documentation; Psychology; Publications; Puerto Rico; Randomized; Randomized Controlled Trials; Range; Rate; Readiness; Reading; Recording of previous events; Recruitment Activity; Reporting; Research; Research Activity; Research Design; Research Personnel; Research Project Grants; Resolution; Resources; Review Committee; Risk; Role; Schedule; Schools; Science; Services; Site; Spinal Dysraphism; Standards of Weights and Measures; Students; Supervision; Support of Research; System; Telephone; Texas; Time; TimeLine; Training; Travel; United States; United States Dept. of Health and Human Services; United States National Institutes of Health; Universities; Update; Videotape; Week; Work; Writing; base; caregiving; cohesion; cohort; college; computer network; computerized; early childhood; experience; follow-up; improved; intervention program; literacy; medical schools; member; model development; neglect; pediatric department; programs; response; staff intervention; symposium; teacher

1. Objectives The objectives of Core A are to a) facilitate the conduct and productivity of the overall program project and b) provide proper oversight of fiscal management and institutional communication to ensure timely responses to the needs of each investigator, project, and core. The data in this program project is collected by two primary sites: the Department of Pediatrics at the UTHSCH, and the Department of Psychology and Florida Center for Reading Research, Florida State University, Tallahassee, Florida. Each site also maintains relationships with other professionals within the institution (e.g., educators, teacher trainers) and with the schools, Head Start, and child care programs in Houston and Tallahassee where eligible are ascertained and participants are recruited. Core A will ensure that the resources essential for each project and core are available in a timely manner. This will include oversight and prompt delivery of subcontracts to Florida State University (Dr. Lonigan), the University of California at Berkeley (Drs. Starkey, Klein, and Wakely), the University of Guelph (Dr. Barnes), Arizona State University (Dr. Eisenberg), and Smith College (Dr. deVilliers) as well as overall fiscal management of the program project, including hiring of personnel and ordering of materials. Fiscal management is facilitated by the on-line budgeting capabilities of the University of Texas-Houston. All aspects of the budget will be broken down by project, core, and subcontract. Any expenditures are entered and recorded on-line through a computer network, providing instant access to current information on personnel encumbrances and expenditures, supplies, travel, and other expenses. Investigators at all sites will be provided monthly accountings of the status of their budgets. Subcontract expenditures will be managed through the invoicing arrangements in place as part of the collaborative fiscal agreements arranged across institutions. Administrative support for fiscal management is provided to the PI by Kevin Mersmann, administrative services officer for the Division of Developmental Pediatrics in the Department of Pediatrics at the University of Texas- Houston. Mr. Mersmann is an experienced grants administrator who has worked closely with Dr. Landry for the past 5 years. Mr. Mersmann's sole responsibility is the Division of Developmental Pediatrics of which Dr. Landry is the Chief. The efforts of Mr. Mersmann are paid from departmental funds and his effort is not changed to the grant. Mr. Mersmann has years of experience overseeing the allocation of funds, including subcontracts and the management of finances, including numerous NIH grants. He has a close and effective working relationship with the grants and contracts office as well as other key administrative departments that are essential in managing NIH grants. Dr. Landry together with Drs. McManis and Lonigan will be responsible for the programmatic functions and scientific issues of the program project. Dr. McManis is a critical member of Core A as the full-time Program Project Coordinator. Dr. McManis has worked closely with Dr. Landry and Ms. Granbery and Mr. Mersmann on multi-site projects and will play a major role in Core A in assuring close communication and overseeing the scientific integrity across the 5 projects and Core B. As Projects 1 and 2 require implementation of two multisite large complex interventions, Dr. McManis will assist Drs. Landry and Lonigan in assuring that all components (e.g., recruitment, staff training, teacher training, randomization procedures, assessment) are conducted according to schedule and in comparable ways across the two sites. She will work closely in weekly meetings and conference calls with the coordinators of Projects 1 and 2 at both sites. Together Drs. Landry, McManis, and Swank have conducted large scale classroom based studies with effective outcomes. This team of researchers has found that weekly meetings are essential for keeping on top of the many challenges that occur with this type of study. This is a critical time for problem solving, communication across components of the projects, and discussions and examination of the data that is being collected. This weekly meeting in Houston will include Drs. Landry, Swank, McManis, Dietrich, and Assel, as well as April Crawford who will oversee the training, implementation, and reliability checks for all fidelity measures. In Florida, the meeting will include Drs. Lonigan and Hassler and the Project 1 and 2 coordinators. The focus of these weekly meetings will be to track the progress of the study with respect to tasks and schedules. The project coordinators will use spreadsheets to track, update, and maintain progress. Comparability across sites will be maintained by a constant system of checks and balances around the protocols and procedures of the study. This information will be shared and utilized during each weekly meeting. Every fourth week (or sooner when needed) the teams across both sites will have a scheduled conference call to discuss progress, including productivity, planning of analyses, and writing of manuscripts. The Project Coordinator from Houston will ensure that the following occurs: each monthly call be accompanied by an agenda based on priority and input from the two sites, the minutes of these meetings with decision points and action items be shared across the two sites in a timely manner, and a central document be developed and maintained housing all of the minutes and other relevant information such as e-mails, notes from telephone calls, spreadsheets, etc. related to conducting the study and its productivity. After each major phase (e.g., recruitment, staff training, teacher training, randomization, assessment, implementation) a debriefing report will be prepared and shared across sites by the Project Coordinators. With respect to the writing of manuscripts, the Executive Committee will develop and follow a set of policies and procedures to assure and expedite publications to the scientific community and address such issues as decisions about primary, secondary, and other papers; accuracy and objectivity; assignment of authorship; responsible review of manuscripts; and maintaining and distributing publications and presentations as needed. To problem solve around unanticipated complications in the intervention, we also will hold bi-weekly conference calls between the Program Project Coordinator (McManis), and each program project coordinator for Projects 1 and 2 to review progress and resolve problems. When particular problems are identified that require the input of collaborators from Projects 3, 4, or 5 or the Bilingual Consultants on Core A they also will be part of the call. Conference calls will be followed by emails from Houston summarizing the decisions and assigning tasks to appropriate personnel for resolution. After initial training, classroom intervention staff will receive biweekly supervision at each site including the review of their classroom coaching videotapes. Issues raised in the site specific meetings will be brought to the conference calls by the program coordinators. Four times across the year, the intervention staff across the two sites will have satellite conference discussions to share experiences in the classroom. This will assure that systematic differences that could occur across sites in implementation are quickly recognized and addressed. Weekly project meetings will occur at each site. Mr. Mersmann, Ms. Granbery, and the Executive Committee will assist them. The Scientific Advisory Committee also will be consulted on a regular basis for programmatic and scientific issues. Ms. Granbery will assist with coordination of communications related to the scientific research goals and will participate in on site meetings and satellite conferences to facilitate close coordination of the research efforts across the five projects. Dr. Swank will head Core B and will work closely with Dr. Landry, thus enhancing the administrative cohesion of the program project. Dr. Landry is an experienced researcher and research administrator. Her contributions to research on children's development are well known (see Biographical Sketch). Dr. Landry also has extensive experience with grants at the ROIand P01 level. Dr. Landry has been the Principal Investigator of numerous NIH and Department of Education Institute of Educational Sciences (IES) funded projects. She has also been Co- Principal Investigator on other NIH R01's and is a P.I. on one of four projects in a P01 which Dr. Jack Fletcher is the P.I. This NICHD funded program project (P01 HD 35468, Spina Bifida: Cognitive and Neurobiological Variability) has completed its fifth year and has recently been refunded. She is PI on a project funded by the Interagency Educational Research Initiative (NSF). This group proposal is like a program project in that it supports multi-site projects, involving a web based early childhood professional development program and intervention across three states. Dr. Landry is also working together with senior researchers, Borkowski, Warren, and the Rameys on a multi-site study on the prevention of neglect through responsive caregiving. This collaboration along with her collaboration with Dr. Fletcher provided Dr. Landry not only with experience in writing program project grants, but also with experience in the management of long distance, multi-institutional collaboration. Dr. Landry has successfully conducted a 13 year NIH funded longitudinal study of the environmental influences on full-term and preterm children's development. Over 40 publications have come out of this study. This multi-site study has provided Dr. Landry with extensive experience in conducting multisite studies and maintaining cohorts of children and families from low SES backgrounds with low attrition rates after 12 years of follow-up (27% lost to follow-up from birth to 12 years). In addition to the administrative functions required by these grants, Dr. Landry has other experience in research administration. In 2000, Dr. Landry was appointed the Chief of the Developmental Division in the Department of Pediatrics at the UTHSC-H Medical School. This Division has shown incredible growth in research support from NIH, NSF, and IES over the last 4 years. Dr. Landry works closely with Dr. Sparks, the Chairman of Pediatrics, on his executive council to promote departmental research activities. In the past 5 years, the Department has seen an increase in external funding of 394% and is now in the top 20 Departments of Pediatrics in NIH funding. Within the University of Texas Medical School, the Department of Pediatrics is second in absolute research funding levels and first in funding per faculty member. The Department receives an award from the Children's Miracle Network Telethon to support the research activities of the Department. Dr. Landry is the Director of the Center for Improving the Readiness of Children for Learning and Education (CIRCLE) at the UTHSC-H. This center has research activities closely linked to the goals of this proposed project across Texas and numerous other states. Recently (2002) the U.S. Department of Health and Human Services recognized the effectiveness of the CIRCLE Early Childhood Professional Development Model by requesting that it be implemented in a trainer of trainer Head Start School Readiness Initiative (Project STEP) across the United States and Puerto Rico to 3000 trainers. This program has also provided Dr. Landry with invaluable experience in managing a large scale training effort in federally subsidized early childhood programs. Last spring, the governor of Texas named CIRCLE as the Texas State Center for Early Childhood with Dr. Landry as its director. The Center was named in a recent state senate bill to advise the Texas legislators regarding advancing the quality of state and federally funded early childhood programs. She serves on ad hoc review groups for the NIH, the Department of Education, and IES within the Department of Education. Finally, Dr. Landry served for four years on the review committee previously known as Human Development and Aging - 3 at the National Institute of Child Health and Human Development. This committee reviewed R01's as well as other types of applications on factors influencing growth and development. Dr. Chris Lonigan has a strong history of grant administration, having been the P.I. on a number of projects funded with federal research grant funding. Dr. Lonigan is experienced in administering grants within and across sites. Since 1998 Dr. Lonigan has served as Principal Investigator and Project Director on six large federal research grants including a study examining the effectiveness of early literacy curricula in public schools and Head Start settings. He is also a Co-Principal Investigator on several federal grants including a large scale intervention in classroom settings funded by the National Science Foundation: Interagency Educational Research Initiative. As with the proposed research, these projects involved complicated sets of activities, with complicated data-collection and challenging intervention schedules in public schools and Head Start programs that involve the a) cooperation of principals, teachers, parents, and students, b) collaborative work across investigators within and across institutions, and c) careful supervision of staff. On all of his research projects, Dr. Lonigan has successfully met projected timelines and effectively disseminated high quality research findings. Dr. Lonigan has numerous review committee commitments for NIH and the U. S. Department of Education. He has been an invited expert on numerous panels for NIH, HHS, and the Department of Education on early childhood assessment, educational standards, and literacy instructional approaches in the Head Start and public school pre-K classrooms. In addition to the administrative functions required by these grants, Dr. Lonigan has other experience in research administration. He is currently the Associate Director of the Florida Center for Reading Research at Florida State University. Dr. Lonigan's contributions to intervention and assessment research on young children with at risk for reading difficulties are well known (see Biographical Sketch). He received her Ph.D. in clinical psychology from the State University of New York at Stony Brook with Dr. Graver Whitehurst, the first and current Director of the IES. For many years, he has studied the effects of classroom-based assessment and instructional methods for children from high risk backgrounds; most of his research has relied on randomized controlled trials in schools and Head Start programs. His work often has been located in the Public Schools such as Los Angeles Unified School District; so, he knows how to get large-scale research projects involving randomized field trials implemented in this setting. Dr. Lonigan also has developed efficient, effective working relationships with fellow investigators as well as all project staff.

1。目标 核心A的目标是a）促进整个计划项目的行为和生产力，b） 提供对财政管理和机构沟通的适当监督，以确保及时回应 每个调查员，项目和核心的需求。 该计划项目中的数据由两个主要站点收集：Uthsch的儿科部， 以及佛罗里达州立大学心理学系和佛罗里达州阅读研究中心， 佛罗里达州塔拉哈西。每个站点还与机构内的其他专业人员保持关系（例如 教育工作者，教师培训师）以及学校，休斯顿和 塔拉哈西（Tallahassee）确定了符合条件并招募参与者。 核心A将确保每个项目和核心的资源及时可用。 这将包括监督和迅速分包给佛罗里达州立大学（Lonigan博士）， 加利福尼亚大学伯克利分校（Starkey，Klein和Wakely博士），圭尔夫大学（Barnes博士）， 亚利桑那州立大学（艾森伯格博士）和史密斯学院（Devilliers博士）以及整体财政 该计划项目的管理，包括雇用人员和材料订购。财 德克萨斯大学 - 休斯顿大学的在线预算能力为管理提供了促进。所有方面 预算中的项目将被项目，核心和分包合同分解。输入任何支出， 通过计算机网络在线录制，提供了对人员的当前信息的即时访问 支出和支出，供应，旅行和其他支出。所有站点的调查人员将是 提供预算状况的月度帐户。分包合同支出将进行管理 通过安排的合作财政协议的一部分，通过发票安排 机构。 行政服务凯文·梅尔斯曼（Kevin Mersmann）向PI提供了对财政管理的行政支持 德克萨斯大学儿科学系发展儿科司官 - 休斯顿。梅尔斯曼先生是一位经验丰富的赠款管理员，与兰德里博士紧密合作 过去5年。梅尔斯曼先生的唯一责任是该博士的发育小儿科。 兰德里是酋长。默斯曼先生的努力是从部门资金支付的，他的努力不是 更改为赠款。梅尔斯曼先生有多年的经验，负责资金分配，包括 分包合同和财务管理，包括许多NIH赠款。他有一个亲密而有效的 与赠款和合同办公室以及其他主要行政部门的工作关系 对于管理NIH赠款至关重要。 兰德里博士和博士一起。 McManis和Lonigan将负责程序化功能，并且 计划项目的科学问题。 McManis博士是Core A的关键成员作为全职计划 项目协调员。麦克马尼斯博士已与兰德里博士和格兰贝里女士和梅尔斯曼先生紧密合作。 在多站点项目上，将在核心A中发挥重要作用，以确保密切的沟通和监督 在5个项目和核心B中的科学完整性。作为项目1和2的核心，需要实施两个多站点 大型复杂干预措施，麦克马尼斯博士将协助Drs。兰德里和洛尼根（Lonigan）确保所有人 组件（例如，招聘，员工培训，教师培训，随机程序，评估）是 根据计划和在两个站点上以类似方式进行。她将紧密合作 两个站点的项目1和2的协调员的每周会议和电话会议和电话会议。一起博士。 兰德里（Landry），麦克马尼斯（McManis）和斯旺克（Swank）进行了大型课堂研究，并有有效的结果。 这支研究人员发现，每周会议对于保持众多 这类研究发生的挑战。这是解决问题的关键时刻，交流 项目的组成部分，讨论和检查正在收集的数据。这个每周 在休斯顿的会议将包括博士。兰德里，士兵，麦克马尼斯，迪特里希和阿塞尔以及四月克劳福德 谁将监督所有保真度措施的培训，实施和可靠性检查。在佛罗里达州 会议将包括Drs。 Lonigan和Hassler以及项目1和2协调员。这些重点 每周会议将是跟踪有关任务和时间表的研究进度。项目 协调员将使用电子表格跟踪，更新和维护进度。各个站点的可比性将是 通过围绕研究的协议和程序进行恒定的制衡系统维护。 这些信息将在每周会议期间共享和使用。 每隔第四周（或在需要时），两个站点的团队都会有一个预定的电话会议 讨论进度，包括生产力，分析计划和手稿写作。项目 休斯顿的协调员将确保发生以下情况：每月呼叫伴随 根据两个站点的优先级和投入的议程，这些会议的会议记录与决策点和 及时在两个站点之间共享操作项目，并开发一个中央文档，并 维护所有会议记录和其他相关信息，例如电子邮件，电话 呼叫，电子表格等与进行研究及其生产力有关的。每个主要阶段之后（例如 招聘，员工培训，教师培训，随机分组，评估，实施）汇报报告 项目协调员将在跨站点进行准备和共享。 关于手稿的撰写，执行委员会将制定并遵守一组政策 以及确保并加快出版物向科学界出版的程序，并解决此类问题 关于主要，中学和其他论文的决定；准确性和客观性；作者的分配； 负责审查手稿；并根据需要维护和分发出版物和演示文稿。 为了解决干预中意外并发症的问题，我们还将每两周举行 计划项目协调员（McManis）与每个程序项目协调员之间的电话会议 对于项目1和2，以审查进度并解决问题。当发现特定问题时 需要项目3、4或5的合作者的意见或核心A的双语顾问他们也将 成为电话的一部分。电话会议之后，休斯顿的电子邮件总结了决定和 将任务分配给适当的人员进行解决。经过初步培训，课堂干预人员将 在每个站点进行双周的监督，包括对他们的课堂教练录像带的审查。问题 计划协调员将在现场举起的特定会议上举行会议。四个 一年中，两个地点的干预人员将进行卫星会议讨论 在课堂上分享经验。这将确保可能在网站上发生的系统差异 在实施中，很快得到了认可和解决。每周的项目会议将在每个站点举行。 梅尔斯曼先生，格兰贝里女士和执行委员会将协助他们。科学咨询 委员会还将定期咨询程序和科学问题。格兰贝里女士 协助协调与科学研究目标有关的沟通，并将在现场参与 会议和卫星会议，以促进五个研究工作的密切协调 项目。 Swank博士将领导B核心，并将与Landry博士紧密合作，从而增强行政管理 程序项目的凝聚力。 Landry博士是一位经验丰富的研究人员和研究管理员。她对研究的贡献 儿童的发展是众所周知的（请参阅传记草图）。兰德里博士也有丰富的经验 在Roiand P01水平上获得赠款。 Landry博士一直是许多NIH的主要调查员， 教育部教育科学研究所（IES）资助的项目。她也一直在共同 其他NIH R01的首席研究员，是P.I.在杰克·弗莱彻（Jack Fletcher）博士的P01中的四个项目之一中 是P.I.这个NICHD资助的计划项目（P01 HD 35468，脊柱裂：认知和神经生物学 可变性）已完成第五年，最近已退款。她是由 机构间教育研究计划（NSF）。这个小组建议就像一个程序项目 支持多站点项目，涉及基于Web的幼儿专业发展计划以及 跨三个州的干预。 Landry博士还与高级研究人员Borkowski一起工作 沃伦（Warren）和关于通过响应迅速护理预防忽视的多站点研究的rameys。 这种合作以及她与弗莱彻博士的合作，不仅为兰德里博士提供了经验 编写计划项目赠款，还具有长距离管理多机构的经验 合作。兰德里博士成功地进行了一项为期13年的NIH资助了有关的纵向研究 环境对完整和早产儿童发展的影响。超过40多个出版物来了 在这项研究中。这项多站点的研究为兰德里博士提供了丰富的经验 研究和维持来自损耗率低的低SES背景的儿童和家庭的人群 经过12年的随访（从出生到12年的随访损失27％）。 除了这些赠款所要求的行政职能外，兰德里博士还有其他经验 研究管理局。 2000年，兰德里博士被任命为 UTHSC-H医学院的儿科系。这个部门在 在过去的四年中，NIH，NSF和IES的研究支持。 Landry博士与Sparks博士密切合作 儿科主席，执行理事会促进部门研究活动。在过去的5个 多年来，该部门的外部资金增加了394％，现在位居前20名 NIH资助的儿科部门。在德克萨斯大学医学院内 儿科在绝对的研究资金水平中排名第二，第一位是每个教职员工的资金。这 部门获得儿童奇迹网络电视的奖励，以支持研究活动 部门。 Landry博士是改善儿童准备学习和教育的中心主任 （圆）在UTHSC-H处。该中心的研究活动与该提议的目标紧密相关 遍布德克萨斯州和许多其他州的项目。最近（2002年）美国卫生与人类部 服务通过 要求它可以在培训师的培训师启动学校准备就绪（项目步骤）中实施 整个美国和波多黎各到3000名培训师。该计划还为Landry博士提供了 在管理联邦补贴的幼儿时管理大规模培训工作方面的宝贵经验 程序。去年春天，得克萨斯州州长被任命为童年的德克萨斯州幼儿中心 与兰德里博士担任董事。该中心在最近的一项州参议院法案中提到了德克萨斯州的建议 立法者关于提高国家和联邦资助的幼儿计划的质量。 她在部门内的NIH，教育部和IES的临时审查小组任职 教育。最后，兰德里博士在以前称为人类的审查委员会任职了四年 发展与衰老-3美国国家儿童健康与人类发展研究所。这 委员会审查了R01的以及其他类型的申请，以影响增长和 发展。 克里斯·洛根（Chris Lonigan）博士拥有授予管理的历史悠久。在许多项目上 由联邦研究赠款资金资助。 Lonigan博士在管理内部的赠款方面经验丰富 跨站点。自1998年以来，Lonigan博士一直担任六个大型的首席研究员和项目总监 联邦研究补助包括一项研究，研究了早期扫盲课程在公众中的有效性 学校和启动设置。他还是一名联邦联邦调查员，包括 国家科学基金会资助的课堂环境中的大规模干预：机构间 教育研究计划。与拟议的研究一样，这些项目涉及复杂的集合 活动，具有复杂的数据收集和具有挑战性的干预时间表，并负责 启动涉及a）校长，教师，父母和学生合作的计划，b）合作 跨机构内部和跨机构的调查人员工作，c）对员工的仔细监督。在他的所有 研究项目，Lonigan博士成功地遇到了预计的时间表，并有效地传播了高度 质量研究结果。 Lonigan博士对NIH和美国有许多审查委员会的承诺 教育部。他一直是NIH，HHS和 教育部关于幼儿评估，教育标准和扫盲教学 在头开始和公立学校的学前教育教室中接近。 除了这些赠款要求的行政职能外，Lonigan博士还有其他经验 研究管理局。他目前是佛罗里达州阅读研究中心的副主任 佛罗里达州立大学。 Lonigan博士对年轻的干预和评估研究的贡献 有阅读困难风险的孩子是众所周知的（请参阅传记草图）。他获得了她的博士学位在 Graver Whitehurst博士的纽约州立大学纽约州立大学的临床心理学，第一个 和现任IES主任。多年来，他研究了基于课堂评估的影响 以及来自高风险背景的儿童的教学方法；他的大部分研究都依靠 在学校和启动计划中的随机对照试验。他的工作经常位于 洛杉矶统一学区等公立学校；因此，他知道如何进行大规模研究 在此环境中实施的涉及随机现场试验的项目。 Lonigan博士也提高了效率， 与研究人员以及所有项目人员的有效工作关系。