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实施和生产力 b) 对财政管理和机构沟通进行适当监督，以确保及时应对 每个研究者、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 儿科、 以及佛罗里达州立大学心理学系和佛罗里达阅读研究中心， 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）以及休斯顿和休斯顿的学校、Head Start 和儿童保育计划 塔拉哈西确定资格并招募参与者。 核心 A 将确保及时提供每个项目和核心所需的资源。 这将包括监督和及时向佛罗里达州立大学（Lonigan 博士）交付分包合同， 加州大学伯克利分校（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（德维利尔斯博士）以及整体财政 计划项目的管理，包括雇用人员和订购材料。财 德克萨斯大学休斯顿分校的在线预算功能促进了管理。各方面 预算将按项目、核心和分包合同进行细分。输入任何支出并 通过计算机网络在线记录，提供即时访问人员的最新信息 负担和支出、用品、旅行和其他费用。所有地点的调查人员都将 提供其预算状况的月度账目。分包支出将得到管理 通过作为跨地区合作财政协议一部分的发票安排 机构。 财务管理的行政支持由行政服务部门 Kevin Mersmann 向 PI 提供 德克萨斯大学儿科系发育儿科主任 休斯顿。 Mersmann 先生是一位经验丰富的资助管理人员，曾与 Landry 博士密切合作 过去5年。 Mersmann 先生全权负责发育儿科部门，其中 Dr. Mersmann 博士负责该部门。 兰德里是酋长。默斯曼先生的努力是由部门资金支付的，他的努力不是 改为补助金。 Mersmann 先生拥有多年监督资金分配的经验，包括 分包合同和财务管理，包括许多 NIH 拨款。他有一个密切而有效的 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 拨款至关重要。 兰德里博士和博士。麦克马尼斯和洛尼根将负责程序功能和 计划项目的科学问题。 McManis 博士是全日制项目核心 A 的重要成员 项目协调员。 McManis 博士与 Landry 博士、Granbery 女士和 Mersmann 先生密切合作 负责多地点项目，并将在核心 A 中发挥重要作用，确保密切沟通和监督 5 个项目和核心 B 的科学完整性。由于项目 1 和 2 需要实施两个多站点 大型复杂的干预措施，麦克马尼斯博士将协助博士。兰德里和洛尼根确保所有 组成部分（例如招聘、员工培训、教师培训、随机化程序、评估） 两个地点均按照时间表并以可比较的方式进行。她将在以下领域密切合作 每周与两个地点的项目 1 和 2 协调员举行会议和电话会议。一起博士。 兰德里、麦克马尼斯和斯万克进行了大规模的课堂研究，取得了有效的成果。 该研究小组发现，每周举行一次会议对于掌握许多信息至关重要。 此类研究所面临的挑战。这是解决问题、跨部门沟通的关键时刻 项目的组成部分，以及对正在收集的数据的讨论和审查。这周 在休斯顿举行的会议将包括博士。兰德里、斯万克、麦克马尼斯、迪特里希和阿塞尔，以及阿普丽尔·克劳福德 谁将监督所有忠诚度措施的培训、实施和可靠性检查。在佛罗里达州， 会议将包括博士。 Lonigan 和 Hassler 以及项目 1 和 2 协调员。重点是这些 每周的会议将跟踪研究任务和时间表的进展情况。项目 协调员将使用电子表格来跟踪、更新和维护进度。跨站点的可比性将 通过围绕研究方案和程序的持续制衡系统来维护。 这些信息将在每周例会上共享和利用。 每第四周（或需要时更早）两个站点的团队将举行一次预定的电话会议 讨论进展情况，包括生产力、分析规划和手稿撰写。项目 来自休斯顿的协调员将确保发生以下情况：每个月的电话都附有 基于优先事项和两个地点的意见的议程、这些会议的记录以及决策点和 两个站点及时共享行动项目，并制定一份中央文件并 保存所有会议记录和其他相关信息，例如电子邮件、电话记录 与开展研究及其生产力相关的电话、电子表格等。在每个主要阶段之后（例如， 招聘、员工培训、教师培训、随机化、评估、实施）情况汇报 将由项目协调员准备并在各个地点共享。 关于稿件的撰写，执行委员会将制定并遵循一套政策 确保和加快向科学界发表出版物并解决以下问题的程序 关于主要、次要和其他论文的决定；准确性和客观性；作者身份的转让； 负责任地审查稿件；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一次 计划项目协调员 (McManis) 和每个计划项目协调员之间的电话会议 项目 1 和 2 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 的合作者或核心 A 的双语顾问的意见，他们也会 参与通话。电话会议之后，休斯顿将发送电子邮件，总结决定并 将任务分配给适当的人员以供解决。经过初步培训后，课堂干预人员将 在每个地点接受每两周一次的监督，包括审查他们的课堂辅导录像。问题 在特定地点会议上提出的问题将由项目协调员带到电话会议上。四 一年中的多次，两个地点的干预工作人员都会举行卫星会议讨论，以 在课堂上分享经验。这将确保跨站点可能发生的系统差异 在实施过程中很快就会得到认识和解决。每周项目会议将在每个地点举行。 Mersmann 先生、Granbery 女士和执行委员会将为他们提供协助。科学咨询 还将就计划和科学问题定期咨询委员会。格兰伯里女士将 协助协调与科研目标相关的沟通并参与现场 会议和卫星会议，以促进五个国家的研究工作的密切协调 项目。 Swank 博士将领导核心 B 并将与 Landry 博士密切合作，从而加强行政管理 计划项目的凝聚力。 兰德里博士是一位经验丰富的研究员和研究管理员。她对研究的贡献 儿童的发展是众所周知的（见传记）。 Landry博士也拥有丰富的经验 提供 ROI 和 P01 级别的赠款。 Landry 博士是众多 NIH 和 教育部教育科学研究所（IES）资助的项目。她还曾联合—— 其他 NIH R01 项目的首席研究员，也是一名 P.I. Jack Fletcher 博士在 P01 的四个项目之一 是 P.I.该 NICHD 资助的计划项目（P01 HD 35468，脊柱裂：认知和神经生物学 Variability）已完成第五个年头，最近已退款。她是一个项目的 PI，该项目由 机构间教育研究计划（NSF）。该小组提案就像一个计划项目，因为它 支持多站点项目，包括基于网络的幼儿专业发展计划和 跨三个州的干预。 Landry 博士还与高级研究人员 Borkowski 合作， 沃伦 (Warren) 和雷米 (Ramey) 夫妇进行了一项关于通过响应式护理预防忽视的多地点研究。 这次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以下方面的经验： 撰写计划项目补助金，而且还具有管理长途、多机构的经验 合作。 Landry 博士成功地进行了 NIH 资助的为期 13 年的纵向研究 环境对足月和早产儿发育的影响。超过 40 种出版物已发布 出于这项研究。这项多中心研究为兰德里博士提供了进行多中心研究的丰富经验。 研究并维持低社会经济地位背景的儿童和家庭群体，流失率低 12 年随访后（27% 从出生到 12 年失访）。 除了这些补助金所需的行政职能外，兰德里博士还拥有以下方面的其他经验： 研究管理。 2000 年，兰德里博士被任命为该中心发展部主任。 UTHSC-H 医学院儿科。该部门在以下方面表现出令人难以置信的增长 过去 4 年来自 NIH、NSF 和 IES 的研究支持。兰德里博士与斯帕克斯博士密切合作， 儿科主席，在其执行委员会中促进部门研究活动。在过去的5 多年来，该部门的外部资金增长了 394%，目前已跻身前 20 名 NIH 资助的儿科部门。在德克萨斯大学医学院内，该系 儿科在绝对研究经费水平方面排名第二，在教员人均经费方面排名第一。这 部门获得儿童奇迹网络马拉松比赛的奖项以支持研究活动 部门的。 兰德里博士是提高儿童学习和教育准备中心主任 （圆圈）在 UTHSC-H。该中心的研究活动与该提议的目标密切相关 项目遍及德克萨斯州和许多其他州。最近（2002 年）美国卫生和人类健康部 服务认可了 CIRCLE 幼儿专业发展模型的有效性 要求在培训师启蒙学校准备计划（STEP 项目）的培训师中实施 横跨美国和波多黎各的 3000 名培训师。该计划还为兰德里博士提供了 在管理联邦政府资助的幼儿教育的大规模培训工作方面拥有宝贵的经验 程序。去年春天，德克萨斯州州长将 CIRCLE 命名为德克萨斯州幼儿中心 兰德里博士担任其主任。该中心在最近的一项州参议院法案中被指定为德克萨斯州提供咨询 立法者关于提高州和联邦资助的幼儿计划的质量。 她在 NIH、教育部和部门内的 IES 的特设审查小组中任职 教育部。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。 发育与衰老 - 3，国家儿童健康和人类发展研究所。这 委员会审查了 R01 以及其他类型的关于影响增长和影响因素的申请 发展。 Chris Lonigan 博士在资助管理方面有着悠久的历史，曾担任 P.I.在一些项目上 由联邦研究补助金资助。洛尼根博士在管理内部拨款方面拥有丰富的经验 跨站点。自 1998 年以来，Lonigan 博士担任六项大型研究项目的首席研究员和项目总监 联邦研究补助金，包括一项检查公共早期识字课程有效性的研究 学校和启蒙设置。他还是多项联邦拨款的联合首席研究员，其中包括 由国家科学基金会资助的对课堂环境的大规模干预：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 公立学校和校长的活动，具有复杂的数据收集和具有挑战性的干预时间表 启动涉及 a) 校长、教师、家长和学生合作，b) 协作的计划 机构内部和跨机构的调查员之间的合作，以及 c) 对工作人员的认真监督。在他的所有 洛尼根博士的研究项目成功地满足了预计的时间表并有效地传播了高 高质量的研究成果。 Lonigan 博士对 NIH 和美国的审查委员会做出了许多承诺。 教育部。他是 NIH、HHS 和 HHS 众多专家组的特邀专家。 教育部负责幼儿评估、教育标准和识字教学 Head Start 和公立学校学前班教室中的方法。 除了这些补助金所需的行政职能外，洛尼根博士在以下方面还有其他经验： 研究管理。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。洛尼根博士对青少年干预和评估研究的贡献 儿童有阅读困难的风险是众所周知的（见传记）。他获得了她的博士学位。在 纽约州立大学石溪分校临床心理学教授 Graver Whitehurst 博士是第一位 现任 IES 主任。多年来，他研究了课堂评估的效果 针对高风险背景儿童的教学方法；他的大部分研究依赖于 学校和启蒙计划中的随机对照试验。他的作品经常位于 公立学校，例如洛杉矶联合学区；所以，他知道如何进行大规模研究 涉及在此环境下实施的随机现场试验的项目。洛尼根博士还开发了高效、 与其他研究人员以及所有项目人员建立有效的工作关系。