Greetings Colleagues, Two funding opportunities are available from the Spencer Foundation. The application window is open for the Spencer Foundation Small Research Grants until December 1, 2021, and for the Spencer Foundation Research-Practice Partnerships: Collaborative Research for Educational Change Grants with a mandatory Intent to Apply by November 10, 2021, and a Full Proposal Deadline on December 8, 2021. Please contact me for any assistance. --Iwan Spencer Foundation Small Research Grants Due: December 1, 2021, 12:00 PM (Noon) Central Time https://www.spencer.org/grant_types/small-research-grant The Small Research Grants Program supports education research projects that will contribute to the improvement of education, broadly conceived, with budgets up to $50,000 for projects ranging from one to five years. This program is “field-initiated” in that proposal submissions are not in response to a specific request for a particular research topic, discipline, design, method, or location. The goal for this program is to support rigorous, intellectually ambitious and technically sound research that is relevant to the most pressing questions and compelling opportunities in education. Spencer Foundation Research-Practice Partnerships Grants Intent to Apply: November 10, 2021, 12:00 PM (Noon) Central Time/Full Proposal Deadline: December 8, 2021, 12:00PM (Noon) Central Time https://www.spencer.org/grant_types/research-practice-partnerships The Research-Practice Partnership (RPP) Grants Program is intended to support education research projects that engage in collaborative and participatory partnerships with project budgets up to $400,000 and durations of up to three years. Intent to Apply forms are accepted only once a year in this program. Spencer views partnerships as an important approach to knowledge generation and the improvement of education, broadly construed. Over the long term, Spencer anticipates that research conducted by RPPs will result in new insights into the processes, practices, and policies that improve education for learners, educators, families, communities, and institutions where learning and teaching happen (e.g., schools, universities, museums, other workplaces). YouTube videos of Spencer Foundation webinars: Although parts of the following three videos may be repetitive, I suggest viewing the shorter ones first and taking notes on how to adjust your proposed design and writing to meet Spencer’s expectations. Please contact me if you wish to have a discussion group on the Spencer opportunity or if you would prefer me to contact a Spencer program officer for questions on your behalf. Spencer Foundation Webinar: Writing a High-quality Proposal—from November 5, 2020; 9:42 minutes https://www.youtube.com/watch?v=3GSomIcg3oE Spencer Foundation Programs Overview Webinar (full length)—from November 4, 2020; 1 hour 14:53 minutes/ formal presentation ends at 27:02 and Q/A begins https://www.youtube.com/watch?v=gueYvRGg-Ac Small Research Grants Webinar 2017—from September 22, 2017; Total 47:56 minutes/formal presentation ends at 15:37 and Q/A begins https://www.youtube.com/watch?v=TS4u3Ygt98M Selected Awards for Small Research Grants funded during the March 2021 cycle Taking Stands and Transforming Stances: An Exploratory Study of Educators Evolving Perspectives on Linguistic Diversity as a Classroom Resource Kate T. Anderson, Arizona State University Foundation for A New American University Participatory Action Research of Higher Education Connected Learning in Emergencies Jennifer DeBoer, Brenda M. Capobianco, Purdue University Youth Participatory Action Research and Critical Literacy in the Context of Gentrification Erin Rose Ellison, Sacramento State Sponsored Research Gauging the Benefits of State-Funded Preschool for Early Language and Literacy: The Case of COVID-19 Elizabeth Burke Hadley, Eunsook Kim, Meaghan McKenna, University of South Florida Examining race and representation in high school students’ library book choices Grace MyHyun Kim, The University of Texas at Austin The Raciolinguistic Embodiment of Black Teachers and the Pedagogical Possibilities They Offer Black Language Speakers Alice Y. Lee, University of California, Riverside Assessing the Education of English Learners during the COVID-19 Pandemic in the Springfield R-XII School District in Missouri Kennedy O. Ongaga, Missouri State University Ending Data Invisibility: Identifying and Defining Regional Public Universities Cecilia M. Orphan, University of Denver Exploring Discourses of Literacy Scholarship: Topic Modeling the Field of Literacy Education, Emily C. Rainey, University of Pittsburgh Project-Based Learning in a College-Level Probability and Statistics Course Indika P. Wickramasinghe Rathnathungalage, Camille S. Burnett, Janet Antwi, Aliakbar Montazer Haghighi, Prairie View A & M University Development of a Measure of Equity-Based Social Emotional Learning Practices Deborah Rivas-Drake, Gina McGovern, University of Michigan Selected Awards for Research-Practice Partnership Grants Untelling the Past to Reimagine the Future: Transforming K-12 Education and Supporting the Transition to Higher Education in the Rural U.S. South Christopher R. Lawton, Theodore J Kopcha, Melanie L. Hatch, Pamela Pitman Brown, Elizabeth Delancy, Matthew E. Stanley, Avis E. Williams, Andrew W. Cooper, Putnam County Charter School System Comprehensive Sexuality Education Curriculum in rural KwaZulu-Natal, South Africa: A community-based participatory approach to contextually relevant programming Relebohile Moletsane, Xolile Msimanga, University of KwaZulu-Natal Use Your Voice: Linguistic Justice to Literacy Practice in the State of Georgia Leah Panther, Eric Parker, Mercer University Centering Trauma-Informed Practices (TIP) to Sustain TIP Knowledge and Reduce Secondary Traumatic Stress in Novice Teachers: An Interdisciplinary Research-Practice Partnership Ofelia Schepers, Megan Brennan, Kathryn Young, Metropolitan State University of Denver Strengthening the Miami-Dade Early Learning Partnership: IDEAS for Children Rebecca Shearer, K. Lori Hanson, Marisol Diaz, Maria T. Riestra-Quintero, Imelda K. Moise, Anabel Espinosa, Christine Delgado, University of Miami Mr. Iwan Notowidigdo Senior Grant Development Coordinator The University of Texas at San Antonio College of Education & Human Development (COEHD) iwan.notowidigdo(a)utsa.edu (Mobile: 347-231-5931) [cid:8a7a5b95-f0d9-4257-9f45-6462a96ce640]