Research Centers & Projects


  • Alberti Center for Bullying Abuse Prevention
    A generous gift from Graduate School of Education alumna Jean Alberti (Ph.D. ’70, Educational Psychology) established the Alberti Center for Bullying Abuse Prevention in 2011. The mission of the center is to reduce bullying abuse in schools and in the community by contributing knowledge and providing evidence-based tools to effectively change the language, attitudes, and behaviors of educators, parents, students, and society. The center will be a national resource on the prevention of bullying and other antisocial behaviors among school children, as well as provide research and information that address these behaviors.

  • Center for Comparative and Global Studies in Education (CCGSE)
    The Graduate School of Education has several programs, centers, institutes, and scholarly initiatives for students and visiting scholars wishing to study education in its international, comparative, and global contexts. The most internationally and comparatively focused are the general master's and the Ph.D. in the social foundations of education with concentrations in comparative and global studies in education. These programs are housed within the Department of Educational Leadership and Policy. The department also offers a general master's, as well as the Ph.D. and the Ed.D. in educational administration, and the Ph.D. in higher education, as well as the master's and Ph.D. in social foundations with concentrations in the sociology or history of education. Many of the international students—or U.S. students with international interests—take these degree programs, but buttressed with courses from the international/comparative/global program.

  • Center for Continuing and Professional Education (CCPE)
    As one of the UB's thirteen professional schools, the Graduate School of Education has faculty and staff dedicated to offering a variety of learning experiences, grounded in research and practice for the lifelong learner. The Center for Continuing and Professional Education extends our reach beyond the traditional classroom and invites you to join us in our discussion of the latest topics in teaching, educational administration, counseling, and information science. Courses are offered on-site, as well as online.

  • Center for Literacy and Reading Instruction (CLaRI)
    The Center for Literacy and Reading Instruction has been serving children and teachers in Western New York since 1963. Through research, instruction, and professional development, our goal is to create success for children who are struggling to read or write. We support children, their parents, and their teachers through evaluation, instruction, and planning for reading and writing using traditional print-based literacies and newer digital literacies. Our research focuses on issues of cultural diversity and equity, multiliteracies and multimodality, and teacher education and professional development. Numerous projects and initiatives are carried out through the Center for Reading and Literacy Instruction at the UB campus. We also have several off-campus sites in collaboration with local schools where we conduct research and professional development.

  • Center on Rehabilitation Synergy (CRS)
    The Center on Rehabilitation Synergy is designed to address the broad range of organizational development (OD) and human resource development (HRD) needs shared by rehabilitation organizations, agencies, individual programs and other entities throughout the country. Begun in October 2004, CRS is the umbrella organization for a variety of OD, HRD initiatives, projects, and activities. CRS is designed to offer a broad range of services that focus on improving the skills of rehabilitation personnel, advocates and consumers; and increasing the capacity to provide effective rehabilitation services to individuals with disabilities. In close partnership with national, state, and local entities, CRS promotes the expansion of meaningful employment outcomes, consumer choice and control, and increased independence for individuals with significant disabilities.

  • City Voices, City Visions (CVCV)
    The City Voices, City Visions project, a partnership between UB and the Buffalo Public Schools, provides teachers in grades 6-12 with innovative approaches to integrating digital video arts and communication technologies into the curriculum to better enable students to achieve challenging academic standards. Thus far, more than 100 teachers have received professional development, and their students are producing videos on a wide range of subjects, from social studies and science concepts to book trailers for novels. This unique project, sponsored by the John R. Oishei Foundation, aims to increase student achievement.

  • Early Math Research Lab
    The Early Math Research Lab project applies the most current research in mathematics education to the development of curricula for young children, and is intended to help all students meet new preK-grade 2 math standards. The project creates awareness of the mathematical possibilities in children's daily lives, utilizing traditional tools and multimedia computer programs. It is one of just a few programs of its kind nationwide sponsored bu the National Science Foundation and the U.S. Department of Education.

  • English Language Institute (ELI)
    The English Language Institute, founded in 1971, offers English language instruction, cultural orientation, and preacademic training to international students, scholars, and professionals on an intensive, as well as on a per-course basis.

  • Fisher-Price Endowed Early Childhood Research Center (ECRC)
    The ECRC preschool is one of the few preschool programs in the country to be accredited by the National Association for the Education of Young Children (NAEYC). The center conducts cutting edge research exploring the development of cognition, language, social/emotional connections, physical skills, and perception in the first few years of life.

  • Gifted Math Program (GMP)
    The mission of GMP is to challenge able students in the same way that standard school curricula challenge average and above average students. The emphasis is not on the development of professional mathematicians, but rather on providing strong mathematical background for students who may pursue future university work in mathematics, other sciences, or the humanities.

  • MusicPlay for Infants and Toddlers
    Musical sounds surround a child, even before the moment of birth. Whether a child is listening to music, singing a song, or moving creatively to the sounds around them, music is a vital part of a child’s life. Young children often create music as a part of their play experiences, thus sustaining imagination and creativity. Furthermore, music enables children to express feelings and release energies and emotions in new and novel ways.

  • New Literacies Group (NLG)
    The mission of NLG is the advancement of knowledge about and innovative uses of multimodal literacies in the context of an increasingly diverse society.

  • PULSE Family-School Healthy Weight Lab
    Preliminary studies have linked adolescent obesity, especially when combined with specific risk factors, to poorer mental health outcomes. The PULSE Healthy Weight Team conducts ongoing studies examining specific factors that may be associated with mental health outcomes in overweight individuals. Study results actively inform school-based prevention program design. The PULSE Healthy Weight Team, then, implements evidence-based programming in order to target healthy weight and mental health in adolescents and their family members. The school is conceptualized as a valuable and accessible health promotion venue when working with adolescents and families from a wide variety of backgrounds.
    Research Assistant Application

  • Satsanga Center for Wellness and Positive Psychology
    The Satsanga Center for Wellness and Positive Psychology is dedicated to research that helps those who struggle with eating, the experience of their body, and, for some, eating disorders. The website is here to share with others some of the work and to encourage all to continue to work toward wellness, connectedness, and the authentic experience of self.

  • Teacher Education Institute (TEI)
    The Teacher Education Institute offers the university's initial teacher certification program at the post-baccalaureate level and is dedicated to preparing qualified, committed, and caring teachers who can work effectively with students from various cultures with a wide variety of abilities and needs. TEI coordinates the coursework, field experiences, and student teaching required for New York State initial teacher certification. In addition to providing the professional knowledge and instructional strategies essential to teaching, TEI collaborates with numerous school districts and teachers to prepare preservice teachers to be problem solvers and critical thinkers who strive to self-reflect and improve their teaching.

  • Technical Assistance and Continuing Education Center, Region 2 (TACE)
    The mission of TACE, formally known as RCEP II, is to offer consultation, technical assistance, staff development, choice of existing/developed training, and individualized training for agencies in New York, New Jersey, Puerto Rico, and the U.S. Virgin Islands. The vision of the center is to create a seamless collaborative system that offers flexible, responsive, and accountable human resource development and systems change to state vocational rehabilitation agencies, community rehabilitation programs, centers for independent living, client assistance programs, and Native American rehabilitation programs in Region 2, which will improve competitive employment outcomes and increase community inclusion for individuals with severe disabilities.

  • Time-Indexed Effect Size for P-12 Reading and Math Research/Evaluation
    The purposes of this IES-funded research project are (a) to develop academic growth references for P-12 reading and math achievement based on nationally-representative longitudinal datasets; and (b) to develop a time-indexed effect size metric, based on new national norms, that can be used to assess the effectiveness of educational interventions. Conventional effect size metrics such as Cohen’s d are standardized group mean differences based on the distributions of student outcome variables at one particular age or grade level. They do not take into account time dimension, that is, time needed to learn at that age/grade level. This study is based on the premise that time-indexed effect size metrics can estimate how long it would take for an “untreated” control group to reach the treatment group outcome in terms familiar to educators—months of schooling.

  • UCEA Center for the Study of School Site Leadership
    The UCEA Center for the Study of School Site Leadership was established in 1999 with the following set of objectives: to foster collaborative forms of research about school leadership; to provide regular syntheses about the state of the art of leadership preparation and practice, and disseminate this information to both the research and practitioner communities; to foster collaborative partnerships between the center and the field in order to develop and implement educational opportunities for school leaders to become more familiar with the practical implications of the research for their own practice; to provide advice for policy makers embarking on initiatives with implications for school leaders. This binational center, hosted by UB and the Ontario Institute for Studies in Education at the University of Toronto, straddles the U.S.-Canadian border at the Niagara Frontier. This geographic area is characterized by significant economic, racial, ethnic and cultural diversity in its school systems, including Toronto, which the U.N. has designated the world's most ethnically diverse city, and Buffalo, New York State's second largest school district. It is the goal of the center to become an important locus for the dissemination of research about key aspects of school site leadership. While not an exclusive focus, a major priority for the center will be to better understand the implications for school site leadership on contexts characterized by economic, racial, ethnic and cultural diversity.