NAEd Fellowships and Grants
The National Academy of Education awards two professional development fellowships in partnership with the Spencer Foundation and one grant in partnership with the Gates Foundation. These programs seek to encourage new generations of scholars to undertake and strengthen research relevant to the improvement of education and support early-career scholars working in critical areas of education research. In addition, fellows participate in professional development retreats with NAEd members, senior scholars, and other leaders in the field.
Dissertation Fellowship
The NAEd/Spencer Dissertation Fellowship encourages a new generation of scholars from a wide range of disciplines and professional fields to undertake research relevant to the improvement of education. These $27,500 fellowships support individuals whose dissertations show potential for bringing fresh and constructive perspectives to the history, theory, or practice of formal or informal education anywhere around the world. Fellows will also attend professional development retreats and receive mentorship from NAEd members and other senior scholars in their field. This highly competitive program aims to identify the most talented emerging researchers conducting dissertation research related to education. The Dissertation Fellowship funds 35 promising young scholars.
Postdoctoral Fellowship
The NAEd/Spencer Postdoctoral Fellowship supports early-career scholars working in critical areas of educational scholarship. Fellows receive $70,000 for one academic year of research, or $35,000 for each of two contiguous years, working half time. Fellows will also attend professional development retreats and receive mentorship from NAEd members and other senior scholars in their fields. This fellowship is non-residential, and applications from all disciplines are encouraged. The Postdoctoral Fellowship funds 25 early-career researchers.
EMERG
The Equity in Math Education Research Grants (EMERG) support individual research projects focused on reconceptualizing the foundations of equitable and ambitious mathematical experiences for K-12 learners, specifically for populations who have historically not had access to such opportunities. Ten EMERG Scholars will have their proposed ideas challenged and cultivated by a network of mid-career and senior scholars and practitioners. Together, the EMERG Scholars and their advisors will form a powerful research community and participate in the design of a conceptual framework to improve our current knowledge of how learners from those communities achieve mathematical “proficiency,” broadly conceived.