MCPER-produced materials are posted in our Library. The Library is updated continually, so visit it often to explore MCPER’s newest materials. Materials are also posted on relevant Institute and Project pages.

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Knowledge Bites

MCPER produces a series of podcasts and blogs, in which researchers discuss recent findings in their field and how these findings are important to practice.

Recent Podcasts

Education Research Matters

Hosted on the Texas Center for Learning Disabilities site, the Education Research Matters monthly series features researchers translating important, current research into nonacademic language for practitioners in the field.

Middle Grades Research Digest

Developed by the Middle School Matters Institute, the Middle Grades Research Digest focuses on evidence-based principles and practices from both researcher and practitioner perspectives.

Our Mission

The Meadows Center for Preventing Educational Risk (MCPER) is dedicated to generating, disseminating, and supporting the implementation of empirically validated practices to influence educators, researchers, policymakers, families, and other stakeholders who strive to improve academic, behavioral, and social outcomes for all learners.

Created in the spring of 2008 with a major commitment from the Meadows Foundation of Dallas, MCPER is a collaboration of researchers from multiple disciplines and sites, including the Vaughn Gross Center for Reading and Language Arts in The University of Texas at Austin College of Education.

Recent News

MCPER researchers serve as guest editors, contributors to journal’s special issue on math interventions
April 8, 2015

Issue includes work by Mathematics Institute Director Diane Bryant, Fellows Brian R. Bryant and Sarah Powell, and former Project Manager Kathleen Hughes Pfannenstiel.

Documentary, articles spotlight MCPER researchers’ support of children with autism and their families
April 7, 2015

Work of Autism Spectrum Disorders Institute—including Director Mark O'Reilly; Fellows Greg Allen, Terry Falcomata, and Amanda Little; and doctoral students Cindy Gevarter and Laura Rojeski—featured.

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