Sampler Archive Project

The University of Delaware, the University of Oregon, and the Sampler Consortium are pleased to announce the 2011 launch of the Sampler Archive Project. Funded by the National Endowment for the Humanities, the mission of the Sampler Archive Project is to create an online searchable database of information and images for all known American samplers and related girlhood embroideries.

Collaborating partners already include dozens of museums, historical societies, and historic homes, as well as individual owners, collectors, and dealers from across the country. In this first round of funding the project will be working closely with three repositories of historic samplers: the Winterthur Museum in Delaware, the Rhode Island Historical Society in Providence, and the DAR Museum in Washington, DC. Phase 1 efforts will focus on:

  1. Developing nationally accepted standards for describing and documenting samplers;
  2. Designing and programming a dynamic and flexible database that enables easy online browsing as well as focused searches;
  3. Populating the online database with information and images from samplers in the collections of our Phase 1 collaborating partners;
  4. Designing and developing web-based training and support materials to ensure that procedures for sampler documentation are reliable and accurate;
  5. Creating a user-friendly and customizable website that meets the needs of multiple audiences – providing users with relevant historical information, links to online resources, and tools for sharing, studying, and commenting.

We anticipate that the Sampler Archive Project will greatly expand and improve the study of American samplers by providing centralized access to high quality information and images of historic samplers in geographically dispersed collections, presented to the public in an online environment that facilitates exploration, examination, comparison, notation, and sharing.


For more information, please contact
Lynne Anderson, Project Director




Quick Clicks

The NCSeT Literature Database has moved to its own website humanoids 2006! It has been expanded to include references on additional content areas. Please update your bookmark to the new URL: The following is an excerpt showing the predetermined searches provided there, but custom boolean searching is also still provided.

Quick Clicks

The following table of references is provided for convenient snapshots of the database contents. Tags are labels used to describe database references in relationship to the NCSeT conceptual framework and research focus. Each reference is labeled with tags from six clusters shown below:




At Risk
Learning Disabilities
Struggling Students
Visual Impairments
Hearing Impairments
Physical Disabilities
Developmentally delayed
High Achievers
General Education





Middle School
High School


Language Arts
Social Studies
Foreign Language


Case Study
Randomized Controlled Trial
Single Subject




Research References presenting original research.
Review Literature reviews, synthesis papers, overviews etc..
Theory References developing the theoretical foundations of supported text.
Methods References describing research methods.
Implementation Studies or descriptions of field implementations of supported text.
Software Descriptions or evaluations of software related to supported text.
Examples Examples of supported text documents.
Discussion General discussions of issues about support text or associated topics.

Accessible Texts in the Classroom

The National Center on Accessible Instructional Materials (AIM) has assembled “An Educator’s Guide to the Acquisition of Alternate Format Core Learning Materials for Pre-K–12 Students with Print Disabilities.” This report is available from the AIM website at

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About MeTRC


Mathematics eText Research Center

The Mathematic e-Text Research Center (MeTRC) is a national research center conducting a systematic program of research over five years to investigate four research questions related to students with print disabilities in grades 4-9 in rural, suburban, and urban settings across the United States: (a) Which eText supports will increase access to mathematics content for students with disabilities?; (b) Which eText supports will promote academic achievement in mathematics for students with disabilities?; (c) What student characteristics influence the effectiveness of eText supports for learning mathematics by students with disabilities?; and (d) What contextual factors influence the effectiveness of eText supports for learning mathematics by students with disabilities?.

The research is conducted in collaboration with research teams across the country, each focusing on a specific student population, curriculum, or resource type. These strands of research include: (1) Curriculum Conversion and Implementation, investigating questions related to a full-scale conversion and implementation of an accessible general math curriculum at the middle school level; (2) Accessible Curriculum Online, designing and developing a curriculum with accessible and supportive eText features that meet the needs of 6th grade students with documented math learning disabilities; (3) Accessible Assessment, investigation into the effects of specific accessibility tools within an electronic assessment environment on students’ math performance in relationship to the key constructs; and (4) Accessible Algebra, developing and evaluating Instructional, Explanatory, Illustrative, and Presentational eText supports to assist students with disabilities in reading and learning from mathematical texts.

Graduate Student Research in Oregon

Marilyn Williams, a graduate student in Oregon, has received a grant from NCSeT to support her dissertation research.

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About Project ESTRELLAS

The ESTRELLAS Project:

Electronic Supported Text Research for English Language Learner Academic Success

.In early 2009, the National Center for Supported Electronic Text (NCSeT) at the University of Oregon was funded for a new three-year project called The ESTRELLAS Project, by the Institute of Education Sciences (IES), National Center for Education Research, U.S. Department of Education.

The purpose of the ESTRELLAS Project is to develop and test an Electronic Reading System designed to improve reading competence and content-area learning of Spanish speaking adolescent English Language Learners (ELL) through supported versions of electronic reading materials. The ESTRELLAS Electronic Reading System for Expository Text will provide ELL readers with a customizable selection of three types of eText supports: Structural Supports, Content-Specific Supports, and Strategic Supports. Each are being tested to determine the best ways to provide that type of support to here students reading the text materials assigned as part of the curriculum. Although providing electronically enhanced versions of text materials has been documented as an effective intervention for other struggling readers, research investigating the value of electronic text, or the impact of specific eText supports, on the reading competence of ELL students is a relatively new field of inquiry.

The National Center for Supported Electronic Text (NCSeT) at the University of Oregon proposed a three-year design-based research project to develop and test three types of eText supports for improving text comprehension and content learning of ELL adolescents struggling to read traditional content-area texts in Science and Social Studies. In Year 1, the project is developing and testing Structural Supports: eText supports designed to facilitate movement through the text and foster motivation for reading. Two specific Structural Supports have been identified for initial development and testing: Alternative Paginations and Text-to-Speech. In Year 1, the project is also focusing on one or more Content-Specific Supports: eText supports designed to scaffold the learning of key concepts within the text by focusing on vocabulary. Three Content-Specific Supports have been identified as potentially useful for this population: English Definitions, Spanish Translations, and Enhanced Illustrations. Year 2, the project will continue to work on Content-Specific Supports and also test two types of Strategic Supports: Self-Questioning and Digital Notetaking. In Year 3, the project will explore combinations of these resources for ELL students with different levels of Spanish and English literacy, reading different types of expository texts, with the goal of developing recommendations for customizing the ESTRELLAS Reading System for Expository Text. Training materials for teachers and students will also be developed and tested.

Students participating in the ESTRELLAS Project are Spanish-speaking middle school students (Grades 6-8) who have been identified as English Language Learners (ELLs). In Years 1 and 2, participants will be students in the classrooms of collaborating ELL teachers in five Oregon school districts. In Year 3, an additional three collaborating teachers will be recruited from NCSeT collaborating districts in rural and urban areas in other states where there are high percentages of Spanish speaking ELL students. The intervention is “supported eText”: electronic versions of content-area texts that have been enhanced in ways that are designed to improve reading competence in English. Key outcome measures include: indicators of software usability based on screen capture and computer log files; teacher and student descriptions of factors that facilitated/inhibited use of the materials in the classroom; student performance on tests of vocabulary, comprehension, and content knowledge; surveys of teacher and student satisfaction, and observations of student engagement with the materials.

For more information on the ESTRELLAS Project, please contact Dr. Lynne Anderson-Inman, Project Director.