Early Learning

Kelley O'Carroll

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Kelley O'Carroll

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Kelley

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O'Carroll

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Kelley O’Carroll brings extensive experience in education, program evaluation, and research in child development and family engagement to her work in early childhood education.  She applies her efforts to programs for both institutional and at-home environments.

O’Carroll serves as the Continuous Quality Improvement (CQI) Technical Assistance Coordinator for the Design Options for Home Visiting Evaluation (DOHVE) project, which provides support data, CQI systems, and evaluations of statewide home-visiting projects, and other topics to grantees funded under the Maternal, Infant, and Early Childhood Home Visiting Program.  She also evaluates the Rhode Island Center for Early Learning Professionals’ work with the Rhode Island State Pre-K Program.

Previously at EDC, O’Carroll participated in evaluations of large-scale state and national initiatives, including the Rhode Island Center for Early Learning Professionals, the Washington State Race-to-the-Top Early Learning Challenge, and the Head Start New Director Coaching Initiative. In these roles, she designed qualitative and quantitative measurement tools, conducted interviews and focus groups, analyzed data, and contributed to reports of findings.

She was also part of the Engaging Families to Promote Young Children’s Early Mathematics Learning and Mastery Motivation study funded by the Heising-Simons Foundation. The study examined whether engaging families in at-home family mathematics activities promotes children’s learning outcomes. In her role, O’Carroll co-created family engagement professional development (PD) materials and programs for Head Start teachers, and managed communications with teachers and parent participants. 

O’Carroll is co-author of several publications on the impact of family-focused interventions in early education, including Social support through social capital: A model of a parent support group for mothers in an urban Head Start and Family Connections: An approach for strengthening early care systems in facing depression and adversity. She has also contributed to the chapter, “Family Engagement” in Children of 2020: Creating a Better Tomorrow.

Prior to joining EDC, O’Carroll was an evaluator with Family Connections, a preventive mental health intervention in Head Start. She also worked with the Harvard Family Research Project, where she managed the Family Involvement Network of Educators and contributed to evaluation of National Parental Information and Resource Center Coordination Centers.

O’Carroll began her career as a teacher in Boston and has worked with students and families in a range of settings, including English-as-a-Second-Language schools, a family literacy program, and undergraduate and graduate programs in the US and abroad. She also served as the Family Coordinator for the Language and Social Communication Research Program at the Boston University School of Medicine.

O’Carroll received a BA in English from Mount Holyoke College and both an EdM in Human Development and Psychology and an EdD in Human Development and Education from Harvard Graduate School of Education. She was a recipient of a Head Start Graduate Student Research Grant from the U.S. Administration for Children and Families. 

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Staff Profile

Job title: 

Research Associate II

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-835-4234

Kyle DeMeo Cook

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Kyle DeMeo Cook

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Kyle DeMeo

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Cook

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Kyle DeMeo Cook brings extensive experience in quantitative and qualitative research methods and education policy. She primarily applies her expertise to research focused on early childhood education.

Currently, Cook undertakes research as a member of the REL Northeast & Islands team.  She is also a researcher for a project funded by the Heising-Simons Foundation, studying place-based partnerships for early education to improve early learning outcomes for young children. 

Cook is the author of several peer-reviewed articles and reports, including lead author of The use of school transition practices and children’s social adjustment and academic outcomes in kindergarten and co-author of How Kindergarten Entry Assessments Are Used in Public Schools and How They Correlate with Spring Assessments and Comparing public, private, and informal preschool programs in a national sample of low-income children. She regularly presents her research at national conferences including the National Research Conference on Early Childhood, the Society for Research in Child Development and the Applied Public Policy and Management conference. Cook has served as a peer reviewer for professional journals including Early Childhood Research Quarterly and Applied Developmental Science.

Before joining EDC, Cook was the Early Childhood Field Director for Strategies for Children (Early Education for All Campaign) where she supported early childhood education policy efforts in Massachusetts. She has served as an elected board member for several non-profit and community organizations including the Massachusetts Association for the Education of Young Children.

In 2016, Cook was named an Early Care and Education Research Scholar by the Administration for Children and Families, U.S. Department of Health & Human Services for her research on coordination efforts between Head Start programs and elementary schools during the transition to school.

Cook received a BA in Human Development and  MED in Educational Research, Measurement and Evaluation from Boston College. She is currently a doctoral candidate in Applied Developmental and Educational Psychology in the Lynch School of Education at Boston College, where she also teaches courses on research methods and child development. 

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Staff Profile

Job title: 

Research Associate II

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2884

Regan Vidiksis

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Regan Vidiksis

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Regan

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Vidiksis

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Regan Vidiksis is an early education researcher with extensive experience in advancing effective strategies to promote children’s early science and mathematics learning and support teachers in integrating technology into early childhood settings in developmentally appropriate ways. She specializes in deepening understanding of effective, systematic approaches to improving teaching and learning, especially among underrepresented and underresourced teachers and families.

As a researcher and project manager for EDC’s evaluation of Ready to Learn, Vidiksis contributes to studies that measure children’s learning from literacy, math, and science public media learning resources and provide new insight into ways to enhance the school readiness of preschoolers in high-need communities.

Vidiksis serves as a researcher on the Next Generation Preschool Science project, funded by the National Science Foundation (NSF). In the project, she is working with a team to develop, iteratively refine, and evaluate the promise of an innovative early science curriculum that promotes science practices, concepts, and discourse in preschool classrooms serving children from low-income backgrounds.

Currently, Vidiksis contributes to several other EDC STEM education initiatives. She is advancing the goals of IDEAS: Inventing, Designing, and Engineering on the Autism Spectrum, an NSF-funded project aiming to develop an Engineering Design program for middle school children on the autism spectrum and their general education peers. Vidiksis is also working on Monkeying Around, an NSF-funded initiative to design, produce, and research animated and live-action videos, along with parent-child engagement resources, that seek to build preschoolers’ computational thinking skills.

Vidiksis was named a 2014-2015 CADRE Fellow, for her work in NSF Discovery Research K-12 STEM research. She regularly presents her findings at the annual conferences of national organizations, including the National Council for Teachers of Mathematics and the National Head Start Association. She has also served as a proposal reviewer for the American Educational Research Association.

Before joining EDC, Vidiksis worked as a preschool special educator through the New York City Committee for Preschool Special Education and as a special instructor through the NYC Department of Health’s Early Intervention program, providing individualized services to young children and families in school, community, and home-based settings. She also worked as a special education evaluator for these agencies, conducting developmental assessments to assist in the determination of service qualification.  

Vidiksis received a BA in English Literature and Rhetoric from Binghamton University, and an MS in Early Child Education and Special Education from Hunter College.

 

 

 

Staff: 

Staff Profile

Job title: 

Research Associate II

Mailing Address: 

96 Morton Street, 7th Floor
New York, NY  10014

Telephone: 

212-807-4229

EDC Shares STEM Expertise at New America Forum

Cindy Hoisington

On March 16, EDC Senior Instructional Design Associate Cindy Hoisington (at left) represented EDC as a featured panelist in the livestreamed New America Forum, “What’s Next for STEM Education? Boosting Teachers and Teaching, PreK–12.” A national early STEM education expert, Cindy Hoisington is a contributor to STEM Starts Early, one of several new reports that the panel discussed.

Descriptors (Bodies of Work): 

New America Forum: What's Next for STEM Education?

Date: 

03/16/2017
Free Online Event

On March 16 from 1:00-2:30 p.m. ET, Cindy Hoisington will represent EDC as a featured panelist in the livestreamed New America Forum, “What’s Next for STEM Education: Boosting Teachers and Teaching, PreK–12." A nationally recognized expert in preschool and elementary school STEM education, Hoisington is a contributor to STEM Starts Early, one of several new reports that the panel will discuss.

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