Out-of-School Time

Caroline Parker

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Caroline Parker

First name: 

Caroline

Last name: 

Parker

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Carrie Parker leads research to improve programs and policies for all students, particularly culturally and linguistically diverse youth, including those with disabilities and English learners. She examines a wide range of education reform issues including educational equity, technology integration, and strategies to enhance STEM learning and teaching.

In her capacity as Alliance Researcher for the REL Northeast & Islands at EDC's English Language Learners Alliance, Parker co-authored Patterns of English Learner Student Reclassification in New York City Public Schools that examines how long it takes English learners to reach English proficiency, as well as the Correlates of Academic Performance for English Language Learner Students in a New England District study, and a companion report that describes how to apply the study's analysis methods to similar data in other districts. She is working with Alliance members on English learner issues such as designing programs for Newcomer students and improving the process for identifying English learners when they register for school. Her research on dually-identified English learners (identified as both English learners and students with disabilities) has also been supported by the Massachusetts Department of Elementary and Secondary Education (MADESE). 

As co-Principal Investigator (co-PI) of the STEM Learning and Research Center at EDC, Parker is working with a team that is deepening the impact of the National Science Foundation (NSF)-funded Innovative Technology Experiences for Students and Teachers (ITEST) program to better prepare a diverse, skilled, and innovative STEM workforce. Her STELAR blog describes four syntheses about the impact of ITEST projects over the last 12 years. She recently served as guest editor of the Journal of Science Education and Technology titled Innovations and Challenges in Project-Based STEM Education: Lessons from ITEST. She is also co-PI of the NSF-funded Technology Observation Protocol-Science (TOP-Science) project, which is designing and piloting a classroom observation protocol to measure the impact of innovative technology integration on high school science teaching. The framework used to design the protocol, Examining the Quality of Technology Implementation in STEM Classrooms: Demonstration of an Evaluative Framework, was published in the Journal of Research on Technology in Education.

Parker is PI of the evaluation of the Think College Transition Model Project, an innovative program providing students with intellectual disabilities access to college courses, funded by the Investing in Innovation (i3) program.

Parker is author or coauthor of multiple articles on STEM education programs for teachers and youth.  A sampling of some of her articles published include: “New Measures of English Language Proficiency and Their Relationship to Performance on Large-Scale Content Assessments”; “Processes and Challenges in Identifying Learning Disabilities Among Students Who Are English Language Learners in Three New York State Districts"; "Measuring Cognition of Students with Disabilities Using Technology-Enabled Assessments"; and "Teacher Views of Students in the Gaps."

Before joining EDC, Parker worked in Nicaragua as the director of the International Baccalaureate Program at Notre Dame Academy, and she has been a journalist and translator.

She received a BA in English literature from Williams College, an MEd from Framingham State College, and EdM and EdD degrees from the Harvard Graduate School of Education.

 

Staff: 

Non-Staff Profile

Job title: 

Principal Research Scientist

Program: 

Leadership for Learning Innovation

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2740

Siobhan Bredin

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Siobhan Bredin

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Siobhan

Last name: 

Bredin

Bio: 

Siobhan Bredin is a highly experienced technical assistance provider, product developer, information dissemination specialist, and project director. She brings expertise in information architecture design, collaborative technical assistance, and developing and sustaining communities of practice and professional learning communities. 

As Director of Training and Technical Assistance for the National Center on Afterschool and Summer Enrichment (NCASE), she manages a national TTA team dedicated to ensuring that school-age children in families of low income have increased access to high-quality afterschool and summer learning experiences that contribute to their overall development and academic achievement.

As Product Manager for Online Learning for the National Center on Program Management and Fiscal Operations, Bredin advanced the Center’s goals of offering training and resources to strengthen the management of Head Start and Early Head Start programs and achieve positive outcomes for young children and their families. She also served as a staff member for the Head Start New England Resource Center, designing and providing technical assistance to build the capacity of community-based Head Start agencies to use information technology to support their work.

From 2003 to 2012, Bredin served as Co-Principal Investigator and Project Director of the National Science Foundation (NSF)-funded Innovative Technology Experiences for Students and Teachers (ITEST) Learning Resource Center, which built the capacity of project staff across the country who deliver learning and career exploration programs to populations traditionally underrepresented in STEM. In this initiative, she worked in partnership with the EdLab Group on NSF’s National Girls Collaborative project. She also helped develop and pilot the U.S. Department of Education’s IT Career Cluster model and framework, and helped run online professional development courses on developing IT skills assessments.

Bredin is coauthor of several publications on the ITEST program, learning communities, and partnerships, including “The ITEST Community of Practice: Lessons and Implications” (published in the report Preparing Tomorrow’s STEM Workforce Through Innovative Technology Experiences for Students and Teachers) and Seven Lessons Learned Over Eight Years of Hosting the National ITEST Learning Resource Center.  

Before joining EDC, Bredin worked at several software and Internet companies as a training specialist and product manager. Earlier in her career, she was an early childhood teacher, curriculum developer, and creator of new programs.

She received her BA in psychology from Wellesley College and EdM from Lesley University.  

Staff: 

Non-Staff Profile

Job title: 

Senior Project Director

Program: 

Pathways to College and Careers

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2916

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