Research and Evaluation

Camille Lemieux

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Camille Lemieux

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Camille

Last name: 

Lemieux

Bio: 

Camille Lemieux provides technical assistance to three Institute of Education Sciences (IES)-funded regional educational laboratories (RELs): REL Northeast & Islands, REL Appalachia, and REL Northwest. Prior to joining EDC, Camille served as a research fellow for the International Network for Action Research in Education. As an undergraduate research assistant at Lake Forest College, she worked on projects concerning comparative and international education policy. She also conducted classroom-based research in The Ohio State University’s Summer Research Opportunities Program, and collected data for a Lake Forest College Digital Chicago project that explored the link between housing discrimination policies and education inequalities. Lemieux holds a BA in applied linguistics and French.

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Non-Staff Profile

Job title: 

Research Assistant

Mailing Address: 

770 North Halsted Street, Suite 205
Chicago, Illinois 60622

Kira Krumhansl

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Kira Krumhansl

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Kira

Last name: 

Krumhansl

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Kira Krumhansl specializes in developing educational tools that use real scientific data to engage students in learning science, critical thinking, and data literacy skills. She brings over ten years of prior experience in marine biology research, which she translates into innovative learning experiences for students.

Krumhansl is a curriculum designer for Ocean Tracks-College Edition. This interactive, Web-based resource promotes students’ data literacy by engaging them in analyzing the movements of large marine animals in relation to changes in their physical ocean environment. She is also a co-PI and curriculum lead on the Zoom In! Teaching Science with Data project, and is contributing to Real World, Real Science, a NASA-funded effort to foster middle schoolers’ data literacy and understanding of how their local weather relates to the larger climate.

In these and other initiatives of EDC’s Oceans of Data Institute, Krumhansl collaborates with scientific institutions such as the Scripps Institution of Oceanography, the Gulf of Maine Research Institute, and Stanford University. She also has ongoing collaborative projects in marine biology research with the Department of Fisheries and Oceans in Canada and Simon Fraser University.

Krumhansl is the author of numerous publications in marine biology on subjects ranging from kelp forest ecology to white shark physiology. (Read Krumhansl's blog post about her research on kelp forests here.)  She has also published articles on her work in science education in The Science Teacher and the Marine Technology Society Journal.

Currently, Krumhansl is an associate editor for the scientific journal Ecology and Evolution, and a reviewer for the National Science Foundation and numerous scientific journals.  She is also a scientific advisor for the KELPEX project.  Previously she was a member of a scientific working group on kelp forests and climate change at the National Center for Ecological Analysis and Synthesis at UC Santa Barbara. 

Krumhansl received a BSc in Biology from St. Lawrence University and a PhD in Biology from Dalhousie University in Halifax, Nova Scotia, Canada. 

Staff: 

Staff Profile

Job title: 

Research Associate II

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2904

Gabriela Garcia

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Gabriela Garcia

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Gabriela

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Garcia

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Gabriela Garcia brings expertise in mixed-methods evaluation design, project management, report writing, and STEM-based higher education programs. As an evaluator and researcher, Garcia strives to provide meaningful and relevant information that fosters evaluative thinking and helps improve initiatives and programs.

Garcia provides technical assistance to grantees under the National Science Foundation’s Inclusion across the Nation of Communities of Learners of Underrepresented Discoverers in Engineering and Science (NSF INCLUDES), a national initiative that is working to identify and scale up proven and innovative approaches to provide access to groups traditionally underrepresented and underserved in STEM fields. She is also assisting with the evaluation of the Illinois 21st Century Community Learning Centers (CCLC) Program, which provides students with academic and youth development services and students’ families with educational and personal development opportunities.

Garcia is an active member of the American Evaluation Association (AEA), where she served as the co-chair of the mentorship program for the Multiethnic Issues in Evaluation Topical Interest Group (TIG) from 2011 to 2017. She is also a founding member of AEA’s Latino/a Responsive Evaluation Discourse TIG and contributes to the mentorship and professional development working group.

Prior to joining EDC, Garcia conducted mixed-method evaluations of a variety of foundation- and federally funded K-12 and higher education STEM and health education initiatives, and took part in the Illinois Science, Technology, Engineering, and Mathematics (I-STEM) Education Initiative. She led federally funded project evaluations, including an evaluation of a STEM scholarship program for undergraduate students and an evaluation of a validation study of an early childhood teacher evaluation framework.

Garcia received a BA in Psychology from DePaul University and a PhD in Educational Psychology with a focus on program evaluation from the University of Illinois at Urbana-Champaign.

 

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Non-Staff Profile

Job title: 

Research Associate II

Mailing Address: 

770 North Halsted Street, Suite 205
Chicago, Illinois 60622

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Regan Vidiksis

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Regan Vidiksis

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Regan

Last name: 

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

Katrina Bledsoe

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Katrina Bledsoe

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Katrina

Last name: 

Bledsoe

Bio: 

Katrina Bledsoe brings extensive experience as an evaluator of programs at the local, state, and federal government levels. Bledsoe leads evaluations of initiatives focused on curriculum development in the sciences and social sciences, teacher professional development, and mental health issues such as suicide prevention. Her expertise is in community-based education and social services program evaluation, mixed methodology and methods, research innovation, applied social psychology, and cultural contexts.

Bledsoe provides technical assistance to grantees under the National Science Foundation (NSF) INCLUDES program, which is working to identify and scale up proven, innovative ideas to create access to science and engineering for groups traditionally underrepresented in those fields.  Additionally, she is a member of the team evaluating NSF’s Broadening Participation in Computing-Alliances Program, as well as a Project Lead for the REL Northeast & Islands.

Previously, Bledsoe has served as principal investigator, co-principal investigator, or project director on a variety of projects, including including leading a study exploring parental engagement in the North Corridor community of Charlotte, North Carolina; serving as an evaluation scientist for the Suicide Prevention Resource Center; and leading an evaluative qualitative outcome study focused on technology tools for teachers and students in India, using EDC’s Interactive Radio Initiative Program.

Bledsoe is the author of chapters, articles, and blog posts focusing on evaluation practice, mixed methodology and evaluation, and cultural responsiveness in evaluation, social psychology, and other topics. She has published articles in the American Journal of Evaluation ("The Use of Multiple Evaluation Approaches in Program Evaluation") and Families in Society: The Journal of Contemporary Social Science and co-authored the chapter “Decolonizing Evaluation in a Developing World: Implications and Cautions for Equity-Focused Evaluations” in Evaluation for Equitable Development Results. Her work has also been published in New Directions in Evaluation, Families in Society, and in numerous edited volumes including, among others,  Qualitative Inquiry in the Practice of Evaluation, the International Handbook of Urban Education, the Handbook of Mixed Methods Research, and the Handbook of Ethics for Research in the Social Sciences.

Bledsoe is the 2013 winner of the American Evaluation Association’s (AEA) Multiethnic Issues in Evaluation Topical Interest Group’s Scholar Award and the 2006 winner of the Eastern Evaluation Research Society’s Invited Author Award. She is an active member of AEA, where she has served on the Board of Directors and held other leadership positions, including her current role on the Evaluation Policy Task Force. She sits on the editorial board for the Journal of Multi-Disciplinary Evaluation and is a peer reviewer for both the American Journal of Evaluation and the Journal of Evaluation and Program Planning as well as the journal, Preventing Chronic Disease: Public Health Research, Practice, and Policy. Bledsoe is also a member of the Association for Psychological Science, and the Society for the Study of Psychological Issues.

Before re-joining EDC, Bledsoe served as a founding member and senior research director at ThinkShift, an initiative of the DeBruce Foundation. She received a BA from the University of California-Santa Cruz, an MA from San Francisco State University, and a PhD from Claremont Graduate University.

Staff: 

Staff Profile

Job title: 

Research Scientist

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Shanna Russ

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Shanna Russ

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Shanna

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Russ

Bio: 

Shanna Russ provides dissemination and project management expertise to large and small research projects at EDC. Her work reflects her commitment to understanding how the presentation of information affects its reception and understanding. She specializes in website management, public information outreach, and data visualization.
 
Russ supports the dissemination work of the Regional Educational Laboratory Northeast & Islands, funded by the U.S. Department of Education's Institute of Education Sciences. She manages the project’s website and coordinates the production of its events, which bridge research, policy, and practice, and build capacity in the region. She also supports the dissemination activities of the Research+Practice Collaboratory at EDC, and is co-leader of the i3 Dissemination Community, where she assists grantees in their research dissemination efforts.
 
Before joining EDC, Russ was an editor and writer for IJET International, a risk management firm, where she produced and edited global health and security reports for multinational and nongovernmental organizations.
 
Russ received a BA in Liberal Arts from St. John’s College.

Staff: 

Staff Profile

Job title: 

Project Associate II

Program: 

Research, Evaluation, and Policy

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2736

Sheila Rodriguez

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Sheila Rodriguez

First name: 

Sheila

Last name: 

Rodriguez

Bio: 

Sheila Rodriguez, an experienced quantiative and qualitative researcher and program evaluator, develops tools and provides technical assistance that enable state education agencies, districts, and schools to use data and current research to improve outcomes for students. She specializes in facilitating training for and providing coaching to state and district stakeholders on data-driven continuous improvement strategies, logic modeling, and program evaluation.

Rodriguez is a researcher for the Regional Educational Laboratory Northeast & Islands (REL-NEI) at EDC. She contributes her expertise in survey instrument design, needs sensing, and data collection and analysis to several REL-NEI research alliances, including the Urban School Improvement Alliance and the Northeast Educator Effectiveness Research Alliance, and has co-led a series of webinars on continuous improvement and logic models. Currently, she is serving as an evaluator for the EDC-led Home Visiting Action Improvement Team (HV-ImpACT) initiative that is providing technical assistance to grantees of the Federal Home Visiting Program in all 50 states, DC, and five territories. She is also a member of an EDC team that is conducting a statewide evaluation of the Illinois 21st Century Community Learning Centers (CCLC) program and providing technical assistance to the Illinois State Board of Education, its 21st CCLC management staff, and 21st CCLC subgrantees.

She has co-authored several publications including "The College Readiness Data Catalog Tool: User Guide," "Logic Models for Program Design, Implementation, and Evaluation: Workshop Toolkit," “Continuous Improvement: A Practical Approach to Educational Improvement," “Survey Methods for Educators: Selecting Samples and Administering Surveys,” and "Parent Involvement and Extended Learning Activities in School Improvement Plans in the Midwest Region."

Prior to joining EDC, Rodriguez served as a policy analyst for American Institutes for Research, where she conducted policy outreach, cultivated ongoing communication with state legislators, legislative staff, governor’s policy advisors, and state education agency personnel regarding topical education issues, and managed data collection activities for large-scale studies.

Rodriguez holds a BA in Education Studies from Brown University and an MAEd in Educational Leadership from Argosy University-Schaumburg.

Staff: 

Staff Profile

Job title: 

Research Associate

Mailing Address: 

770 North Halsted Street, Suite 205
Chicago, Illinois 60622

Telephone: 

312-962-4519

Makoto Hanita

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Makoto Hanita

First name: 

Makoto

Last name: 

Hanita

Bio: 

Makoto Hanita provides methodological leadership and develops research designs for randomized controlled trials (RCTs), quasi-experimental studies, observational investigations, and retrospective analyses of education data. An expert in addressing threats to validity in real-world settings, he is adept in coaching researchers and practitioners on designs and analyses. In all of his research, he works to ensure studies have methodological rigor, are relevant to stakeholders’ priorities, and produce practical, actionable findings.

Hanita serves as the lead methodologist for the REL Northeast & Islands at EDC.  In this capacity, he works closely with the deputy director to guide and oversee all research and co-leads internal technical reviews of study reports. He regularly presents his research at the conferences of national organizations such as the American Educational Research Association and Society for Research on Educational Effectiveness.

Recently, Hanita co-published results of an RCT in special education in the Journal of Autism and Developmental Disorders. He has shared his findings in numerous articles on education, health, and psychology, and has co-authored several reports published by the Institute of Education Sciences. Two of these include: An Investigation of the Impact of the 6+1 Trait Writing Model on Grade 5 Student Writing Achievement and An Experimental Study of the Project CRISS Reading Program on Grade 9 Reading Achievement in Rural High Schools.

Before joining EDC, Hanita was a senior research methodologist for Education Northwest. At Education Northwest, he led the design and analysis of several large-scale experimental studies in education, including an investigation of the impact of a trait-based writing model on student achievement, an efficacy study of Project GLAD (Guided Language Acquisition Design), and an RCT of Portland State University’s Comprehensive Autism Program Strategies for Teaching Based on Autism Research (STARS).  

Hanita holds a BS in Business Administration from Keio University in Tokyo, Japan and a PhD in social psychology from Indiana University. He speaks Japanese, English, and Portuguese.

Staff: 

Staff Profile

Job title: 

Research Scientist

Program: 

Research, Evaluation, and Policy

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Tracy McMahon

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Tracy McMahon

First name: 

Tracy

Last name: 

McMahon

Bio: 

Tracy McMahon brings extensive expertise in designing and conducting quantitative and qualitative research and evaluation studies. She specializes in survey design and implementation; qualitative data collection techniques such as interviews, focus groups, and observations; the development of logic models and literature reviews; and statistical analysis. Much of her work focuses on the implementation of program evaluations that seek to identify the effectiveness of formal and informal science education programs at K-12 and institute of higher education (IHE) levels.
 
Recently, McMahon co-authored the report Engineering for Every K-12 Student based on her team's work on the Massachusetts Engineering Innovation and Dissemination Community (MEIDC), an NSF-funded landscape study of K-12 engineering education in Mass. For the past four years, she has supported the NSF Broadening Participation in Computing Alliances (BPC-A) Evaluation as liaison to alliances and collected, analyzed, and reported data on efforts to broaden participation in computer science.
 
She holds an MEd in Educational Research, Measurement, and Evaluation; an MA in Higher Education Administration; and a BA in Communication and Sociology from Boston College.

Staff: 

Staff Profile

Job title: 

Research Associate

Program: 

Pathways to College and Careers

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2830

Rebecca Schillaci

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Rebecca Schillaci

First name: 

Rebecca

Last name: 

Schillaci

Bio: 

Rebecca Schillaci is committed to conducting high-quality research of educational programs. She contributes her expertise in research design, quantitative and qualitative methodologies, survey design, statistics, and data analysis to a wide range of studies.

Schillaci is an evaluator for the Think College Transition (TCT) Model Project, an inclusive dual-enrollment model aimed at improving outcomes for students with intellectual disabilities enrolled in transition services by providing them with college experiences.

Schillaci is also a team member of the NSF-funded STEM Learning and Research (STELAR) Center, the resource center for the Innovative Technology Experiences for Students and Teachers (ITEST) program. Through her work on webinars and as a project liaison, she provides technical support to ITEST projects and helps inform NSF and other stakeholders of ITEST’s impact by collecting and synthesizing data from those projects.

Previously, Schillaci served as an evaluator of an algebra curriculum in use in Connecticut (read a blog post describing the findings) and was a researcher in an NSF ITEST-funded-study of the effectiveness of technology-focused professional development. She is a co-author of an article that presents the results of that study, “Examining the Quality of Technology Implementation in STEM Classrooms: Demonstration of an Evaluative Framework” (Journal of Research on Technology in Education).

Before joining EDC, Schillaci was manager of the Child Cognition Laboratory at Boston University, where she contributed to the development, design, execution, and dissemination of several grant-funded research projects examining a broad range of topics including science learning, artifact categorization, teleological reasoning, and imitative learning in children and adults. She is coauthor on several publications based on this research, including “Children’s Conformity When Acquiring Novel Conventions: The Case of Artifacts” (Journal of Cognition and Development), “The Designing Mind: Children’s Reasoning about Intended Function and Artifact Structure” (Journal of Cognition and Development), and “Young Children Can be Taught Natural Selection Using a Picture-Storybook Intervention” (Psychological Science).

Schillaci received a BA in Psychology from Wellesley College and an MA in Developmental Science from Boston University.

Staff: 

Staff Profile

Job title: 

Research Associate

Program: 

Leadership for Learning Innovation

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2772

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