Michelle Cerrone focuses on the role of educational technologies and digital games in supporting student learning and teacher professional development. She specializes in research methods, survey development, and statistical analysis, which she applies across a range of evaluation, research, and development projects. Her most recent work examines the design of effective tools for educators and learners to promote progressive teaching and learning of STEM in pre-K through middle school settings.
Cerrone serves as the methodologist for Playing With Data, a three-year, National Science Foundation (NSF)-funded project to support middle-grades science teachers in developing data literacy and interpreting and using game-based formative assessment data to enhance student learning. She is also a researcher on Bringing Science Home with PEEP, an NSF-funded project using Design Based Implementation Research (DBIR) to identify new avenues to bring early science experience to preschool children (ages 3-5), particularly those living in communities with few resources.
As an external evaluator for the Partnership to Improve Student Achievement in Physical Science: Integrating STEM Approaches (PISA2), Cerrone is investigating the impact of a science and engineering professional development program on elementary and middle-grades science teachers. She recently led survey development and validation for the TwISLE project, which explored how social media users interact with public science institutions on Twitter.
Cerrone’s previous projects explored the successes and challenges of facilitating and participating in online communities of practice. She also was part of the Eliciting Math Misconceptions (EM2) project, an IES-funded measurement development project that designed a diagnostic assessment system to help teachers identify student misconceptions around rational numbers.
The co-author of several articles on professional development and instrument development, including "Constructing Online Communities of Practice" and "Recruiting Research Participants via Twitter (or Social Media)," Cerrone regularly presents her findings at the annual conferences of national organizations such as the International Society for Technology in Education and National Council of Teachers of Mathematics.
Before joining EDC, Cerrone worked as an analyst for Success Academy Charter Schools in New York City, where she designed assessments and analyzed student, classroom, and school-level data. She began her career in education teaching English as a Second Language in the Slovak Republic, Spain, and New York.
Cerrone received a BS from Cornell University and an MA in Economics and Education from Columbia University.