Research and Evaluation

Kira Krumhansl

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Kira Krumhansl

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Kira

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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. 

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Research Associate II

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43 Foundry Avenue
Waltham, Massachusetts 02453-8313

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617-618-2904

Building a More Robust Body of Research about Outcomes of a New Generation of Researcher-Practitioner Collaboration in Education

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Sarah Ryan brings expertise in policy research and program evaluation, including specific expertise in research design and quantitative methodology. Sarah specializes in effective approaches to promoting college and career readiness and success, including student-centered and personalized approaches to secondary education. She also brings substantive expertise in English learner education, group-level disparities in educational opportunities and outcomes, and school reform and accountability. In past and current research, Sarah has worked collaboratively with partners ranging from the U.S. Department of Education and state and local education agencies to community college districts and philanthropic educational foundations. In this post, Sarah discusses the need to better understand the conditions under which researcher-practitioner collaboration yields the kinds of positive and sustained changes necessary to effectively support student success.

 

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EDC Expert Featured in Family Engagement Panel at WQED Institute

Naomi Hupert

EDC Research Scientist Naomi Hupert (at left) was a featured panelist in the WQED Institute for Digital Innovation, Education and Family Engagement. During the Institute, Hupert discussed findings from EDC’s research on the role that technology can play in helping families and teachers promote young children’s school readiness and success.

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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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Research Associate II

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770 North Halsted Street, Suite 205
Chicago, Illinois 60622

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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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Research Associate II

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43 Foundry Avenue
Waltham, Massachusetts 02453-8313

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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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Research Associate II

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43 Foundry Avenue
Waltham, Massachusetts 02453-8313

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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.

 

 

 

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Job title: 

Research Associate II

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

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212-807-4229

Investigating Student Exposure to Competency-based Education

Mon, 03/20/2017

Author(s): 

Using data from 600 students in grades 9-12 and confirmatory factor analytic techniques, this report, published in Education Policy Analysis Archives, shows initial reliability and validity results from the pilot administration of a survey designed to capture student exposure to elements that have been described as essential to a competency-based, student-centered model for learning and instruction. These elements include mastery-based progression, personalization, flexible assessment, and the development of specific skills and dispositions.

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