This entry is being posted back dated.
Apologies for the lack of activity yesterday, I’ll post a few backdated items now and then try and get some regular content for the weekend.
Anyway, from Tuesday’s inbox…
If you are having trouble viewing this email, please click here
:: Blog Posts
Best Practices for Recruiting Schools for Educational Studies
In a recent report, Recruiting Participants for Large-Scale Random Assignment Experiments in School Settings, a team of SRI Education researchers share practical advice on how to recruit schools for educational studies.
SRI Researchers Weigh in on Vergara Ruling
Senior SRI researcher Dan Humphrey and education researcher Julia Koppich examine the realities of the Vergara Ruling on teacher tenure and the implications for policymakers and educators in this EdWeek Blog.
Curriculum Materials Help Teachers Implement Next Generation Science Standards
A new study by SRI suggests that well-designed research-based curriculum materials and new assessments can further Next Generation Science Learning. Chris Harris, a senior research at the SRI Center for Technology and Learning highlights the findings.
Poverty and Special Education
“Poverty is a driving factor in a child ending up needing special-education services,” says Mary Wagner, principal scientist in the Center of Education and Research Services at SRI. Read more in this news article in the Pittsburg Tribune Review.
SRI Education is tackling the most complex issues in education to help students succeed. We work with federal and state agencies, school districts, major foundations, nonprofit organizations, and international and commercial clients to address risk factors that impede learning, assess learning gains, and use technology for educational innovation. Visit sri.com/education.
333 Ravenswood Ave.
Menlo Park, CA 94025
1100 Wilson Boulevard
Suite 2800 (28th floor)
Arlington, VA 22209
© 2014 SRI International is a registered trademark and SRI Education is a trademark of SRI International. All other trademarks are the property of their respective owners.
Back to School at SRI Education
As we publish this latest version of SRI Education Notes, school is starting in communities across the United States. Our work at SRI offers important ideas, new information and resources and strategies than can help to strengthen teaching and further student learning. Our talented SRI Education team is developing new knowledge and innovations, and informing effective policy and practice, in classrooms, districts and states. In this issue we share some highlights.
Denise Glyn Borders, Ed.D.
Vice President, SRI Education
Wechsler, Young Lead SRI Education’s Center for Education Policy
SRI Education has named Viki M. Young, Ph.D., and Marjorie E. Wechsler, Ph.D., as the new Co-Directors of the Center for Education Policy.
Wechsler and Young have more than 20 years of experience working on national, state, and local research and evaluation projects on K–12 policy and reform. Young’s research spans human capital development, college readiness for underserved youth, organizational supports for teachers’ use of data, charter school systems, and district leadership and reform. Current projects include implementation and impact studies on teacher and teacher leader development for Investing in Innovation (i3) grants, district reform strategies for effective human capital development, and charter systems growth strategies and challenges. Wechsler specializes in teacher development, school- and district-level reform, and systems approaches to educational improvement. Current projects include examining early learning strategies in Minnesota, teacher development in Florida, and beginning teacher support. She earned her elementary teaching credential and began her career teaching kindergarten. Wechsler and Young both hold Ph.D.’s in education administration and policy analysis from Stanford University.
The SRI Education Center for Education Policy is engaged in some of the nation’s most pressing educational issues. “Viki and Marjorie bring unparalleled vision and expertise to leading our policy research and analysis, and take the helm of an immensely talented and growing team,” said SRI Education Vice President Denise Borders in announcing their appointments.
Turning Ideas into Reality – The SRI Model Demonstration Coordination Center
Educators and the schools and systems they work with are bombarded with ideas and strategies for improving learning. Some of them may even be good ideas. The trick is knowing which ideas are worthwhile, and then crafting usable interventions from them. That is where the SRI Model Demonstration Coordination Center (MDCC) comes in.
“Our work helps researchers turn good ideas into realities,” says Mary Wagner, Ph.D., MDCC’s principal investigator. MDCC helps bridge the gap between research and practice in implementing innovative models in early childhood and school settings. For example, in 2013, MDCC began supporting university model demonstration grantees to facilitate the successful reentry of youth with disabilities from juvenile justice facilities into education, employment, and community programs.
Funded by the U.S. Department of Education, Office of Special Education Programs (OSEP), MDCC staff provides technical assistance to nine cohorts of grantees, documents and analyzes grantee experiences, and disseminates lessons learned. “We are working to identify the characteristics of an effective implementation and model refinement process, one that moves from early testing to full implementation and sustainment and on to wider adoption,” says Wagner.
“The MDCC is helping researchers, educators, service providers, policymakers and others to understand what it really takes to implement new policies and practices to improve learning outcomes.”
“The MDCC is helping educators, service providers, policymaker and others to understand what it really takes to implement new policies and practices to improve learning opportunities.”
SRI Hosts 2014 CyberLearning Summit
What if conventional classrooms became places where students engage in scientific fieldwork? Imagine a classroom where students observe an insect infestation up close, and then develop and test their hypotheses. Or what if their classroom became a rainforest, and students could make observations and collect data to uncover the causes of changes in the environment?
Today, far reaching changes in technology are creating exciting new possibilities for learning and SRI’s Center for Innovative Research in Cyberlearning (CIRCL) is at the forefront. This summer, CIRCL hosted the 2014 CyberLearning Summit at the University of Wisconsin, Madison to identify and communicate major advances in learning with technology. More than 100 researchers, innovators and educators gathered at the Summit to explore and discuss how the design of new applications and technology rich experiences could further learning and assessment across a range of disciplines, learners and settings.
“I think the key message of the Summit was the importance of highlighting new images of what learning looks like,” said Jeremy Rochelle, Ph.D., Director of the Center for Technology and Learning at SRI and co-chair of the Summit. “The possibilities are tremendously exciting.”
SRI manages the Center for Innovative Research in Cyberlearning (CIRCL) with funding from the National Science Foundation (NSF) and in collaboration with Education Development Center, Inc. (EDC) and NORC at the University of Chicago.