Evidence for Education

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In this episode, we explore how educators in grades 6–12 can integrate GenAI tools without compromising academic rigor or student voice. Grounded in principles of disciplinary literacy, we examine how educators can shift from “policing” AI to “partnering” with it to support reading, writing, problem-solving, and critical thinking. Joined by Rachel Karchmer-Klein, associate professor in the School of Education at the University of Delaware, we discuss a practical, literacy-centered approach to GenAI in the modern classroom. Moving beyond fear-based narratives, this conversation highlights how this technology can serve as a scaffold for problem-solving and deeper learning. Whether you work with adolescents in classrooms or support their learning in other ways, this episode offers concrete strategies for using GenAI to strengthen literacy, critical thinking, and student agency.

For more information:

Karchmer-Klein, R. (2025). Putting AI to Work in Disciplinary Literacy. Guilford Press.

Karchmer-Klein, R., & Konishi, H. (2023). A mixed-methods study of novice teachers’ technology integration: Do they leverage their TPACK knowledge once entering the profession? Journal of Research on Technology in Education, 55(3), 490–506. https://doi.org/10.1080/15391523.2021.1976328

Karchmer-Klein, R., Boulden, L., & McDonald, M. (2022). Next-level digital tools and teaching: Solving six major instructional challenges – K-12. Teachers College Press.

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In this episode of Evidence for Education, we talk with Lynsey Gibbons, Associate Professor of Mathematics Education at the University of Delaware, Jody Guarino at the Orange County Department of Education, and Karen Knudson and Maggie Villegas from Tustin Unified School District to discuss their long-term research-practice partnership around professional learning in elementary mathematics education.

They have facilitated productive professional learning programs that deeply engage teachers and schools. These initiatives entail sustained and structured opportunities to build teachers’ capabilities through structured collaborative planning and professional learning routines. The guests will share their experiences and insights on their long-term RPP projects related to organizing districts and schools to support professional learning.

For more information:

Guarino, J., & Gibbons, L. K. (2025). A community of practice elevates principals’ instructional leadership. The Learning Professional, 46(5), 22–25. https://learningforward.org/journal/learning-communities-for-leaders/a-community-of-practice-elevates-principals-instructional-leadership/

Guarino, J., Weisskirk, L., Drake, J., & Gibbons, L. K. (2024). Professional learning lays the foundation for new curriculum. The Learning Professional, 45. https://learningforward.org/journal/curriculum-based-professional-learning/professional-learning-lays-the-foundation-for-new-curriculum/

Cobb, P., Jackson, K., Henrick, E., Smith, T. M., & the MIST Team. (2018). Systems for instructional improvement: Creating coherence from the classroom to the district office. Harvard Education Press. https://peabody.vanderbilt.edu/academics/departments/teaching-learning/mist/dissemination/

Kazemi, E., Calabrese, J., Lind, T., Lewis, B., Resnick, A. F., & Gibbons, L. K. (2024). Learning together: organizing schools for teacher and student learning. Harvard Education Press. https://books.google.com/books?id=eNeo0AEACAAJ

https://amte.net/connections/2021/05/feature-article-2021-amte-early-career-award-recipient

https://theevolvingeducator.blog/

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In this episode of Evidence for Education, we talk with Dr. Michele Lobo, an Associate Professor of Physical Therapy at University of Delaware, about the powerful connection between movement, early intervention, and child development. Dr. Lobo’s work sheds light on how effective early intervention and parent engagement can enhance child development outcomes, as well as the importance of physical movement in child development and learning.

If you care about parent education, early intervention, early childhood development, and research dissemination, this episode offers insight, evidence, and hope. We dive into the story behind her work and how noticing tiny moments of curiosity and motion in young children sparked a whole new approach to early learning. We also explore what today’s early intervention landscape might be missing—from better ways to spot early signs to big ideas like co-located services, universal screening, and sharing knowledge far and wide. And because parents are at the heart of it all, we talk about what it really takes to connect with families around sensitive topics, build trust, and make learning feel collaborative rather than intimidating. It’s an episode full of insight and compassion for anyone who cares about helping little ones thrive.

For more information visit: https://www.udel.edu/academics/colleges/chs/departments/pt/faculty/michele-lobo/

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In this episode of Evidence for Education, we talk with Dr. Matt Kinservik, Professor of English at University of Delaware, about the differences between misinformation and disinformation, digital citizenship, and information literacy in students in the wake of artificial intelligence. Dr. Kinservik’s work focuses on how to foster digital citizenship in education, as well as the importance of learning and living in this new AI era.

If you care about democratic discourse, digital citizenship, and information literacy in K-12 settings, this episode offers insight, evidence, and hope. We dive into the story behind his work and what the difference between disinformation and misinformation is. Moreover, we dive deeper into the implications of the emerging use of Artificial Intelligence (AI) that permeates our everyday lives. We also explore how we could better prepare our children by cultivating digital citizenship and AI literacy at home and at school. It’s an episode full of insight and compassion for anyone who cares about helping our students in this new digital world.

For more information visit: https://www.udel.edu/academics/colleges/cas/units/departments/english/our-people/matthew-kinservik/

Check out the upcoming event on Digital Citizenship & Education (1/31/2026): https://events.udel.edu/event/digital-citizenship-education-symposium

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In this episode of Evidence for Education, we talk with Dr. Jenni Buckley, a Professor of Mechanical Engineering at University of Delaware, about the powerful connection between mechanical engineering, community engagement, and student learning. Dr. Buckley’s work sheds light on how a well-designed engineering curriculum can enhance student learning outcomes and create meaningful changes in our daily lives. We explore how these effects vary across academic environments, communities, and teacher experience levels.

If you care about engineering, science education, STEAM learning, research-practice partnership, or professional development, this episode offers insight, evidence, and hope. Tune in to learn how science can be a bridge—not a barrier—and why supporting students and teachers with diverse opportunities means creating future innovators.

For more information, please visit https://me.udel.edu/

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In this episode of Evidence for Education, we’re joined by Dr. Nigel Caplan, Dr. Adrian Pasquarella, and Jamie Janick, the team behind Project DELITE at the University of Delaware, for an urgent and inspiring conversation about the growing need to support multilingual learners (MLLs) in today’s schools. As Delaware experiences one of the fastest-growing multilingual student populations in the nation, many educators are stepping up—but they need better preparation, more support, and systemic change to do this work well.

Our guests walk us through the design and impact of Project DELITE, a federally funded initiative providing free certification and professional development to Delaware teachers and paraprofessionals who want to better serve MLLs. We hear how this program not only strengthens instructional strategies, but also builds teacher confidence and fosters statewide communities of practice—breaking down isolation and lifting up multilingualism as a powerful classroom asset.

We also dig into the policy side: why certification matters, how current systems often create barriers for experienced paraprofessionals, and what changes are needed to create sustainable, equitable pathways for all educators to learn how to support multilingual students.

If you care about educational equity, teacher development, or the future of inclusive schooling, this episode offers insight, evidence, and hope. Tune in to learn how language can be a bridge—not a barrier—and why supporting multilingual learners means supporting all learners.

For more information visit: https://sites.udel.edu/project-delite/

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Episode Description:

In this episode of Evidence for Education, we welcome back returning guest Dr. Leigh McLean to discuss her latest research on the powerful role of teacher emotions in shaping student engagement and learning. Building on her earlier work on teacher well-being, Dr. McLean shares new insights into how teachers' emotional experiences vary across different subjects—and how these emotions ripple out to influence students.

We explore how emotional transmission works, why younger students are especially sensitive to their teachers' feelings, and how factors like socioeconomic status can amplify or diminish these effects. A major finding we discuss is that science stands out from other disciplines: teachers’ and students’ emotions around science are often more dynamic and bidirectional than in subjects like math or reading. We reason through why that might be—and what it means for teacher preparation, classroom practice, and education policy.

If you care about the future of teaching, teacher retention, or student engagement, this is an episode you won’t want to miss.

Guest’s work:

McLean, L., Janssen, J., Espinoza, P., Lindstrom Johnson, S., & Jimenez, M. (2023). Associations between teacher and student mathematics, science, and literacy anxiety in fourth grade. Journal of Educational Psychology, 115(4), 539–551. https://doi.org/10.1037/edu0000790

McLean, L., & Jones, N. (2025). Using an observational measure of elementary teachers’ emotional expressions during mathematics and English language arts to explore associations with students’ content area emotions and engagement. Contemporary Educational Psychology, 80, 102352. https://doi.org/10.1016/j.cedpsych.2025.102352

McLean, L., Espinoza, P., Janssen, J., Jimenez, M., & Lindstrom Johnson, S. (2024). Relationships between elementary teachers’ enjoyment and students’ engagement across content areas and among student groups. School Psychology. Advance online publication. https://doi.org/10.1037/spq0000633

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Episode Description: In this episode of Evidence for Education, we talk with Dr. Myae Han, a professor in the Human Development and Family Sciences department at the University of Delaware, about the critical role of play-based learning in child development and education. Though often viewed as separate from academics, play is a powerful tool for fostering cognitive, social, and emotional growth. Dr. Han shares insights on how educators can effectively integrate play into the classroom, shift their perspectives through professional development, and overcome common barriers to play-based learning. We also explore the future of play in education and why it remains essential for student success

Guest’s work:

Han, M. (n.d.). The power of pretend play in language and literacy learning. The Genius of Play. https://thegeniusofplay.org/genius/expert-advice/articles/the-power-of-pretend-play-in-language-and-literacy-learning.aspx

Han, M., Buell, M., Liu, D., & Pic, A. (2023). Can an intensive professional development on play change child care providers’ perspectives and practice on play? International Journal of Play, 12(2), 175–192. https://doi.org/10.1080/21594937.2023.2209239

Han, M., Whiteside-Mansell, L., Hustedt, J. T., Drain, D., Eubanks, R., Joe, C., Lawson, I., & Pic, A. (2023). Relationships between play and learning practices among low-income families. American Journal of Play, 15(2), 136-157

Han, M., Moore, N., Vukelich, C., & Buell, M. (2010) Does Play Make a Difference? How play intervention affects the vocabulary learning of at-risk preschoolers, American Journal of Play. 3(1), 82-105. https://www.museumofplay.org/app/uploads/2022/01/3-1-article-does-play-make-a-difference.pdf

Hooper, A., Han, M., Buell, M., & Hallam, R. (2023). Perspectives on quality and supporting quality improvement from early childhood technical assistants working with family child care educators. Journal of Early Childhood Teacher Education, 44(4), 1024–1044. https://doi.org/10.1080/10901027.2023.2257140

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Episode Description: In this episode of Evidence for Education, we sit down with Scott Bacon and Amy Krzyzanowski from the University of Delaware's Center for Economic Education & Entrepreneurship (CEEE) to discuss the vital role of economic education in shaping financially literate students. Scott and Amy share insights into CEEE’s impactful programs and how they prepare educators to bring economics to life in the classroom. We also dive into the implications of HB 203, a recent Delaware law affecting financial literacy in schools, and hear inspiring stories of CEEE’s influence. Finally, we explore their hopes for the future of economic education and what it means for students and communities. Whether you're an educator, policymaker, or someone passionate about financial literacy, this episode offers valuable perspectives on empowering the next generation with essential life skills.

More Information:

You can contact Scott Bacon and Amy Kryzanowski at the University of Delaware's Center for Economic Education & Entrepreneurship (CEEE) using the following email addresses:

Scott Bacon: bacons@udel.edu

Amy Krzyzanowski: akrzyz@udel.edu

Visit CEE’s website: https://lerner.udel.edu/centers/center-for-economic-education-entrepreneurship/

Learn more about the Partnership of Public Education: https://ppe.cehd.udel.edu/

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Episode Description:

In this episode of E4E: Evidence for Education, we continue our conversation with Dr. Josh Wilson, an associate professor at the University of Delaware’s College of Education, to explore the evolving role of artificial intelligence in writing instruction. This is part two of a two-part series on AI and writing, with a focus on feedback and assessment.

Dr. Wilson dives into how automated essay scoring and feedback tools can transform writing instruction by providing timely, consistent, and actionable feedback for students. He highlights the benefits these systems provide in fostering student growth and motivation, while also supporting teachers by simplifying feedback processes and even enhancing classroom management.

We also examine the challenges posed by AI assessment and feedback, including issues of bias in training data, and the need for human oversight. Dr. Wilson emphasizes the importance of keeping educators “in the loop” to ensure AI systems are used effectively and ethically.

Whether you’re a teacher, administrator, or someone interested in the intersection of education and technology, this episode provides practical insights into how AI is shaping feedback and assessment in writing education.

This podcast is presented by the Partnership for Public Education and is hosted and produced by Kristin Chisholm.

Guest's Work:

Wilson, J., & Czik, A. (2016). Automated essay evaluation software in English Language Arts classrooms: Effects on teacher feedback, student motivation, and writing quality. Computers & Education, 100, 94-109.

Shermis, M. D., & Wilson, J. (Eds.). (2024). The Routledge International Handbook of Automated Essay Evaluation. Routledge—Taylor & Francis.

Wilson, J., Delgado, A., Palermo, C., Cruz Cordero, T., Myers, M., Potter, A., Eacker, H., Coles, J., & Zhang, S. (2024). Middle school teachers’ implementation and perceptions of automated writing evaluation. Computers and Education Open, 7, 100231. https://doi.org/10.1016/j.caeo.2024.100231

More Information:

Dr. Wilson’s Faculty Page: https://www.cehd.udel.edu/faculty-bio/joshua-wilson/

Dr. Wilson’s Google Scholar : https://scholar.google.com/citations?user=Ly3EPOkAAAAJ&hl=en

Dr. Wilson’s Email: joshwils@udel.edu

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Episode Description:

In this episode of E4E: Evidence for Education, we sit down with Dr. Josh Wilson, an associate professor at the University of Delaware’s College of Education, to discuss the evolving role of artificial intelligence in writing instruction. This is part one of a two-part series where we explore AI’s impact on writing. In this episode, the focus is on writing development—how AI tools can support students in organizing their ideas, improving transcription skills, and overcoming barriers in the writing process.

Dr. Wilson shares insights into both the opportunities and challenges AI brings to writing instruction, offering a balanced perspective on how these tools can be used effectively while addressing potential concerns. Stay tuned for part two, where we’ll dive into how AI is transforming feedback and formative assessments in education.

Whether you’re a teacher, administrator, or simply interested in the intersection of education and technology, this episode provides valuable insights into AI’s role in fostering writing development.

This podcast is presented by the Partnership for Public Education and is hosted and produced by Kristin Chisholm.

Guest's Work:

Shermis, M. D., & Wilson, J. (Eds.). (2024). The Routledge International Handbook of Automated Essay Evaluation. Routledge—Taylor & Francis.

More Information:

Dr. Wilson’s Faculty Page: https://www.cehd.udel.edu/faculty-bio/joshua-wilson/

Dr. Wilson’s Google Scholar : https://scholar.google.com/citations?user=Ly3EPOkAAAAJ&hl=en

Dr. Wilson’s Email: joshwils@udel.edu

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In this episode of E4E: Evidence for Education, we sit down with Dr. Elizabeth Soslau from the University of Delaware’s College of Education to discuss research-driven strategies for supporting novice teachers.

Dr. Soslau shares her insights on the strengths new teachers bring to the classroom, while addressing common challenges. She introduces her framework for teacher learning, focusing on growth confidence, collaborative expertise, and adaptive teaching practices, emphasizing the importance of reflective teaching, and community engagement.

Tune in for practical advice, strategies to avoid common pitfalls, and inspiring ideas for building collaborative and adaptive teaching expertise. Whether you're an educator, administrator, or policy influencer, this episode offers valuable takeaways to foster teacher growth and improve student outcomes.

This podcast is presented by the Partnership for Public Education and is hosted and produced by Kristin Chisholm.

Guest's Work:

Episode Based on:
- Soslau, E. (2024). When you're the new teacher: 28 strategies to align your good intentions with your teaching practices. Free Spirit Publishing.
- Soslau, E., & Alexander, M. (2021). The comprehensive guide to working with student teachers: Tools and templates to support reflective professional growth. Teachers College Press.
Projects the guest is working on:
- Need in Deed Project: https://www.needindeed.org/
More Information:
- Dr. Soslau’s Faculty Page: ttps://www.cehd.udel.edu/faculty-bio/elizabeth-soslau/
- Dr. Soslau’s CV: https://www.cehd.udel.edu/wp-content/uploads/2012/08/Soslau_CV_09_23-REVISED.pdf
- Dr. Soslau’s X: @elizabethsoslau
- Dr. Soslau’s Email: esoslau@udel.edu

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On this episode of the E4E Podcast we catch up with Dr. Mellissa Gordon, an associate professor at the University of Delaware’s College of Education and Human Development. Mellissa’s research focuses on the ways that at-risk families and their communities impact adolescent and young adult developmental outcomes. She is particularly interested in the mechanisms underlying family and community relations, and explores the complex ways that interactions between these systems (families, communities, and youth) inform youth and young adult outcomes. Utilizing the theoretical frameworks of Critical Race Theory, Ecological Theory, and Positive Youth Development, Mellissa aims to identify protective factors that can mitigate the adverse circumstances that emerge in the lives of ethnoracial minority youth, and to promote meaningful, sustainable, life-long success. Today, Mellissa discusses the impact of parental involvement on academic achievement, as well as other factors such as economic adversity and community disadvantage that can play a role in adolescent academic achievement.

Episode Based on:

Gordon, M. S., &Cui, M. (2018). The intersection of race and community poverty and its effect on adolescents’ academic achievement. Youth & Society, 50(7), 947-965.
Gordon, M. S. (2017). Community disadvantage and academic achievement among Hispanic adolescents: The role of familism. Journal of Child and Family Studies, 26, 3303-3311.
Gordon, M. S. (2017). Self-perception and relationship quality as mediators of father's school-specific involvement and adolescent's academic achievement. Children and Youth Services Review, 77, 94-100.
Gordon, M., & Cui, M. (2014). School‐related parental involvement and adolescent academic achievement: The role of community poverty. Family Relations, 63(5), 616-626.

More Information Section:

Mellissa’s email: msgordon@udel.edu

Mellissa’s Faculty Page:https://www.cehd.udel.edu/faculty-bio/mellissa-gordon/

Mellissa’s CV:

Mellissa’s Work:

Projects the Guest is working on:

Gordon, M.S. & Ohannessian, C. Social media use, internalizing symptoms and

externalizing problems: A conditional process analysis.

2.Garg, M., Gordon, M.S., & Ohannessian, C. (2023). Parent-child communication and

early adolescents’ coping strategies: The mediating role of sibling relationship.

Gordon, M.S. & Ohannessian, C. (2023). Social media use and early adolescents'

internalizing symptoms: The moderating role of family functioning.

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On this episode of the E4E podcast we are joined by Dr. Christina Budde, an assistant professor specializing in language and literacy education in the School of Education at the University of Delaware. Christina is a former elementary school teacher. Her research seeks to understand the classroom practices and contexts that build upon the cultural and linguistic diversity of students as well as promote social-emotional well-being. Specifically, her research looks at language and literacy development and instruction of children from diverse backgrounds in early childhood and elementary school. Christina also teaches courses related to literacy instruction and teaching bilingual learners.

Tags (episode-specific keywords): Multilingual Students, Text-based Discussions, Teacher-talk

More Information Section:

Episode Based On:

Budde, C., Marcus, M., Martin-Beltran, M. & Silverman, R. (2022). Exploring the Relationship Between Teacher and Multilingual Student Discourse During Small Group Text-Based Discussions. Language and Literacy / Langue et littératie, 24(2), 216–244. https://doi.org/10.20360/langandlit29555

Christina’s email: cbudde@udel.edu

Christina’s Faculty Page: https://www.cehd.udel.edu/faculty-bio/christina-budde/

Christina’s CV: https://www.cehd.udel.edu/wp-content/uploads/2020/08/Budde-Christina-CV-2023.pdf

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On this episode of the E4E podcast, we catch up with Dr. Jason Hustedt, an applied child development researcher at the University of Delaware College of Education and Human Development’s Department of Human Development and Family Sciences and Cara Kelly, a fifth-year Ph.D. candidate in the Department of Human Development and Family Sciences. Jason specializes in early childhood policy and practice. His research focuses on three lines of work: research with caregivers and children on parent-child interactions in low-income families, children and early care and education providers to investigate outcomes of public early childhood programs and school readiness, and research aimed at understanding the implications of state and federal early childhood policies.

Jason also teaches undergraduate and graduate courses on topics such as Child and Family Policy, Research Methods, and Early Childhood Administration, Leadership, and Advocacy. Additionally, Jason serves as the Research Director for the Delaware Institute for Excellence in Early Childhood (DIEEC). Cara’s research broadly focuses on understanding whether and how ECE programs and policies best promote children’s development. Her research primarily focuses on ECE quality, including gaining a deeper understanding of how ECE quality elements, like teacher-child interactions and classroom ratios, are related to children’s academic and social-emotional development.

UDaily Article: Starting at Home project https://www1.udel.edu/udaily/2016/oct/starting-at-home-101915.html

Delaware Institute for Excellence in Early Childhood

https://www.dieec.udel.edu/

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On this episode of the E4E podcast, we catch up with Dr. Eric K. Layland, an assistant professor in the Department of Human Development and Family Sciences at the University of Delaware. Eric works in LGBTQ+ developmental research, bridging his research to community impact through developmentally-informed, affirmative interventions. Eric’s specific research areas of interest include LGBTQ+ within-group differences in mental health and unhealthy substance use, the impact of stigma on LGBTQ+ development, strengths-based approaches to LGBTQ+ health, and LGBTQ+ affirmative interventions. Eric will be discussing some of his research in multidimensional stigma amongst sexual minority men of color, as well as the impact of intersecting sources of stigma in the sexual and gender minority community.

Episode Based on:

Layland EK, Maggs JL, Kipke MD, Bray BC. Intersecting racism and homonegativism among sexual minority men of color: Latent class analysis of multidimensional stigma with subgroup differences in health and sociostructural burdens. Soc Sci Med. 2022 Jan;293:114602. doi: 10.1016/j.socscimed.2021.114602. Epub 2021 Nov 25. PMID: 34933242; PMCID: PMC9020748.
Layland, E. K., Carter, J. A., Perry, N. S., Cienfuegos-Szalay, J., Nelson, K. M., Peasant-Bonner, C., & Rendina, H. J. (2020). A systematic review of stigma in sexual and gender minority health interventions. Translational Behavioral Medicine. 10(5), 1200-1210. DOI: 10.1093/tbm/ibz200

More Information section:

Projects the Guest is working on:

The Queer Joy Project (survey at tinyurl.com/QueerJoyUS)
LGBTQ+ Socialization Project (udel.edu/0010814)
Policy impacting LGBTQ health and development: https://doi.org/10.1007/s10964-023-01818-2

Eric’s Faculty Page: https://www.cehd.udel.edu/faculty-bio/eric-layland/

Eric’s CV: https://www.cehd.udel.edu/wp-content/uploads/2022/08/LAYLAND-CV-August-2022.pdf

Eric’s Twitter: @eric_layland

Eric’s Email: layland@udel.edu

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In this episode of the E4E Podcast, we are joined by Dr. Tia Barnes, an associate professor of human development and family sciences at the University of Delaware. Tia teaches courses related to special education, guidance and behavior, and social-emotional learning to both undergraduate and graduate students. Her research focuses on the social-emotional well-being of minoritized populations, utilizing social-emotional learning, culturally responsive pedagogy, and special education. Tia discusses her research on SEL interventions in urban schools, offering evidence-based directions for further research and implications for policy and practice.

Episode Based on:

Barnes, T.N. Changing the Landscape of Social Emotional Learning in Urban Schools: What are We Currently Focusing On and Where Do We Go from Here?. Urban Rev 51, 599–637 (2019). https://doi.org/10.1007/s11256-019-00534-1
McCallops, K., Barnes, T. N., Berte, I., Fenniman, J., Jones, I., Navon, R., & Nelson, M. (2019). Incorporating culturally responsive pedagogy within social-emotional learning interventions in urban schools: An international systematic review. International Journal of Educational Research, 94, 11-28.

More Information Section:

Tia’s email: tnbarnes@udel.edu

Tia’s Twitter: @drtianbarnes

Tia’s website: https://www.drtiabarnes.com/publications-1

Tia’s Faculty Page: https://www.cehd.udel.edu/faculty-bio/tia-barnes/

DDOE tools and crosswalk with SEL standards https://www.doe.k12.de.us/Page/4486

DDOE SEL instruction for adults https://www.doe.k12.de.us/Page/4351

CASTEL website, resource for SEL implementation https://casel.org/

Tia’s podcast for educators and parents talking about your own SEL wellbeing- The Scholarly Self Care Podcast https://www.drtiabarnes.com/podcast

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On this episode of the E4E podcast, we are joined by Dr. Amanda Jansen, a professor in the School of Education at the University of Delaware. Amanda’s research primarily focuses on students’ engagement in mathematics classrooms and teachers’ learning from their reflections on their own practice. Having experience as a junior high mathematics teacher prior to her time at UD, Amanda is passionate about continually improving UD’s elementary mathematics teacher education courses through research and development work. Amanda discusses some of her recent research on secondary mathematics teacher perspectives on student engagement and her findings’ policy and practice implications.

More Information Section:

Episode Based on:

Jansen, A., Curtis, K., Mohammad Mirzaei, A., Cullicott, C. E., Smith, E. P., & Middleton, J. (2023). Secondary mathematics teachers’ descriptions of student engagement. Educational Studies in Mathematics.

Amanda’s email: jansen@udel.edu

Amanda’s Faculty Page: https://www.cehd.udel.edu/faculty-bio/amanda-jansen/

Amands’s CV: https://www.cehd.udel.edu/wp-content/uploads/2012/09/AJ_CV_2023.pdf

Amanda’s Recent Work

Rough Draft Math: Revising to Learn, Amanda’s book published by Stenhouse Publishers in March 2020.
Smith, E. P., Kelly, J., Sappington, S., Warren, K., & Jansen, A. (2023). Using judicious telling to strengthen literacy in mathematics. Mathematics Teacher: Learning and Teaching PreK–12, 116(2), 115-123.
Middleton, J. A., Wiezel, A., Jansen, A., & Smith, E. (2022). Tracing mathematics engagement in the first year of high school: Relationships between prior experience, observed support, and task-level emotion and motivation. ZDM -Mathematics Education, 55(2), 427-445.

Projects Amanda is working on:

Jansen, A., & Center for Inquiry and Equity in Mathematics. (2023, accepted pending revisions). Entangling and disentangling inquiry and equity: Voices of mathematics education professors and mathematics professors. Journal of Urban Mathematics Education.
Mohammad Mirzaei, A., Jansen, A., Fullmer, L., & Middlton, J. (accepted with revisions) Using teacher and student noticing to understand engagement in secondary mathematics lessons. School Science and Mathematics.

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On this episode of the E4E podcast, we catch up with Dr. Brittany Zakszeski, an assistant professor specializing in school psychology in the School of Education at the University of Delaware. Brittany’s work focuses on students' mental and behavioral health via multi-tiered systems of support in schools. She discusses the use of school-wide positive behavioral supports to reduce discipline disproportionality and looks at the importance of equity-focused implementation of interventions.

More Information Section:

Episode Based on:

Zakszeski, B., Rutherford, L., Heidelburg, K., & Thomas, L. (2021). In pursuit of equity: Discipline disproportionality and SWPBIS implementation in urban schools. School Psychology, 36(2), 122–130. https://doi.org/10.1037/spq0000428

Resources mentioned:

Delaware PBS Project
Delaware Multi-Tiered Systems of Support

Brittany’s Email: bnz@udel.edu

Brittany’s Faculty page: https://www.cehd.udel.edu/faculty-bio/brittany-zakszeski/

Brittany’s CV: https://www.cehd.udel.edu/wp-content/uploads/2022/09/Zakszeski-Vitae-2022-09-02.pdf

Projects the Guest is working on:

Project GROW (Growing Resilience, Opportunities, and Wellness in Delaware Schools) is a partnership between Delaware schools, university training programs and centers, and state and community agencies to advance training and practice in evidence-based, equity-centered school mental health service delivery within a multi-tiered systems of support (MTSS) framework. Funded by the United States Department of Education through the Mental Health Service Professional Demonstration Grant Program, Project GROW seeks to address two documented societal crises: (a) the prevalence of mental health needs among children and adolescents and (b) the shortage of school-based mental health professionals.
The State Education Policy Analysis Project seeks to systematically identify, describe, and analyze the effects of state policies passed since 2016 that expand or restrict students’ access to racial/ethnic, gender, and sexual identity-affirming and -responsive policies and practices in educational settings.

Brittany’s Work:

Zakszeski, B. N., Rutherford, L., Heidelburg, K., & Thomas, L. (2021). In pursuit of equity: Discipline disproportionality and SWPBIS implementation in urban schools. School Psychology, 36, 122–130. https://doi.org/10.1037/spq0000428 [Honorable Mention, School Psychology 2021 Article of the Year]
Zakszeski, B. N., & Rutherford, L. (2021). Mind the gap: A systematic review of research on restorative practices in schools. School Psychology Review, 50, 371–387. https://doi.org/10.1080/2372966X.2020.1852056

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On this episode of the E4E podcast, we join in on a conversation with Dr. Ken Shores, Arielle Lentz, and Dr. Bart Gill. Ken is an assistant professor specializing in education policy in the School of Education at the University of Delaware. His research is focused on educational inequality and encompasses both descriptive and causal inference. He addresses racial/ethnic and socioeconomic inequality in test scores, school disciplinary policy, classification systems, and school resources. Arielle is a second-year PhD student in the Education Statistics and Research Methods program at the University of Delaware’s School of Education. Bart is the Education Associate, AgriScience for the Delaware Department of Education. He oversees all Agricultural Education programs in the state as well as the Transportation, Distribution, and Logistics programs. Bart is responsible for assisting to advance agricultural education forward through improving agricultural education curriculum and assessment. Today, Ken and Arielle discuss their research on postsecondary educational and employment outcomes for students involved in Delaware’s Secondary Career and Technical Education Program and Bart provides an overview of Delaware’s CTE program, its practical effects for Delaware students, and describes the research needs of the Delaware Department of Education surrounding concentrator designations.

More Information Section:

Learn more about Ken’s Work:

Ken’s faculty page: https://www.cehd.udel.edu/faculty-bio/kenneth-shores/

Ken’s Website: https://scholar.google.com/citations?user=x1gyyigAAAAJ&hl=en

Check out Ken’s articles for the Brookings Institution:

https://www.brookings.edu/people/kenneth-shores/

The New York Times 2018 The Numbers that Explain why the Teachers are in Revolt: https://www.nytimes.com/2018/06/04/upshot/school-funding-still-lags-after-recession-ended.html

The Economist 2019 What budget cuts during the Great Recession did to pupils’ test scores:

https://www.economist.com/united-states/2019/06/06/what-budget-cuts-during-the-great-recession-did-to-pupils-test-scores

Learn more about Arielle:

https://www.education.udel.edu/grad-student/arielle-lentz/

https://sites.udel.edu/ppe/about-us/our-team/entry/3/

Learn more about Delaware Pathways:

https://delawarepathways.org/

Add Bart’s email* Bart.Gill@doe.k12.de.us

Episode Based on: The Effects of Secondary Career and Technical Education (CTE) Programs on Postsecondary Educational and Employment Outcomes: Preliminary Research Findings

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On this episode of the E4E podcast, we are joined by Dr. Allison Karpyn and Dr. Valerie Earnshaw. Dr. Allison Kapryn is the Co-Director of the University of Delaware at the Center for Research in Education and Social Policy (CRESP) and Professor in the Department of the Human Development and Family Sciences at the University of Delaware. Her work includes program evaluation methods, topics related to hunger, obesity, school food, supermarket access, and food insecurity. Dr. Valerie Earnshaw is an associate professor at the University of Delaware. Her work focuses on addressing associations between stigma and health inequities across the lifespan, particularly how stigma undermines health outcomes and what moderates these relationships. Today, Allison and Valerie will be discussing their research on the role of stigma in food inequalities, as well as the policy, practice, and research implications of that relationship.

More Information Section

Allison Karpyn:

UD Faculty Page: https://www.cehd.udel.edu/faculty-bio/allison-karpyn/

email: karpyn@udel.edu

Twitter: @AllisonKarpyn

Allison’s Work:

Pandemic-Era WIC Participation in Wilmington, Delaware: Participants’ Experiences and Challenges. - Center for Research in Education & Social Policy
Halverson, M. M., & Karpyn, A. (2022). WIC Participants’ Perceptions of the Cash-Value Benefit Increase during the COVID-19 Pandemic. Nutrients, 14(17), 3509.

Allison was on two other episodes of the E4E podcast:

1. Increasing food security: a look at the importance of nutritional equity for students and families with Dr. Allison Karpyn (S01 - E06)
2. Beyond More Benefits: A Look at the Evidence on the Effects of Increased Cash Value Benefits During The COVID-19 Pandemic on WIC-Participating Delaware Families (S04 - E01)

Valerie Earnshaw:

UD Faculty Page: https://www.cehd.udel.edu/faculty-bio/valerie-earnshaw/

Personal Website: https://earnshawlab.org/

email: earnshaw@udel.edu

Valerie’s Work:

Implementing Stigma Reduction Tools via a Popular Teletraining Platform to Reduce Clinician Stigma and Disparities in HIV Testing, Prevention, and Linkage to Care in Malaysia
Bamgbose Pederson, A., Earnshaw, V. A., Lewis-Fernández, R., Hawkins, D., Mangale, D. I., Tsai, A. C., Thornicroft, G. (in press). Religiosity and stigmatization related to mental illness among African-Americans and Black immigrants: cross-sectional observational study and moderation analysis. Journal of Nervous and Mental Disease.

Valerie also co-hosts the podcast, Sex, Drugs & Science

@sexdrugsscience on Instagram for updates

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On this episode of the E4E podcast, we are joined by Dr. Allison Karpyn and McKenna Halverson. Dr. Allison Kapryn is the Co-Director of the University of Delaware at the Center for Research in Education and Social Policy (CRESP) and an Associate Professor in the Department of the Human Development and Family Sciences at the University of Delaware. Her work spans from program evaluation methods, topics related to hunger, obesity, school food, supermarket access, food insecurity, and healthy corner stores, to strategies to develop and maintain farmer’s markets in low-income areas. McKenna Halverson is a second year Ph.D. student in the Human Development and Family Sciences program at the University of Delaware. McKenna’s research focuses on the individual-, family-, and community-level factors that influence the well-being of families with young children who are experiencing poverty. Allison and Mckenna will be discussing their recent work which captures WIC participants’ perceptions of the increased Cash-Value benefits during the COVID-19 Pandemic.

More Information:

Allison’s UD Faculty Page: https://www.cehd.udel.edu/faculty-bio/allison-karpyn/

McKenna’s UD Page: https://www.hdfs.udel.edu/grad-student/mckenna-halverson/

Halverson, M. M., & Karpyn, A. (2023). Pandemic-Era WIC Participation in Wilmington, Delaware: Participant Experiences and Challenges. Nutrients, 15, 520. https://doi.org/10.3390/nu15030520

Pandemic-Era WIC Participation in Wilmington, Delaware: Participants’ Experiences and Challenges. - Center for Research in Education & Social Policy

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In the final episode of season three of the E4E podcast, we catch up with Dr. Lynsey Gibbons, an assistant professor at the University of Delaware's School of Education and Dr. Sam Prough, a postdoctoral fellow in mathematics education, to highlight their work on math learning labs and the utilization of a professional learning routine known as teacher time out (TTO). They discuss how teachers can use these methods to best foster student learning and collaboration with equity in mind.

More Information Section:

Dr. Lynsey Gibbons

Faculty page- https://www.cehd.udel.edu/faculty-bio/lynsey-gibbons/

Lynsey’s Twitter- @lynseymathed

Lynsey’s email- lgibbons@udel.edu

Projects that Lynsey is working on:

https://www.sciencedirect.com/science/article/pii/S0732312316300967 is?via%3Dihub
https://www.tandfonline.com/doi/full/10.1080/19477503.2022.2139094

Lynsey’s Work:

Gibbons, L. K., Lewis, R. M., Nieman, H., & Resnick, A. F. (2021). Conceptualizing the work of facilitating practice-embedded teacher learning. Teaching and Teacher Education, 101, 103304.

https://www.sciencedirect.com/science/article/abs/pii/S0742051X21000287

Dr. Sam Prough

DASL Webinar #2: Helping Children Find Their Voices Again with Sam Prough and Dr Lynsey Gibbons https://www.youtube.com/watch?v=9lFAreusXOQ

Projects that Sam is working on:

https://www.ajqr.org/article/whose-interpretation-matters-centering-participants-through-observation-debrief-12440
https://amte.net/sites/amte.net/files/Connections_Prough_0.pdf (AMTE Connections Newsletter, can use if desired)

Sam’s twitter: @Sam_Prough

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In this episode of the E4E podcast, Dr. Henry May, the Director of the Center for Research in Education and Social Policy (CRESP), the Principal Investigator (PI) for the Center for Research Use in Education, and Associate Professor specializing in Evaluation, Measurement, and Statistics in the School of Education at the University of Delaware, and Dr. Lauren Bailes, an assistant professor in the University of Delaware's School of Education, discuss the impact of early elementary school absenteeism on student achievement and the impact of absenteeism at the school level. Henry and Lauren also delve into the implications of early elementary absenteeism on education policy and practical interventions.

Henry's Faculty Page: https://www.cehd.udel.edu/faculty-bio/henry-may/

Email: hmay@udel.edu

Check out some of Henry's work:

Reading Recovery Follow-Up Study and list of publications https://www.cresp.udel.edu/research-project/efficacy-follow-study-long-term-effects-reading-recovery-i3-scale/

Policy Brief: Evidence for Early Literacy Intervention: The Impacts of Reading Recovery https://www.cpre.org/evidence-early-literacy-intervention-impacts-reading-recovery

Lauren's Faculty Page: https://www.cehd.udel.edu/faculty-bio/lauren-bailes/

Email: lbailes@udel.edu

Check out our other podcasts with Lauren:

S03 E02 - Diversity in Teacher Hiring: A Look at the Evidence on Student Body Demographics and the Likelihood of Hiring a Teacher of Color with Dr. Lauren Bailes and Ann Hlabangana-Clay

S01 E05 - Identifying sources of disciplinary inequity: a look at the research on school discipline policy and implementation with Dr. Lauren Bailes

Check out some of Lauren's work:

Bailes, L.P., Vitale, M. N. (2022) Policy Brief: Parent Engagement and Information Use

Bailes, L. P., Eruslu, D. (2020). Families and schools: How principals shape contexts for engagement. Partnerships in Public Education: Community Engagement Initiative. University of Delaware.

Featured in UDaily Article, "Learning with Educational Leaders"

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Dr. Jessica Namkung is an associate professor at the University of Delaware’s School of Education. Her work specializes in identifying underlying factors (e.g., cognitive processes, math anxiety) that contribute to math learning difficulties and improving math outcomes for struggling students. Her recently published work looks at the impact the COVID-19 pandemic has had on student learning and opportunity gaps.

Dr. Jessica Namkung’s research has been published in the Review of Educational Research, Elementary School Journal, Journal of Educational Psychology, Journal of Learning Disabilities, and Learning Disabilities Quarterly. Her current research focuses on understanding underlying mechanisms of prealgebra competence for students with and without math learning difficulties. In her IES-funded research, Project PAC, she looks at factors that impact student performance, including math-related anxiety, language, foundational math skills, and executive functions to develop more effective math interventions.

You can find more information about Jessica and her work in her UD faculty bio linked below:

https://www.cehd.udel.edu/faculty-bio/jessica-namkung/

Episode based on:

Namkung, J. M., Goodrich, J.M., & Hebert, M. (2022). Impact of the COVID-19 pandemic on student learning and opportunity gaps across the 2020-2021: A national survey of teachers. Frontiers in Education.

Namkung, J. M., Peng, P., & Xin, L. (2019). The relation between mathematics anxiety and mathematics performance among school-aged students: A meta-analysis. Review of Educational Research, 89, 459-496.

Projects the Guest is working on:

Namkung, J. M., Peng, P., & Goodrich, M. (In progress). The relation between mathematics anxiety and pre-algebra competence for students with versus without mathematics learning difficulties

Namkung, J. M., Goodrich, J. M., & Lee, K. (In progress). Factor structures of mathematics anxiety: Cognition vs. affect.

Resources mentioned:

IES Practice Guides: https://ies.ed.gov/ncee/wwc/Math/

National Center on Intensive Intervention: https://intensiveintervention.org/

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On this episode of the E4E podcast, Dr.Janine de Novais discusses Brave Community, the pedagogical framework she developed for teaching, learning, and discussing race and racism. We also have Dr. Nathalie Princilus, the Supervisor of Unique Programs, Equity, Student and Staff Support in the Christina School District, and Monique Martin, the Equity Education Associate of the Office of Equity and Innovation in the Delaware Department of Education here, to discuss what the Brave Community method looks like in the context of Delaware schools and communities.

Dr. Janine de Novais’ work focuses on the intersection of race, culture, education, and democracy. You can email her at: jdenovais@gmail.com.

More information about her work, including details on her upcoming book, is featured in the links below:

Janine’s book, Brave Community: Teaching for a Post-Racist Imagination, is available for pre-order on Amazon and Barnes & Noble
Brave Community: teaching and learning about racism in college. International Journal of Qualitative Studies in Education, 1–14. https://doi.org/10.1080/09518398.2021.1942302

You can find Dr. Nathalie Princilus and the Christina School District on Twitter @NatPrincilus and @ChristinaK12.

The Delaware Department of Education, where Monique Martin is the Equity Education Associate in the Office of Equity and Innovation, can also be found on Twitter, @DEDeptofEd.

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In this episode of the E4E podcast, Dr. Lauren Bailes, an assistant professor at the University of Delaware's School of Education, and Ann Hlabangana-Clay, the Education Associate of Educator Equity & Recruitment (who is part of the Educator Excellence Team) for the Delaware Department of Education, discuss the relationship between student body demographics and the likelihood of a nonwhite teacher hire. They also offer policy and practice recommendations for hiring principals and school systems to better sustain a diverse teaching force.

More Information about Lauren Bailes' work: Dr. Lauren Bailes' work focuses on how organizational, social-cognitive, and leadership theories unite to promote the success of school leaders and K12 students. For more information on Lauren's work, please see the links below.

Work Discussed in this episode: "Disappearing Diversity and the Probability of Hiring a Nonwhite Teacher: Evidence from Texas."

Additional work from Dr. Lauren Bailes:

"Held Down and Held Back: Systematically Delayed Principal Promotions by Race and Gender"

Write up on the above study by Dr. Bailes written by Jessica Henderson for UD School of Education

Check out PPE Policy Briefs of Parent Engagement and Information Use and How Principals Shape Contests for Engagement.

UDaily Article, "Learning with Educational Leaders"

More Information on Ann Hlabangana-Clay: Ann Hlabangana-Clay also has her own podcast, Coaching You Through All Things Education, and has been featured in Delaware Public Media (DPM) podcast episodes, "While teacher shortage issue is a statewide problem, northern schools have more openings" and "Improving teacher diversity is a goal for Delaware's Dept. of Education." All of these resources and her email are linked below.

Ann’s email: ann.hlabangana-clay@doe.k12.de.us

Coaching You Through All Things Education

DPM Podcast:

"While teacher shortage issue is a statewide problem, northern schools have more openings."

"Improving teacher diversity is a goal for Delaware's Dept. of Education."

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In this episode of the E4E podcast, Dr. Lauren Bailes, an assistant professor at the University of Delaware’s School of Education, and Ann Hlabangana-Clay, the Education Associate of Educator Equity & Recruitment (who is part of the Educator Excellence Team) for the Delaware Department of Education, discuss the relationship between student body demographics and the likelihood of a non-white teacher hire, while offering policy and practice recommendations for hiring principals and school systems to better sustain a diverse teaching force.

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In this episode of the E4E podcast, Dr. Leigh McLean discusses the significance of teacher well-being, from pathways for improving student educational outcomes to career longevity and positive self-efficacy amongst educators. Dr. McLean also identifies several external factors that have been shown to impact teacher well-being.

For more information on Dr. McLean's projects and the work being done by the Teacher Emotions, Characteristics, and Health (TECH) Lab at the University of Delaware School of Education, see the links below.

Dr. Leigh McLean's Website: https://www.leighmclean.com

Dr. Leigh McLean's Faculty Bio: https://www.cehd.udel.edu/faculty-bio/leigh-mclean/

TECH Lab Website: https://www.cresp.udel.edu/affiliated-labs/teacher-emotions-characteristics-health-lab/

Projects Dr. McLean is working on:

Exploring Elementary Teachers' Feelings, Beliefs, and Effectiveness across Mathematics, Science, and Literacy (Project TEAS: Teachers' Effectiveness Across Subjects)
The Impacts of Preservice Supervised Field Experiences on Elementary Mathematics Teachers' Retention and Effectiveness (TP2C: Teacher Prep to Career)

EdWeek Article Featuring Dr. McLean's work: "School Districts Move to Ease Teacher Stress, Burnout."

https://www.edweek.org/leadership/school-districts-move-to-ease-teacher-stress-burnout/2022/08

https://apnews.com/article/teacher-stress-burnout-f7fa2b061a25849565148a39074722f2

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In this episode, Dr. Rachel Karchmer-Klein, Lauren Boulden, and Dr. Maureen McDonald discuss the criticality of preparing K-12 students to be digitally literate. They share lessons from their new book, Next-Level Digital Tools and Teaching, including evidence-informed strategies in an effort to create instructional coherent technology-integrated instruction in the classroom, within a team, and across a district.

Next Level Digital Tools and Teaching:

https://www.tcpress.com/next-level-digital-tools-and-teaching-9780807766545

Improving Online Teacher Education:

https://www.tcpress.com/improving-online-teacher-education-9780807763681

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In this episode of the E4E podcast, Dr. Martha Buell discusses the impact of exclusionary discipline on young children and offers policy and practice considerations for early childhood education stakeholders.

For more information about Dr. Martha Buell please visit: https://www.cehd.udel.edu/faculty-bio/martha-buell/

For more information about Dr. Buell’s work on disciplinary suspension and expulsion, please visit: https://www.dieec.udel.edu/wp-content/uploads/2022/01/Suspension_expulsion_mjb-03.pdf

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In this episode, Dr. Roberta Golinkoff and Alexus Ramirez discuss the developmental importance of using baby talk during early childhood and their work studying infant directed speech and language development.

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In this episode, Dr. Anamarie Whitaker discusses the child care crisis and the implications of President Biden’s Build Back Better plan on children, families, and child care educators and providers.

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In this episode, Dr. Jill Flynn, Dr. William Lewis, and teachers Taria Pritchett and Casey Montigney discuss using the Quad Text Set (QTS) Approach to teach for equity and social justice in ELA classrooms. They also share a publicly available tool they co-created to support other educators seeking to develop equity literacy and adolescent literacy through the QTS approach.

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In this episode of E4E, Dr. VanGronigen discusses his research on the history of school labeling and how state education agencies (SEAs) respond to improving schools labeled underperforming. He also discusses the factors that lead to principals'approaches to managing pandemic-related crises across states, offering suggestions for how findings can be taken up in policy and practice.

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In this episode of the E4E podcast, Dr. Allison Karpyn discusses food security and provides evidence-based recommendations for increasing access to quality nutrition for students and families in Delaware.

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In episode 5 of the E4E podcast, Dr. Lauren Bailes discusses her work supporting schools and administrators in identifying and understanding sources of disciplinary inequity and the impact of inequitable disciplinary policies on Black, Latinx, LGBTQ+ students, and girls.