Since the pandemic, the urgency of designing and scaling evidence-based products to support learning recovery has become more pronounced. Educational institutions are grappling with unprecedented disruptions and widening achievement gaps, making the need for effective, research-backed interventions critical.
When a new intervention or program is introduced, the conventional wisdom among many seasoned educators is, “This too shall pass.” This attitude doesn’t mean an intervention is not promising or educators are not flexible and innovative.
The shift to online learning due to COVID-19 appears here to stay – with a lasting increase in the share of undergraduate students enrolled in online courses. Critical in these online courses is the use of technology.
In the latest episode of The SRI Homeroom podcast, SRI Senior Education Researcher Adrienne Woods joins host Kori Hamilton Biagas to explore strategies for identifying points of intervention along the K–12 continuum that can be used to advance educational and societal opportunities for children with disabilities.
Generative AI is taking center stage at many education conferences this year. Educators, administrators, developers, investors, policymakers, and researchers across the land are trying to figure out what these technologies mean for the future.
The LEARN network recently hosted a panel discussion with scholars and practitioners who understand the unique considerations required to design, research, and scale evidence-based products in and across rural communities.
In the latest edition of the SRI Homeroom podcast, host Kori Hamilton Biagas sat down with Margaret Troyer and Kala Jones from the Strategic Education Research Partnership (SERP Institute) to discuss their work and strategies to improve reading and reading comprehension for secondary students across the nation.
The LEARN Network’s Ela Joshi sat down with host of The SRI Homeroom podcast Kori Hamilton Biagas to break down the nuanced world of developing and scaling evidence-based products and practices, emphasizing the vital role of student input.
In the late 1980s, Rob Horner and George Sugai developed Positive Behavior Interventions and Supports (PBIS), an evidence-based framework to improve and integrate all data, systems, and practices affecting student outcomes.
In early February, the LEARN network partnered with the Campaign for Grade-Level Reading (CGLR) to host a conversation with leaders from the three –literacy-focused LEARN Network product teams