Carrie Parker, EdD, researches a wide range of education reform issues, including educational equity, digital equity, and strategies to enhance STEM learning and teaching. She has expertise in multiple research methodologies and statistical techniques, including survey development; secondary data analysis; descriptive and multivariate statistics; and quasi-experimental, mixed methods, and case study designs.
Parker prioritizes collaborating with practitioners to align research questions with problems of practice and ensure research designs respond to the realities of student and teacher experiences. She focuses on identifying opportunity gaps and barriers to achievement for all students—particularly English learners and students with disabilities. Her work on culturally and linguistically diverse students provides new evidence on effective strategies to engage families, enhance learning through technology integration, and remove barriers to reaching English proficiency.
Parker holds an EdD in administration, planning, and social policy from the Harvard Graduate School of Education.
The New Face of Research and Evaluation in ITEST Projects
Evaluating the Impact of an Algebra I Curriculum: Student Outcomes and Patterns in Fidelity of Curriculum Implementation Practices
English Language Learners with Disabilities: A Survey of the Special Education Referral Process and the Role of RTI
Supporting ELLs with Disabilities through Statewide Initiatives
Exploring the Elements of a Classroom Technology Applications Implementation Framework
Parker, C., Schillaci, R., Bonney, C., Stylinski, C., & McAuliffe, C. (2015). Exploring the elements of a classroom technology implementation framework. Journal of Research on Technology in Education, 47 (2).
O’Dwyer, L. M., & Parker, C. E. (2014). A primer for analyzing nested data: Multilevel modeling in SPSS using an example from a REL study (REL 2015–046). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northeast & Islands.
Parker, C. E., O’Dwyer, L. M., & Irwin, C. W. (2014). Stated briefly: The correlates of academic performance for English language learner students in a New England district (REL 2014–021). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northeast & Islands. Retrieved from http://ies.ed.gov/ncee/edlabs.
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