Jacqueline Zweig, PhD, conducts quantitative research in partnership with state and local education agencies to provide new insights into online learning, educator development, and data use. She specializes in statistical and econometric analysis.
Zweig is the principal investigator for an IES-funded grant that will estimate the impact of an orientation course on completion rates for high school students taking online courses for the first time. She also manages the applied research and evaluation studies for the Regional Educational Laboratory Northeast and Islands at EDC, where she has conducted studies on online learning and educator professional development and growth. In addition, she is the lead researcher for the National Survey on Supporting Struggling Mathematics Learners, which is one component of the NSF-funded Strengthening Mathematics Intervention project.
A Massachusetts Education Policy Fellow in 2014-15, Zweig is currently a research fellow for the Michigan Virtual Learning Research Institute. She received a BA in economics from Colby College and a PhD in economics, with a concentration in applied microeconomics, from the University of Southern California.
“When educators are partners in research, research findings have their greatest impact on teaching and learning.”
Using NCES Data When State or District Data Are Not Available: Two REL Studies
Teacher Evaluation and Professional Learning: Lessons from Early Implementation in a Large Urban District
Symposia on Teacher Preparation and Professional Development in K–12 Online and Blended Teaching
Zweig, J., Shakman, K., Bailey, J., Levine, L., & Doherty, J. (2017, January). Providing Effective Written Feedback. Principal Leadership. 46-49.
Zweig, J. & Stafford, E., (2016) Training for online teachers: Themes from a survey administered to teachers in four online learning programs. Journal of Online Learning Research 2(4): 399-418.
Lavigne, H. J., Shakman, K., Zweig, J., & Greller, S. (2016). Principals’ time, tasks, and professional development: An analysis of Schools and Staffing Survey data (REL 2016–201). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northeast and Islands. Retrieved from http://ies.ed.gov/ncee/edlabs
Shakman, K., Zweig, J., Bocala, C., Lacireno-Paquet, N., & Bailey, J. (2016). Teacher evaluation and professional learning: Lessons from early implementation in a large urban district (REL 2016–115). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northeast and Islands. Retrieved from http://ies.ed.gov/ncee/edlabs
Zweig, J., Stafford, E., Clements, M., & Pazzaglia, A. M. (2016). Professional experiences of online teachers in Wisconsin: Results from a survey about training and challenges (REL 2016–127). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Midwest. Retrieved from http://ies.ed.gov/ncee/edlabs
This executive summary captures the results of the National Survey on Supporting Struggling Mathematics Learners in the Middle Grades, a study designed and conducted by EDC.