- Does “Connectedness” Matter? Evidence From a Social Network Analysis Within a Small-School Reform
- Small Schools, Large Districts: Small-School Reform and New York City’s Students
- Small-School Reform Through the Lens of Complexity Theory: It’s “Good to Think With”
- Thinking Big About Getting Small: An Ideological Genealogy of Small-School Reform
- Keeping School: Letters to Families from Principals of Two Small Schools
- Off the Record—Something Old, Something New, Something Borrowed, Something Blue: Observations on the Small Schools Movement
- Teachers Colleges, Teacher-Artisans, and Education Reform
- Curiosity, Conversation, and Patience: Three legacies of Theodore Sizer
- Excellence for All: How a New Breed of Reformers Is Transforming America's Public Schools
- Challenges in Identifying High Leverage Practices
- Policy Patrons: Philanthropy, Education Reform, and the Politics of Influence
- Linda Shear
LINDA SHEAR is a senior learning consultant at SRI’s Center for Technology in Learning, helping public and private sector clients to understand and maximize the classroom effectiveness and learning outcomes of the programs they deliver. She is currently directing research and evaluation projects in the areas of whole-school reform, youth development/college readiness, and knowledge management systems for teachers. She has an MA in education in math, science and technology from the University of California, Berkeley.
- Barbara Means
University of California, Berkeley
BARBARA MEANS (PhD, educational psychology, University of California, Berkeley) is the director of SRI’s Center for Technology in Learning and served as co–principal investigator for the evaluation of the Bill & Melinda Gates Foundation’s High School Grants Program. Her research focuses on evaluation of the implementation and effectiveness of innovative educational approaches. Her published works include the jointly authored volumes Using Technology Evaluation to Advance Student Learning and The Connected School, as well as the edited volumes Evaluating Educational Technology and Teaching Advanced Skills to At-Risk Students.
- Karen Mitchell
Association of American Medical Colleges
KAREN MITCHELL directs the Medical College Admission Testing program at the Association of American Medical Colleges. She was among the SRI International authors of the 2006 reports, Changes in Rigor, Relevance, and Student Learning in Redesigned High Schools and Evaluation of the Bill & Melinda Gates Foundation’s High School Grants Initiative.
- Ann House
ANN HOUSE is an education researcher at SRI International’s Center for Technology in Learning. Her professional interest centers on the use of innovative opportunities for teaching and learning, in a variety of settings ranging from informal learning environments to the process of school reform. Her current work includes case studies of technology use in the home, analyzing collaboration challenges across academic disciplines, and professional development programs bringing technology skills to teachers.
- Torie Gorges
TORIE GORGES is an education researcher at SRI International’s Center for Technology in Learning. Her recent work has included evaluations of several school reform projects, knowledge management in education initiatives, and educational technology programs. She earned her MA in international education administration and policy analysis at Stanford University.
- Aasha Joshi
AASHA JOSHI is a researcher at SRI International’s Center for Technology in Learning. She is currently enrolled in a PhD program in the Faculty of Social and Political Sciences at the University of Cambridge (UK). Her recent work includes studies of organizational change within schools.
- Becky Smerdon
Education Policy Center, Urban Institute
BECKY SMERDON is currently senior research associate at the Urban Institute’s Education Policy Center, where she is leading three projects examining the implementation and impact of high school reform. She earned her PhD in education foundations and policy from the University of Michigan.
- Jamie Shkolnik
American Institutes for Research
JAMIE SHKOLNIK received her PhD in economics from the University of California at San Diego, where she researched school resource allocation and its effects on education. Dr. Shkolnik is a senior research scientist in the Education group at AIR. She was the project director for an evaluation of the quality of teacher assignments and student classwork in small high schools, funded by the Bill & Melinda Gates Foundation, and serves as the quantitative analysis lead for the National Evaluation of the Early College High School Initiative.