Look Who’s Helping Shape Our Research

Current Fellows

Michael K Barbour

Michael K. Barbour

Touro University, California

Michael K. Barbour has been involved with K-12 distance, online and blended learning for almost two decades as a researcher, evaluator, teacher, course designer and administrator. His research has focused on the effective design, delivery and support of K-12 online learning, particularly for students located in rural jurisdictions. Recently, Dr. Barbour’s focus has shifted to include governance and policy issues related to effective distance, online and blended learning environments. This has resulted in invitations to testify before House and Senate committees in several states, as well as consulting for Ministries of Education across Canada and in New Zealand. Dr. Barbour completed his Ph.D. in Instructional Technology at the University of Georgia, his M.Ed. in Teaching and Learning and B.Ed. in Intermediate and Secondary at Memorial University of Newfoundland, his B.A. in Political Science from Carleton University, and, most recently, a Certificate in Adult Education at St. Francis Xavier University.

Dennis Beck

Dennis Beck

University of Arkansas

Dennis Beck has studied special education parent and student satisfaction with cyber schooling, as well as the impact of homework on student achievement and student and parent satisfaction in cyber schools. Additionally, in order to better understand the impacts of cyber schooling on vulnerable populations, he has studied the virtual school field experiences for pre-service administrators as well as the roles, responsibilities, issues, and difficulties facing those in leadership of these type of schools. He has published in several venues, including Computers & Education, American Journal of Distance Education, Educational Administration Quarterly, and the Journal of Educational Research. Dr. Beck holds a doctorate from the University of Florida in Curriculum and Instruction.

Jered Borup

Jered Borup

George Mason University

Jered Borup is the professor-in-charge of the Integration of Online Learning in Schools Master’s and Certificate programs that are devoted to improving teacher practices in online and blended learning environments. Previous to earning his Ph.D. at Brigham Young University, Jered taught history at a junior high school for six years. He has also taught online and blended courses since 2008. His current research interests include developing online learning communities and identifying support systems that adolescent learners require to be successful in online environments. A full list of his publications can be found here.

Richard Allen Carter Jr.

Richard Allen Carter Jr.

University of Kansas

Before beginning his doctoral work, Richard Allen Carter Jr. worked with learners with disabilities in elementary school settings in Kansas and his home state of North Carolina. His current research focuses on the implementation of self-regulation practices for students with disabilities in both fully online and blended learning environments. He has also conducted work that looks at disability accommodation and IEP development and implementation in online schools. In addition, Richard assists with studies that examine a broad range of effects of online instruction for students with disabilities for the Center on Online Learning for Students with Disabilities (COLSD). He is currently part of a research team that is implementing technology-enabled personalization for students with disabilities in public elementary school.

Mark E. Deschaine

Central Michigan University

Dr. Deschaine is an Assistant Professor in the Department of Educational Leadership within the College of Education and Human Services at Central Michigan University. He has extensive local, state, and national experience in the training and development of P-20 faculty. He supports the efforts of teachers, teacher leaders, and administrators in the integration of technology into their programs, special education issues, and effective differentiated instructional practices. Dr. Deschaine received his Ph.D. in Educational Leadership from Western Michigan University, his M.Ed. in Educational Leadership from Grand Valley State University, his M.A.T. in Education from Oakland University, and his B.S. in Education from Central Michigan University. Dr. Deschaine holds Michigan certification and endorsements in both general and special education. He is credentialed to serve as a teacher, consultant, supervisor, principal, and central office administrator. He is a member of the Graduate Faculty at Central Michigan University where he teaches students at the Master, Specialist, and Doctoral levels. He also supervises Master Theses and Doctoral Dissertations. Dr. Deschaine’s research agenda focuses on the ways that theory, policy, and processes support and impact effective differentiated instruction.

Charles R. Graham

Charles R. Graham

Brigham Young University

Charles R. Graham is interested in technology-mediated teaching and learning. Charles studies the design and evaluation of online and blended learning environments and the use of technology to enhance teaching and learning. Charles has authored 50+ articles in over two-dozen journals and 20+ chapters related to online and blended learning in edited books. He conducts much of his research with graduate students who he loves to work with and mentor. Charles has co-edited two books on blended learning research (Handbook of Blended Learning: Global Perspectives, Local Designs and Blended Learning: Research Perspectives, Volume 2). He has also co-authored a book for teachers and practitioners interested in designing blended learning environments (Essentials for Blended Learning: A Standards-based Guide and a book on research methods for young researchers learning to do research in online and blended learning contexts (Conducting Research in Online and Blended Learning Environments: New Pedagogical Frontiers). In 2015 Charles became a Fellow of the Online Learning Consortium “For outstanding achievement in advancing theory, research and effective practice in online and blended learning.” Additional details about his scholarly work can be found online at https://sites.google.com/site/charlesrgraham/.

Sean Lancaster

Sean Lancaster

Grand Valley State University

Sean Lancaster is a Professor of Educational Technology and also the Department Chair for Literacy and Technology in the College of Education at Grand Valley State University. He teaches online classes and he teaches about online teaching and learning, particularly as it is applied to k-12 environments. His research interests include student experiences in online learning and also in the evaluation of online teaching. He also has current research looking at high leverage teaching practices being implemented in student teaching experiences in an effort to create online training for cooperating teachers to better support teacher candidates. He earned his Ph.D. in special education with an emphasis in technology from the University of Kansas.

Lin Chin Hsi

Chin-Hsi Lin

University of Hong Kong

Chin-Hsi Lin is an associate professor at the University of Hong Kong. He earned his Ph.D. in Language, Literacy, and Technology from the University of California, Irvine, in 2012. His research interests revolve around learning processes in online learning. Specifically, his work has predominantly focused on self-regulation and teacher effect and how they predict achievement. His current project aims to determine the optimal class size and instructors’ load for K-12 online courses in virtual schools.

Peiyi Lin

Peiyi Lin

Columbia University

Peiyi Lin is a Research Associate at the Institute for Learning Technologies at Teachers College, Columbia University. Her research projects focus on K-12 online learning, teacher professional development in STEM areas, the role of school leadership, the effect of instructional technology on student learning, data mining, and data visualization. Her statistical expertise includes latent variable analysis, multilevel analysis, and longitudinal data analysis. She received an Ed.D. in Instructional Technology and Media from Teachers College, Columbia University, and an M.A. in Educational Leadership from Eastern Michigan University. Prior to coming to the United States, she taught high school English for a year in Taipei, Taiwan, where she completed an M.A. in English Language and Literature from National Taiwan Normal University, and a B.A. in English Language and Literature from National Chengchi University.

Susan Lowes

Susan Lowes

Columbia University

Dr. Lowes serves as the Director of Research and Evaluation at the Institute for Learning Technologies in Teachers College at Columbia University. She conducts research at both the university and K-12 levels, focusing on technology’s impact on teaching and learning, and directs evaluations of multi-year projects funded by the U.S. Dept. of Education, the National Science Foundation, state and local departments of education, and private foundations. Dr. Lowes is interested in online learning and evaluates online professional development initiatives for teachers and administrators, as well as online courses and programs for students. Her recent focus is using LMS data to discover patterns of student-teacher and student-student interaction. Dr. Lowes is also Adjunct Professor in the Program in Communication, Media, and Learning Technologies Design at Teachers College, teaching courses on online schooling and research methodologies. She received her Ph.D. in Anthropology from Columbia University.

Daryl Mellard

Daryl F. Mellard

University of Kansas

Daryl F. Mellard researches trends, issues, and potential positive and negative consequences for students with disabilities in K-12 online learning. His previous research focused on adolescent and adult literacy and on improving the quality of life for persons with disabilities as they participate with community agencies, community and technical colleges, social services, and employment settings. For the National Technical Assistance and Dissemination Center on Response to Intervention, Dr. Mellard directed its review of responsiveness to intervention. He served on the National Academy of Sciences’ Committee on Learning Sciences: Foundations and Applications to Adolescent and Adult Literacy. He has served on the board of directors for a local independent living center. In other areas, he’s very interested in the piscatorial arts.

Jesse R. Pace

Jesse R. Pace

University of Kansas

Jesse R. Pace earned his Ed.S. degree in School Psychology from the University of Kansas in 2015, and he is currently pursuing his Ph.D. in Educational Psychology and Research. His school psychology work included the assessment and treatment of individuals with cognitive and behavioral disabilities, ranging from children with learning disabilities to geriatric patients with Alzheimer’s disease. In terms of research, he has been a Graduate Research Assistant for the Center on Online Learning and Students with Disabilities (COLSD) since 2012. His research activities include an extensive range of ongoing related methodological and dissemination activities from instrument development to publication. He has co-authored and presented on COLSD research findings. His research interests center around measurement and equity in education, including the intersection of the two.

Rebecca Parks

Rebecca A. Parks

Mansfield University

Dr. Parks’ primary responsibilities include teaching a variety of curriculum and methods courses, collaborative instruction and assessment and child development to Early Childhood and Elementary future educators. At MU, Dr. Parks continues her research interests focused on professional learning, collaborative instruction, and new and emerging learning models in K-12 education. Previously, Dr. Parks was the the Director of Consulting and Operations at Teaching Today’s Teachers, a private education consulting firm founded in 2014. In this role, she provided leadership and research-based best practices, professional development and guidance to national and international partners in K-12 education. Dr. Parks also joined the New Learning Models team in iNACOL for several research projects designed to advance the field of K-12 online and blended learning. As a past full-time visiting professor at Elmira College, Dr. Parks taught various content courses to preservice teachers in childhood education and developed a comprehensive six-week student teaching experience in Amsterdam, Netherlands, for selected students. In addition, she has over a decade of practitioner experience at the elementary grades teaching in the brick and mortar setting. Dr. Parks holds a Ph.D. in Education with a concentration in Curriculum and Instruction from Capella University.

Kerry Rice

Kerry Rice

Boise State University

Kerry Rice is a 2012-2013 and 2015 Fulbright Scholar and Professor in the Department of Educational Technology at Boise State University. Her research focuses on best practices in K-12 online and blended education and includes policy analysis, Delphi and mixed methods studies, and large-scale program evaluations using both traditional and emerging methods in data mining and deep learning analytics. Dr. Rice is the author of Making the Move to K-12 Online Teaching: Research-Based Strategies and Practices (Pearson, 2012) and The Blended Classroom: A Guide for Technology Supported Learning (Author, 2016). She led the development of the Idaho K-12 Online Teaching Standards and also serves as Coordinator of the Idaho K-12 Online Teaching Endorsement Program at Boise State.

Mary Rice

Mary Rice

University of New Mexico

Mary Rice is an Assistant Professor of Literacy at the University of New Mexico. She is also an affiliated researcher for the Center for Research on Learning at the University of Kansas. She began her career in education as a teacher of English language arts, English as a Second Language, and reading support classes at the secondary level where she taught for 10 years. Her current research focuses on teacher work to co-make literacy curriculum with diverse students in digital and online spaces. She also has an interest in how educators read and interpret policies in online learning environments. Mary has been honored by Division H and the Narrative SIG of the American Educational Research Association, as well as the Emerald Literati Network for her scholarship. She is the author of Adolescent Boys’ Literate Identity (2011) and the editor of Exploring Pedagogies for Diverse Learners Online (2015).

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Erin Stafford

Education Development Center

Erin Stafford, M.A., works directly with formal and informal education practitioners to design, refine, research and evaluate education curricula, interventions, and professional development experiences. She currently oversees all analytic technical assistance projects for the Regional Educational Laboratory Northeast and Islands (REL-NEI), serves as the alliance researcher for REL Midwest’s Virtual Education Research Alliance, and consults on evaluations of various formal and informal education projects. Stafford also has managed online survey development and analysis projects related to online courses, online teachers and onsite mentors, led practitioners in gathering data related to online learning, and helped build the capacity of state- and district-level practitioners to understand and use data in their practice. Prior to working at EDC, Stafford served as the manager of research, evaluation, and assessment at the Girl Scouts of Greater Chicago and Northwest Indiana and as an evaluator at the Museum of Science & Industry, Chicago.

Binbin Zheng

Binbin Zheng

Michigan State University

Binbin Zheng’s research focuses on new technologies and students’ language and literacy development, as well as online teaching and learning. Her primary research methods involve a mix of quantitative and qualitative methods such as regression analysis, hierarchical linear modeling, longitudinal analysis, social network analysis and content analysis. Dr. Zheng received her Ph.D. degree from the School of Education at the University of California, Irvine in 2013. She received UCI’s Public Impact Distinguished Fellowship in 2013 and the National Science Foundation (NSF) Community for Advancing Discovery Research in Education (CADRE) Fellowship in 2011-2012. Dr. Zheng’s work has been published in various journals including Review of Educational Research, Computers & Education, British Journal of Educational Technology, TESOL Quarterly, Teachers College Record, Journal of Adolescent & Adult Literacy and Journal of Science Education and Technology.

Jacqueline Zweig

Jacqueline Zweig

Education Development Center

Jacqueline Zweig, Ph.D., conducts collaborative research with practitioners, policymakers, and researchers in the areas of virtual education and educator professional support and development. Dr. Zweig specializes in econometric analysis. She is the Principal Investigator for an Institute of Education Sciences grant in collaboration with the Michigan Department of Education and Michigan Virtual to estimate the impact of an orientation course on high school students online course completion rates. She also served as the alliance researcher for the Regional Educational Laboratory (REL) Midwest’s Virtual Education Research Alliance. Zweig has developed surveys for schools, online teachers, and onsite mentors to gather information about their experiences with online learning. In addition, she oversees all Applied Research and Evaluation studies for REL Northeast and Islands and is an author on several REL and peer-reviewed articles. Zweig received her B.A. in Economics from Colby College and her Ph.D. in Economics from the University of Southern California.

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