Team

Our webinar and workshop series is led by a team of internationally recognized researchers from SRI Education, the Carnegie Foundation for the Advancement of Teaching, UCLA and the University of Pittsburgh. This team will be presenting and facilitating the webinar series and present at the workshop in Spring 2017.

Tim Podkul
Timothy Podkul, Ph.D.
Principal Investigator
Center for Technology in Learning
Louis Gomez
Louis Gomez, Ph.D.
Senior Fellow, Carnegie Foundation
Professor, University of California Los Angeles
Jeremy Roschelle
Jeremy Roschelle, Ph.D.
Co-Director
Center for Technology in Learning
Tim Podkul, Ph.D. is a research social scientist at SRI’s Center for Technology in Learning. An applied anthropologist by training, his specialization is in mixed-methods research design with a theoretical and methodological expertise in social network analysis. Podkul has extensive experience working in both international and domestic settings, applying qualitative and quantitative research methods in cross-disciplinary research. Louis Gomez holds the MacArthur Chair in Digital Media and Learning in the Graduate School of Education and Information Studies at the University of California Los Angeles. Gomez has served since 2008 as a senior partner at the Carnegie Foundation for the Advancement of Teaching, where he leads the Network Development work. Beginning in 2009, he held the Helen S. Faison Chair in Urban Education at the University of Pittsburgh, where he was also director of the Center for Urban Education and a senior scientist at the Learning Research and Development Center. Jeremy Roschelle, Ph.D., is co-director of the Center for Technology in Learning at SRI International. In his research, Roschelle examines the design and classroom use of innovations that enhance learning of complex and conceptually difficult ideas in mathematics and science. Through cognitive science-based research on the Envisioning Machine and later SimCalc, he has explored how computer-based representations can make the mathematics of change and the related physics of motion accessible to many more students.
Andrew Krumm
Andrew Krumm, Ph.D.
Senior Education Researcher
Center for Technology in Learning
Paul LeMahieu
Paul LeMahieu, Ph.D.
Senior Vice President, Programs
Carnegie Foundation
Barbara Means
Barbara Means, Ph.D.
Director
Center for Technology in Learning
Andrew Krumm, Ph.D., is an education researcher in SRI International’s Center for Technology in Learning. He is a learning scientist specializing the implementation of learning technologies and the use of data in K-16 learning environments. Krumm has firsthand experience building learning analytics-based interventions and has published several papers on using data to inform educational practices. Paul LeMahieu is the senior vice president of the Carnegie Foundation, where he manages all of its programs. Previously at Carnegie, he directed the work of the Carnegie Hub, which supports the networks the Foundation convenes to engage problems of education practice in the field. LeMahieu came to Carnegie from the National Writing Project (NWP) at the University of California, Berkeley where he was director of research and evaluation. He has also served as superintendent of education for the state of Hawaiʻi, the only state in the nation that is a single unitary school district with operating and capital budgets totaling over $1.8 billion. Barbara Means, Ph.D., is director of the Center for Technology in Learning at SRI International. She is an educational psychologist whose research focuses on ways in which technology can support students’ learning of advanced skills and the revitalization of classrooms and schools. Recently named as a fellow of the American Educational Research Association, Means is regarded as a leader in defining issues and approaches for evaluating the implementation and efficacy of technology-supported educational innovations.
Anthony Bryk, Ed.D.
Anthony Bryk, Ed.D.
President
Carnegie Foundation
Rachel Beattie
Rachel Beattie, Ph.D.
Associate, Director of Productive Persistence
Carnegie Foundation
Alicia Grunow
Alicia Grunow, Ph.D.
Senior Partner, Director of
Improvement Science and Analytics
Carnegie Foundation
Anthony S. Bryk is the ninth president of the Carnegie Foundation for the Advancement of Teaching, where he is leading work on transforming educational research and development, more closely joining researchers and practitioners to improve teaching and learning. Formerly, he held the Spencer Chair in Organizational Studies in the School of Education and the Graduate School of Business at Stanford University from 2004 until assuming Carnegie’s presidency in September 2008. Rachel Beattie is the director of productive persistence and interim director of Student Agency Improvement Community at the Carnegie Foundation. Productive Persistence refers to the combination of tenacity and good strategies that is necessary to help more students successfully complete their academic goals. Before coming to the Carnegie Foundation, Rachel was a postdoctoral researcher at the Ohio State University where she supported cognitive neuroimaging research on reading, language, and mathematical development. Alicia Grunow is a senior partner and director of the improvement science and analytics groups at Carnegie. In that role, she oversees the core capacities that support all networked improvement communities: analytics, developmental evaluation, design and development, program technologies and improvement research. Alicia completed the Improvement Advisor program at the Institute for Healthcare Improvement in 2011 and currently leads the Foundation’s efforts to adapt these methodologies for the field of education.
Jennifer Russell
Jennifer Russell, Ph.D.
Fellow, Network Initiation and Development
Carnegie Foundation
Associate Professor, University of Pittsburgh
Sola Takahashi
Sola Takahashi, Ed.D.
Associate, Improvement Analytics and
Measurement Development
Carnegie Foundation
Jennifer Russell is an associate professor of learning sciences and policy in the School of Education, a research scientist at the Learning Research and Development Center at the University of Pittsburgh, and a fellow of the Carnegie Foundation for the Advancement of Teaching. She received a Ph.D. in education policy and organizations from the University of California, Berkeley. Her research examines policy and other educational improvement initiatives through an organizational perspective. Sola Takahashi is an associate, improvement analytics and measurement development, at the Carnegie Foundation. She explores, learns, and leads the development of measures and analytic systems that support on-the-ground improvement efforts in schools, through close collaboration with educators, improvement science specialists, and research analysts. Her work entails overseeing the life cycle of data from conception to instrument development to use and interpretation in the context of practice.