Corrine Singleton, Research Social Scientist, Center for Technology in Learning | SRI International

Toggle Menu

Corinne Singleton

Senior Education Researcher, SRI Education

Corinne Singleton is a senior education researcher with a decade of experience leading education research studies. In evaluation research, she uses both qualitative and quantitative methods to examine issues related to education for underserved populations, innovative teaching and learning, education technology, and math education. With respect to technology, Singleton focuses especially on how it, combined with high-quality instruction and curricula, can support deeper learning for students.

Singleton has led research studies of district-level school reforms and technology integration efforts, as well as external evaluations for federal grants on both informal science and math education. She has conducted research for such corporate clients as The Jim Henson Company, Apple, Microsoft, Intel, Hewlett Packard, Texas Instruments, and Scholastic. Singleton has also led portions of multiple large-scale ed tech program evaluations, including the Apple and ConnectED Initiative, the Microsoft Innovative Teaching and Learning Program, and the Microsoft Innovative Schools Program. All three involved nationwide or multinational efforts to understand what it takes to integrate technology in ways that support innovative teaching and learning. Recently, Singleton was a co-leader of a large-scale randomized controlled trial that examined the implementation and impact of a blended digital core grade 5 mathematics curriculum compared with business-as-usual instruction.

Key Projects

  1. Evaluation of the Apple and ConnectED Initiative
  2. Math Curriculum Impact Study
  3. External Evaluation of the PhET Middle Grades Math Project
  4. Research on the Jim Henson Company’s Splash and Bubbles Programming

Selected Publications

  1. Young, V., House, A., Sherer, D., Singleton, C., Wang, H., & Klopfenstein, K. (2016). Scaling up STEM Academies statewide: Implementation, network supports, and early outcomes. Teachers College Record (Yearbook) 118(14).
  2. Bakia, M., Mislevy, J., Heying, E., Patton, C., Singleton, C., & Krumm, A. (2013). Supporting K–12 students in online learning: A review of online algebra I courses. Menlo Park, CA: SRI International.
  3. Shechtman, N., Haertel, G., Roschelle, J., Knudsen, J., & Singleton, C. (2013). Development of student and teacher assessments in the Scaling Up SimCalc Project. In J. Roschelle & S. Hegedus (Eds.), Democratizing Access to Important Mathematics Through Dynamic Representations: Contributions and Visions from the SimCalc Research Program (pp. 167-181). Springer, Dordrecht.
  4. Penuel, W., Singleton, C., & Roschelle, J. (2011). Classroom network technology as a support for systemic mathematics reform: Examining the effects of Texas Instruments’ MathForward Program on student achievement in a large, diverse district. Journal of Computers in Mathematics and Science Teaching, 30(2), 179-202.
  5. Roschelle, J., Singleton, C., Sabelli, N., Pea, R., & Bransford, J. (2008). Mathematics worth knowing, resources worth growing, and research worth nothing: A response to the National Mathematics Advisory Panel report. Educational Researcher, 37(9), 610–617.
  6. Shear, L., Singleton, C., & Zaner, S. (2007). Measuring learning: A guidebook for gathering and interpreting evidence. SRI International, Menlo Park, CA.
  7. Roschelle, J., & Singleton, C. (2006). Graphing to learn. EQ Australia. Winter.
  8. Singleton, C. (2005). Think globally, act locally: An analysis of community participation discourse in education for all national action plans. Paper presented the 49th Annual Conference of the Comparative and International Education Society, Stanford, CA.