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Early Childhood Researcher
Stephanie Nunn, Ph.D., specializes in literacy instruction and intervention, child development, and classroom observation methods.
Currently, Nunn is participating on a Continuous Improvement Research in Education partnership grant with secondary schools in Montana to support lower performing students struggling with reading through improvement science methods. Her role includes project management, quantitative data analysis, report writing, and supporting groups of middle and high school teachers and school leaders during Plan-Do-Study-Act cycles. In addition, Nunn supports an evaluation of the McKnight Foundation’s Education and Learning Program Pathway Schools Initiative. On this study, she has assisted with qualitative data collection and analysis, as well as the creation and implementation of new literacy-focused classroom observation measures.
Nunn also works on two Regional Educational Laboratory (REL) efforts. As part of REL Appalachia, Nunn is working with the Tennessee Department of Education to support and improve its response to instruction and intervention (RTI2) model by creating a conceptual framework and identifying measurement and implementation gaps. In addition, Nunn will review how other state education agencies evaluate response to intervention efforts; the results will inform the creation of a response to instruction and intervention implementation assessment tool for the Tennessee Department of Education. As part of REL Pacific, Nunn is working with the American Samoa Department of Education to conduct a study of the efficacy of its Head Start initiative.
Before joining SRI, Nunn was the coordinator of the Language and Literacy Research Center at the University of Maryland at College Park. In this role, she supported ongoing research partnerships with local county school districts and state education agencies, and she coordinated two successful grant applications for internal and external funds for center-related research. Nunn also was the evaluation project director on an Investing in Innovation study of an early childhood language and literacy intervention. Her role was to analyze quantitative data, oversee the evaluation of classroom instruction and professional development, and write reports for relevant stakeholders linking the components of the program with student outcomes.
Nunn earned her Ph.D. in education and psychology from the University of Michigan’s Combined Program in Education and Psychology. She also holds an M.A. in developmental psychology from the University of Michigan and a B.S. in psychology from the University of North Carolina at Chapel Hill.