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Home » Archives for Caroline E Parker
Caroline E Parker

Caroline E Parker

Senior Principal Researcher, SRI Education
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Publications

Disability and inclusion publications September 19, 2022

College-Based Transition Services’ Impact on Self-Determination for Youth With Intellectual and Developmental Disabilities

Caroline E Parker

Most youth in transition services with labels of intellectual and developmental disabilities (IDD) have poorer employment outcomes than their peers with other or without disabilities. One alternative approach to address this challenge provides youth with IDD access to transition services in the context of a college or university campus.

Multilingual learners Publications April 17, 2021

Addressing the Bilingual Teacher Shortage

Hannah Kelly, Sara Rutherford-Quach, Caroline E Parker

In this brief, the authors share strategies that can help mitigate bilingual teacher shortages and provide considerations for state and district leaders who are interested in addressing these shortages.

Multilingual learners Publications April 17, 2021

Leveraging Flexible Teacher Certification Policies to Address the Bilingual Teacher Shortage

Sara Rutherford-Quach, Hannah Kelly, Elisa Garcia, Caroline E Parker

In this brief, the authors share strategies that state education agencies may use to provide more flexibility in teacher certification policies and thereby mitigate bilingual teacher shortages.

Education & learning publications February 1, 2021

Designing for Diversity Part 2- The Equity and Inclusion Framework for Curriculum Design

Nonye M. Alozie, Patrik Lundh, Caroline E Parker

In this paper, we introduce The Equity and Inclusion Framework for Curriculum Design (EI-CD) approach and Equity and Inclusion Design Principles (EI Design Principles).

Education & learning publications February 1, 2021

Designing for Diversity Part 1. Where is Equity and Inclusion in Curriculum Design?

Nonye M. Alozie, Patrik Lundh, Katrina Laguarda, Caroline E Parker

This paper, the first in a series of three, describes why current approaches to designing STEM+CS curricula are inadequate; defines diversity, equity, and inclusion in the context of curriculum design; and introduces The Equity and Inclusion Framework for Curriculum Design approach for designing and adapting STEM+CS curriculum materials to meet the needs of diverse students.

Education & learning publications December 1, 2020

College-Based Transition Services’ Impact on Self-Determination for Youth with Intellectual Disabilities

Caroline E Parker

Most youth in transition services with labels of intellectual or developmental disability (IDD) have poorer employment outcomes than their peers with other or without disabilities.

Education & learning publications June 2, 2020

How Is the Pandemic Affecting English Learners?

Caroline E Parker

…Concerns are being raised about the quality of instruction that English learners—students whose English proficiency affects their ability to meaningfully participate in school—are receiving.

Education & learning publications January 1, 2020

A Reason to SMiLE: Effective Literacy Instruction for Students with Significant Cognitive Disabilities

Caroline E Parker

In 2017, researchers from Education Development Center launched an evaluation of the impact of Structured Methods in Language Education on the literacy skills of students with significant cognitive disabilities.

Education & learning publications September 1, 2018

Individualized Education Programs for English Learners With Significant Cognitive Disabilities

Caroline E Parker

Educators and family members who participate in IEP meetings for English learners with significant cognitive disabilities can use this brief to plan for quality meetings and successful school experiences for their students and children.

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