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Home » Archives for Katrina Laguarda
Katrina Laguarda

Katrina Laguarda

Senior Researcher, SRI Education
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Publications

STEM and computer science education publications May 30, 2022

Global Benchmarking of Computational Thinking Education in Primary Schools

Katrina Laguarda, Linda Shear, Satabdi Basu

This report offers a framework for reviewing CoolThink@JC’s accomplishments to date and computational thinking education (CTE) initiatives in other jurisdictions.

Education & learning publications May 1, 2021

Scaling Up Coolthink@JC Implementation Study Baseline Report

Katrina Laguarda, Linda Shear, Satabdi Basu, Haiwen Wang

CoolThink’s co-creators, led by the Hong Kong Jockey Club Charities Trust (HKJC), have undertaken an ambitious initiative to take CoolThink to scale within Hong Kong, supporting high-quality adoption in 200 primary schools and laying a foundation throughout the system for more widespread adoption.

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…

Education & learning publications December 1, 2020

Scaling Up Teacher Induction: Implementation and Impact on Teachers and Students

Rebecca A. Schmidt, Aliya R. Pilchen, Katrina Laguarda, Haiwen Wang

With funding from a U.S. Department of Education Investing in Innovation (i3) scale-up grant, NTC tested strategies for scaling its validated induction model to 301 schools in five school districts serving high proportions of students of color and students from low-income households.

Education & learning publications December 1, 2019 Tech Report

Emerging Leaders Program: Impacts on Students, Teachers, and Leaders in Three Sites

Nicole Arshan, Katrina Laguarda, Jared Boyce, Andrea D. Beesley, Rebecca L. Goetz, Elise Levin-Guracar

In 2017–18, New Leaders partnered with SRI Education to undertake a randomized control trial of the Emerging Leaders program in three sites: Arlington Independent School District and San Antonio Independent School District in Texas and Shelby County Schools in Tennessee. The Emerging Leaders program was implemented largely as designed and had a positive, statistically significant impact on participants’ data-driven instruction leadership knowledge. This large impact on leadership knowledge led to few measured impacts on the instructional practice of teachers on Emerging Leaders participants’ instructional teams. The program had positive impacts on the math achievement of some subgroups of students. Impacts on overall math achievement were mediated by (i.e., operated through) program impacts on participants’ leadership knowledge and by teachers’ participation on instructional teams. The Emerging Leaders program had no measured impact on students’ English language arts (ELA) achievement. Supplemental analyses suggest that these differences in student achievement impacts may have been driven by differences in how datadriven instruction was enacted by math- and ELA-focused instructional teams.

Teaching quality publications February 1, 2018 Tech Report

Evaluation of education connections: Supporting teachers with standards-based instruction for English learners in mainstream classrooms

Katrina Laguarda, Rebecca L. Goetz

The Center for Applied Linguistics developed an online site, Education Connections, to train and support teachers in integrating English language proficiency standards with content standards…

Teaching quality publications December 1, 2017 Tech Report

A comprehensive model of teacher induction: Implementation and impact on teachers and students evaluation of the New Teacher Center’s i3 validation grant, final report

Rebecca A. Schmidt, Haiwen Wang, Lauren J. Cassidy, Katrina Laguarda

SRI Education’s evaluation of the New Teacher Center’s (NTC’s) Investing in Innovation (i3) Validation grant examined the impact of the NTC induction model on teacher practice and student achievement. To account for different local contexts and needs, the study used randomized controlled trials (RCTs) in two districts—Broward County Public Schools and Chicago Public Schools—and a quasi-experimental design in Grant Wood Area Education Agency, a consortium of districts in Iowa. In the RCT districts, the study found positive impacts of the induction model on student achievement in English language arts and mathematics. The study found no statistically significant differences between NTC-supported teachers and comparison teachers on teacher practice measures or on teacher retention into their third year of teaching.
However, the high implementation fidelity levels and contrasts in induction experiences between treatment and comparison teachers indicate that the NTC induction model can be implemented well in a range of district contexts.

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