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Home » Archives for Todd A. Grindal
Todd A. Grindal

Todd A. Grindal

Associate Center Director and Principal Senior Researcher, Center For Learning & Development, SRI Education
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Publications

Early childhood learning and development publications June 20, 2023

Reimagining Instructional Coaching: Developing Observation Tools to Support Instructional Coaching in Pre-K Classrooms

SRI International, Krystal Thomas, Todd A. Grindal, Daisy Wise Rutstein, Gullnar Syed, Sarah Nixon Gerard, Shari Golan

Instructional coaching can improve teaching quality in early learning classrooms. SRI Education, in collaboration with Substantial and the Bill and Melinda Gates Foundation, created a Target Product Profile detailing the ideal features of observation tools to support instructional coaching.

Digital learning publications May 30, 2023

Sound Town Evaluation Report

SRI International, Jennifer Nakamura, Maddie Cincebeaux, Todd A. Grindal

Digital learning programs are a promising tool to support teachers in providing students with strong early literacy instruction, but more research is needed to understand their effectiveness. This report describes an experimental study that examined the impact of Sound Town, a digital early literacy program, on prekindergarten students’ early literacy skills.

Early childhood learning and development publications March 18, 2022

Sparking Connections: Evaluations of Mobile Messaging on Responsive Caregiving

Elisa Garcia, Sarah Nixon Gerard, Claire Christensen, Tejaswini Tiruke, Carolina Zamora, Todd A. Grindal

Mobile messaging programs are a low-cost, scalable approach to building parents’ knowledge and capacity to support their children’s development. These programs directly deliver simple and straightforward information, tips, and activities that parents can incorporate into daily routines.

Early childhood learning and development publications October 1, 2021

Associations of teacher characteristics with preschool suspensions and expulsions: Implications for supports

Kirby A Chow, Erika Gaylor, Todd A. Grindal, Tejaswini Tiruke

Preschool children subjected to suspension and expulsion miss valuable educational opportunities and are more likely to experience academic failure and grade retention. These forms of exclusionary discipline are more frequent in preschool settings than in K–12 education classrooms.

Education & learning publications May 1, 2021

Early Childhood Throughout the COVID-19 Pandemic: The Experiences of Arkansas Educators

Jennifer Nakamura, Todd A. Grindal, Kirby A Chow, Nancy K Perez

This brief, which represents the second of two reports, highlights findings from a second sample of Arkansas (AR) educators who completed surveys and focus groups in spring 2021.

Education & learning publications February 19, 2021

Early Childhood Education During the COVID-19 Pandemic: The Experiences of Arkansas Educators

Todd A. Grindal, Jennifer Nakamura

SRI International and the National Center on Children in Poverty collected information on how Arkansas early care providers are implementing state COVID-19-related guidelines and coping with the challenges related to these guidelines.

Early childhood learning and development publications December 1, 2020

Comparing Parent Report and Telemetry Measures of Child Media Use

SRI International, Claire Christensen, Todd A. Grindal, Elisa Garcia

Accurate measurement of children’s media use is critical for understanding media effects on child outcomes.

Education & learning publications October 1, 2020

Using Arkansas’ Administrative Data to Inform Suspension & Expulsion Prevention Policy Implementation

Carolina Zamora, Todd A. Grindal

This report summarizes the existing administrative data infrastructure and recommendations for the Arkansas Suspension and Expulsion Work Group with the next steps to support better use of administrative data.

Education & learning publications September 5, 2020

Racial Differences in Special Education Identification and Placement: Evidence Across Three States

Todd A. Grindal

In this article, Todd Grindal, Laura Schifter, Gabriel Schwartz, and Thomas Hehir examine race/ethnicity differences in students’ special education identification and subsequent placement in segregated educational settings.

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