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Audra Wingard has experience in both qualitative and quantitative research with a focus on teacher preparation and professional development, social-emotional learning, and science, technology, engineering and mathematics (STEM) initiatives for middle and high school girls. She manages large-scale, mixed-methods studies of federally funded programs for the U.S. Department of Education, develops data collection instruments that include student and teacher surveys, interview protocols, and classroom observation rubrics, and she conducts qualitative analysis and coauthors reports.
Wingard currently manages a multiyear evaluation of John Hopkin’s eighth grade Skills for Secondary School Success (4S) course which is designed to increase eighth graders’ ability to self-manage their school success and ensure they are on track to graduate from high school. She also serves as a task lead on the development and refinement of a conceptual model of collaboration. The model is being developed as part of an NSF-funded project to create an assessment tool that uses video analytics to develop multistage predictive machine learning models that can observe and assess collaboration skills in classrooms and other learning spaces and provide formative feedback to teachers. Additionally, Wingard works as a qualitative researcher on an IES-funded project that explores effective ways to bring evidence-based educational interventions to scale. Finally, Wingard works as a qualitative researcher on a project exploring the use of open educational resources in community colleges and to what extent the use of these materials impacts teaching practice.
Wingard brings a background in both education practice and research to her role at SRI. Prior to SRI, she worked as a senior research manager at Empirical Education where she managed a longitudinal study to evaluate the effectiveness of a 3-year teacher residency program in increasing the effectiveness and retention of new teachers in Atlanta. She also served as a Fulbright English teaching assistant in Malaysia and as the middle school program director at the Boys & Girls Clubs of San Francisco. Wingard holds a bachelor’s degree in anthropology from UC Berkeley with a minor in education and a master’s degree in international education policy analysis from Stanford University.
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