SRI International
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In AI we trust? How might we design intelligent systems that inspire trust?
How might we design intelligent systems that inspire trust?
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Identifying Transfer Student Subgroups by Academic and Social Adjustment: A Latent Class Analysis
This study used a latent class analysis to examine whether meaningful subgroups of transfer students emerged based on their response patterns to measures of academic and social adjustment.
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Multi-Sensor Fusion for Motion Estimation in Visually-Degraded Environments
This paper analyzes the feasibility of utilizing multiple low-cost on-board sensors for ground robots or drones navigating in visually-degraded environments.
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Spotting Audio-Visual Inconsistencies
As powerful video editing software tools become more commonplace, it has become easier for anyone to tamper with content.
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Community College On-Track Indicators for Linked Learning Students
Using data from nine California districts, we examine the effect of high school Linked Learning participation on students’ early community college outcomes.
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The Study of Implementation of the ESEA Title I – Part C Migrant Education Program
SRI conducted a study to examine how state MEP grantees and local/regional subgrantees implemented the program’s central components to achieve its longer-term goals of reducing barriers to migratory children’s school success.
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Teachers’ perceptions of students’ executive functions: Disparities by gender, ethnicity, and ELL status
We assessed whether students’ gender, ethnicity, and English language learner (ELL) status predicted teachers’ reports of students’ EFs, beyond what would be expected based on direct assessment of EFs.
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Creating a coherent and high-quality pathway of literacy instruction to help more students become proficient readers
SRI provided formative feedback on progress and implementation that promoted continuous improvement of practices, programs and policies used by the initiative’s leadership and the participating schools.
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Resources to discover and use short linear motifs in viral proteins
We survey viral uses of SLiMs to mimic host proteins, and information resources available for motif discovery.
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Concepts before coding: non-programming interactives to advance learning of introductory programming concepts in middle school
We examine whether and how designed activities for conceptual exploration support preliminary engagement with and learning of foundational and often hard-to-grasp programming concepts for students in grades 6–8.
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Bridging the Gap: Converting Human Advice into Imagined Examples
We present an approach that converts human advice into synthetic or imagined training experiences, serving to scaffold the low-level representations of simple, reactive learning systems such as reinforcement learners.
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PBS KIDS Play & Learn Science | ready to learn-funded evaluation
This study explored the impact of the PBS KIDS Play & Learn Science app, when used in a supportive context, on children’s understanding of science concepts and use of science and engineering practices; children’s use of science vocabulary; child and parent-child engagement in science and engineering; and parent confidence supporting their child’s science learning.