CASTL Meeting: Using Measures to Bridge the Research and Practice Divide in Education

The Center for Advanced Study of Teaching and Learning (CASTL) hosted a two-day interactive meeting on June 20th and 21st, 2013 for developmental scientists and educational practitioners who are interested in the impact of measurement on educational practice. Read more on this CASTL Meeting here.

  • WHAT: The goal of this meeting was to foster conversations among developmental scientists and educational practitioners intended to stimulate collaborative work on the development, testing, and implementation of a new generation of measures that bridge developmental science and the context, constraints, and opportunities of school practice.
  • WHY: Although researchers know a great deal about how children develop and learn, and educators have rich knowledge of what information and tools are helpful in the lives of students and school personnel, the disconnect between science and practice remains. Innovative measurement tools are one way to bridge this divide.
  • WHO: Select invitees with expertise in development science and educational practice attended this CASTL Meeting. Sponsors were from CASTL at the Curry School of Education at the University of Virginia (UVA), along with support from the Society for Research on Child Development (SRCD). Meeting Organizers included: Bridget Hamre (UVA), Jason Downer (UVA), Elise Cappella (NYU), and Stephanie Jones (Harvard).

Read more about the conceptual background of this CASTL Meeting in this downloadable PDF.

Keynote Guest Lecture

Dr. John Q. Easton, director of the Institute of Education Sciences (IES), give a keynote guest lecture entitled “Using Measurement as Leverage Between Developmental Research and Educational Practice” on Thursday June 20th, 2013. Easton discussed the importance of good measurement, especially as it relates to domains of development beyond cognitive and academic skills. Discussions centered around collaboration with educational partners and researchers to leverage the impact of using measures.

Easton holds a Ph.D. in measurement, evaluation, and statistical analysis from the University of Chicago, and was executive director of the Consortium on Chicago School Research at the University of Chicago. He has served as director of IES, the research arm of the U.S. Department of Education and encompasses a number of national centers, since 2009.


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