Qualitative Research Methods

Amanda Datnow

Senior Research Specialist, CPRE
UC San Diego

Amanda Datnow is a Professor in the Department of Education Studies and Associate Dean of the Division of Social Sciences at the University of California, San Diego. Her research focuses on educational reform and policy, particularly with regard to issues of equity and the professional lives of educators.  Over the past decade, she has conducted numerous studies examining the use of da

Adrianne Flack

Research Specialist, CPRE
University of Pennsylvania

Dr. Adrianne Flack provides leadership and support for the qualitative components of a variety research projects at CPRE and currently leads the third-year qualitative investigation of the implementation of OGAPMath in Philadelphia schools. Adrianne’s area of expertise is qualitative methods with special competencies in discourse analysis and narrative research. Flack is a strong advocate of practitioner research, which has informed her own practices as an adult literacy instructor and tutor. She is also deeply committed to examining issues of diversity, equity and inclusion.

Ryan Fink

Senior Research Specialist, CPRE
University of Pennsylvania

Ryan Fink has been a researcher at the Consortium for Policy Research in Education (CPRE) since February 2011. At CPRE he has conducted research on evidence use in state education agencies, policy design and implementation of the Common Core, and early childhood education. He is a former classroom teacher, having taught fourth grade in both Longmont, Colorado, and Evanston, Illinois. Fink earned his Ed.D.

Caroline B. Ebby

Senior Research Specialist, CPRE
University of Pennsylvania

Caroline B. Ebby is Senior Researcher at the Consortium for Policy Research in Education (CPRE) and an Adjunct Associate Professor at the Graduate School of Education at the University of Pennsylvania. She has extensive experience bridging the worlds of university-based research and school-based practice in mathematics education. Her research focuses on building teacher capacity, the use of learning trajectories to enhance formative assessment, and improving mathematics instruction through university-school partnerships. At Penn GSE, Dr.

Cynthia Coburn

Professor, School of Education and Social Policy, Northwestern University
Northwestern University

Consortium for Policy Research in Education

University of Pennsylvania Graduate School of Education
3440 Market Street, Suite 560
Philadelphia, PA 19104
Tel: 215.573.0700
Fax: 215.573.7914


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