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In this episode, we explore how educators in grades 6–12 can integrate GenAI tools without compromising academic rigor or student voice. Grounded in principles of disciplinary literacy, we examine how educators can shift from “policing” AI to “partnering” with it to support reading, writing, problem-solving, and critical thinking. Joined by Rachel Karchmer-Klein, associate professor in the School of Education at the University of Delaware, we discuss a practical, literacy-centered approach to GenAI in the modern classroom. Moving beyond fear-based narratives, this conversation highlights how this technology can serve as a scaffold for problem-solving and deeper learning. Whether you work with adolescents in classrooms or support their learning in other ways, this episode offers concrete strategies for using GenAI to strengthen literacy, critical thinking, and student agency. For more information: Karchmer-Klein, R. (2025). Putting AI to Work in Disciplinary Literacy. Guilford Press. Karchmer-Klein, R., & Konishi, H. (2023). A mixed-methods study of novice teachers’ technology integration: Do they leverage their TPACK knowledge once entering the profession? Journal of Research on Technology in Education, 55(3), 490–506. https://doi.org/10.1080/15391523.2021.1976328 Karchmer-Klein, R., Boulden, L., & McDonald, M. (2022). Next-level digital tools and teaching: Solving six major instructional challenges – K-12. Teachers College Press.

In this episode of Evidence for Education, we talk with Lynsey Gibbons, Associate Professor of Mathematics Education at the University of Delaware, Jody Guarino at the Orange County Department of Education, and Karen Knudson and Maggie Villegas from Tustin Unified School District to discuss their long-term research-practice partnership around professional learning in elementary mathematics education. They have facilitated productive professional learning programs that deeply engage teachers and schools. These initiatives entail sustained and structured opportunities to build teachers’ capabilities through structured collaborative planning and professional learning routines. The guests will share their experiences and insights on their long-term RPP projects related to organizing districts and schools to support professional learning. For more information: Guarino, J., & Gibbons, L. K. (2025). A community of practice elevates principals’ instructional leadership. The Learning Professional, 46(5), 22–25. https://learningforward.org/journal/learning-communities-for-leaders/a-community-of-practice-elevates-principals-instructional-leadership/ Guarino, J., Weisskirk, L., Drake, J., & Gibbons, L. K. (2024). Professional learning lays the foundation for new curriculum. The Learning Professional, 45. https://learningforward.org/journal/curriculum-based-professional-learning/professional-learning-lays-the-foundation-for-new-curriculum/ Cobb, P., Jackson, K., Henrick, E., Smith, T. M., & the MIST Team. (2018). Systems for instructional improvement: Creating coherence from the classroom to the district office. Harvard Education Press. https://peabody.vanderbilt.edu/academics/departments/teaching-learning/mist/dissemination/ Kazemi, E., Calabrese, J., Lind, T., Lewis, B., Resnick, A. F., & Gibbons, L. K. (2024). Learning together: organizing schools for teacher and student learning. Harvard Education Press. https://books.google.com/books?id=eNeo0AEACAAJ https://amte.net/connections/2021/05/feature-article-2021-amte-early-career-award-recipient https://theevolvingeducator.blog/

In this episode of Evidence for Education, we talk with Dr. Michele Lobo, an Associate Professor of Physical Therapy at University of Delaware, about the powerful connection between movement, early intervention, and child development. Dr. Lobo’s work sheds light on how effective early intervention and parent engagement can enhance child development outcomes, as well as the importance of physical movement in child development and learning. If you care about parent education, early intervention, early childhood development, and research dissemination, this episode offers insight, evidence, and hope. We dive into the story behind her work and how noticing tiny moments of curiosity and motion in young children sparked a whole new approach to early learning. We also explore what today’s early intervention landscape might be missing—from better ways to spot early signs to big ideas like co-located services, universal screening, and sharing knowledge far and wide. And because parents are at the heart of it all, we talk about what it really takes to connect with families around sensitive topics, build trust, and make learning feel collaborative rather than intimidating. It’s an episode full of insight and compassion for anyone who cares about helping little ones thrive. For more information visit: https://www.udel.edu/academics/colleges/chs/departments/pt/faculty/michele-lobo/

In this episode of Evidence for Education, we talk with Dr. Matt Kinservik, Professor of English at University of Delaware, about the differences between misinformation and disinformation, digital citizenship, and information literacy in students in the wake of artificial intelligence. Dr. Kinservik’s work focuses on how to foster digital citizenship in education, as well as the importance of learning and living in this new AI era. If you care about democratic discourse, digital citizenship, and information literacy in K-12 settings, this episode offers insight, evidence, and hope. We dive into the story behind his work and what the difference between disinformation and misinformation is. Moreover, we dive deeper into the implications of the emerging use of Artificial Intelligence (AI) that permeates our everyday lives. We also explore how we could better prepare our children by cultivating digital citizenship and AI literacy at home and at school. It’s an episode full of insight and compassion for anyone who cares about helping our students in this new digital world. For more information visit: https://www.udel.edu/academics/colleges/cas/units/departments/english/our-people/matthew-kinservik/ Check out the upcoming event on Digital Citizenship & Education (1/31/2026): https://events.udel.edu/event/digital-citizenship-education-symposium

In this episode of Evidence for Education, we talk with Dr. Jenni Buckley, a Professor of Mechanical Engineering at University of Delaware, about the powerful connection between mechanical engineering, community engagement, and student learning. Dr. Buckley’s work sheds light on how a well-designed engineering curriculum can enhance student learning outcomes and create meaningful changes in our daily lives. We explore how these effects vary across academic environments, communities, and teacher experience levels. If you care about engineering, science education, STEAM learning, research-practice partnership, or professional development, this episode offers insight, evidence, and hope. Tune in to learn how science can be a bridge—not a barrier—and why supporting students and teachers with diverse opportunities means creating future innovators. For more information, please visit https://me.udel.edu/

In this episode of Evidence for Education, we’re joined by Dr. Nigel Caplan, Dr. Adrian Pasquarella, and Jamie Janick, the team behind Project DELITE at the University of Delaware, for an urgent and inspiring conversation about the growing need to support multilingual learners (MLLs) in today’s schools. As Delaware experiences one of the fastest-growing multilingual student populations in the nation, many educators are stepping up—but they need better preparation, more support, and systemic change to do this work well. Our guests walk us through the design and impact of Project DELITE, a federally funded initiative providing free certification and professional development to Delaware teachers and paraprofessionals who want to better serve MLLs. We hear how this program not only strengthens instructional strategies, but also builds teacher confidence and fosters statewide communities of practice—breaking down isolation and lifting up multilingualism as a powerful classroom asset. We also dig into the policy side: why certification matters, how current systems often create barriers for experienced paraprofessionals, and what changes are needed to create sustainable, equitable pathways for all educators to learn how to support multilingual students. If you care about educational equity, teacher development, or the future of inclusive schooling, this episode offers insight, evidence, and hope. Tune in to learn how language can be a bridge—not a barrier—and why supporting multilingual learners means supporting all learners. For more information visit: https://sites.udel.edu/project-delite/

Episode Description: In this episode of Evidence for Education, we welcome back returning guest Dr. Leigh McLean to discuss her latest research on the powerful role of teacher emotions in shaping student engagement and learning. Building on her earlier work on teacher well-being, Dr. McLean shares new insights into how teachers' emotional experiences vary across different subjects—and how these emotions ripple out to influence students. We explore how emotional transmission works, why younger students are especially sensitive to their teachers' feelings, and how factors like socioeconomic status can amplify or diminish these effects. A major finding we discuss is that science stands out from other disciplines: teachers’ and students’ emotions around science are often more dynamic and bidirectional than in subjects like math or reading. We reason through why that might be—and what it means for teacher preparation, classroom practice, and education policy. If you care about the future of teaching, teacher retention, or student engagement, this is an episode you won’t want to miss. Guest’s work: McLean, L., Janssen, J., Espinoza, P., Lindstrom Johnson, S., & Jimenez, M. (2023). Associations between teacher and student mathematics, science, and literacy anxiety in fourth grade. Journal of Educational Psychology, 115(4), 539–551. https://doi.org/10.1037/edu0000790 McLean, L., & Jones, N. (2025). Using an observational measure of elementary teachers’ emotional expressions during mathematics and English language arts to explore associations with students’ content area emotions and engagement. Contemporary Educational Psychology, 80, 102352. https://doi.org/10.1016/j.cedpsych.2025.102352 McLean, L., Espinoza, P., Janssen, J., Jimenez, M., & Lindstrom Johnson, S. (2024). Relationships between elementary teachers’ enjoyment and students’ engagement across content areas and among student groups. School Psychology. Advance online publication. https://doi.org/10.1037/spq0000633

Episode Description: In this episode of Evidence for Education, we talk with Dr. Myae Han, a professor in the Human Development and Family Sciences department at the University of Delaware, about the critical role of play-based learning in child development and education. Though often viewed as separate from academics, play is a powerful tool for fostering cognitive, social, and emotional growth. Dr. Han shares insights on how educators can effectively integrate play into the classroom, shift their perspectives through professional development, and overcome common barriers to play-based learning. We also explore the future of play in education and why it remains essential for student success Guest’s work: Han, M. (n.d.). The power of pretend play in language and literacy learning. The Genius of Play. https://thegeniusofplay.org/genius/expert-advice/articles/the-power-of-pretend-play-in-language-and-literacy-learning.aspx Han, M., Buell, M., Liu, D., & Pic, A. (2023). Can an intensive professional development on play change child care providers’ perspectives and practice on play? International Journal of Play, 12(2), 175–192. https://doi.org/10.1080/21594937.2023.2209239 Han, M., Whiteside-Mansell, L., Hustedt, J. T., Drain, D., Eubanks, R., Joe, C., Lawson, I., & Pic, A. (2023). Relationships between play and learning practices among low-income families. American Journal of Play, 15(2), 136-157 Han, M., Moore, N., Vukelich, C., & Buell, M. (2010) Does Play Make a Difference? How play intervention affects the vocabulary learning of at-risk preschoolers, American Journal of Play. 3(1), 82-105. https://www.museumofplay.org/app/uploads/2022/01/3-1-article-does-play-make-a-difference.pdf Hooper, A., Han, M., Buell, M., & Hallam, R. (2023). Perspectives on quality and supporting quality improvement from early childhood technical assistants working with family child care educators. Journal of Early Childhood Teacher Education, 44(4), 1024–1044. https://doi.org/10.1080/10901027.2023.2257140

Episode Description: In this episode of Evidence for Education, we sit down with Scott Bacon and Amy Krzyzanowski from the University of Delaware's Center for Economic Education & Entrepreneurship (CEEE) to discuss the vital role of economic education in shaping financially literate students. Scott and Amy share insights into CEEE’s impactful programs and how they prepare educators to bring economics to life in the classroom. We also dive into the implications of HB 203, a recent Delaware law affecting financial literacy in schools, and hear inspiring stories of CEEE’s influence. Finally, we explore their hopes for the future of economic education and what it means for students and communities. Whether you're an educator, policymaker, or someone passionate about financial literacy, this episode offers valuable perspectives on empowering the next generation with essential life skills. More Information: You can contact Scott Bacon and Amy Kryzanowski at the University of Delaware's Center for Economic Education & Entrepreneurship (CEEE) using the following email addresses: Scott Bacon: [email protected] Amy Krzyzanowski: [email protected] Visit CEE’s website: https://lerner.udel.edu/centers/center-for-economic-education-entrepreneurship/ Learn more about the Partnership of Public Education: https://ppe.cehd.udel.edu/

Episode Description: In this episode of E4E: Evidence for Education, we continue our conversation with Dr. Josh Wilson, an associate professor at the University of Delaware’s College of Education, to explore the evolving role of artificial intelligence in writing instruction. This is part two of a two-part series on AI and writing, with a focus on feedback and assessment. Dr. Wilson dives into how automated essay scoring and feedback tools can transform writing instruction by providing timely, consistent, and actionable feedback for students. He highlights the benefits these systems provide in fostering student growth and motivation, while also supporting teachers by simplifying feedback processes and even enhancing classroom management. We also examine the challenges posed by AI assessment and feedback, including issues of bias in training data, and the need for human oversight. Dr. Wilson emphasizes the importance of keeping educators “in the loop” to ensure AI systems are used effectively and ethically. Whether you’re a teacher, administrator, or someone interested in the intersection of education and technology, this episode provides practical insights into how AI is shaping feedback and assessment in writing education. This podcast is presented by the Partnership for Public Education and is hosted and produced by Kristin Chisholm. Guest's Work: Wilson, J., & Czik, A. (2016). Automated essay evaluation software in English Language Arts classrooms: Effects on teacher feedback, student motivation, and writing quality. Computers & Education, 100, 94-109. Shermis, M. D., & Wilson, J. (Eds.). (2024). The Routledge International Handbook of Automated Essay Evaluation. Routledge—Taylor & Francis. Wilson, J., Delgado, A., Palermo, C., Cruz Cordero, T., Myers, M., Potter, A., Eacker, H., Coles, J., & Zhang, S. (2024). Middle school teachers’ implementation and perceptions of automated writing evaluation. Computers and Education Open, 7, 100231. https://doi.org/10.1016/j.caeo.2024.100231 More Information: Dr. Wilson’s Faculty Page: https://www.cehd.udel.edu/faculty-bio/joshua-wilson/ Dr. Wilson’s Google Scholar : https://scholar.google.com/citations?user=Ly3EPOkAAAAJ&hl=en Dr. Wilson’s Email: [email protected]

Episode Description: In this episode of E4E: Evidence for Education, we sit down with Dr. Josh Wilson, an associate professor at the University of Delaware’s College of Education, to discuss the evolving role of artificial intelligence in writing instruction. This is part one of a two-part series where we explore AI’s impact on writing. In this episode, the focus is on writing development—how AI tools can support students in organizing their ideas, improving transcription skills, and overcoming barriers in the writing process. Dr. Wilson shares insights into both the opportunities and challenges AI brings to writing instruction, offering a balanced perspective on how these tools can be used effectively while addressing potential concerns. Stay tuned for part two, where we’ll dive into how AI is transforming feedback and formative assessments in education. Whether you’re a teacher, administrator, or simply interested in the intersection of education and technology, this episode provides valuable insights into AI’s role in fostering writing development. This podcast is presented by the Partnership for Public Education and is hosted and produced by Kristin Chisholm. Guest's Work: Wilson, J., & Czik, A. (2016). Automated essay evaluation software in English Language Arts classrooms: Effects on teacher feedback, student motivation, and writing quality. Computers & Education, 100, 94-109. Shermis, M. D., & Wilson, J. (Eds.). (2024). The Routledge International Handbook of Automated Essay Evaluation. Routledge—Taylor & Francis. Wilson, J., Delgado, A., Palermo, C., Cruz Cordero, T., Myers, M., Potter, A., Eacker, H., Coles, J., & Zhang, S. (2024). Middle school teachers’ implementation and perceptions of automated writing evaluation. Computers and Education Open, 7, 100231. https://doi.org/10.1016/j.caeo.2024.100231 More Information: Dr. Wilson’s Faculty Page: https://www.cehd.udel.edu/faculty-bio/joshua-wilson/ Dr. Wilson’s Google Scholar : https://scholar.google.com/citations?user=Ly3EPOkAAAAJ&hl=en Dr. Wilson’s Email: [email protected]

In this episode of E4E: Evidence for Education, we sit down with Dr. Elizabeth Soslau from the University of Delaware’s College of Education to discuss research-driven strategies for supporting novice teachers. Dr. Soslau shares her insights on the strengths new teachers bring to the classroom, while addressing common challenges. She introduces her framework for teacher learning, focusing on growth confidence, collaborative expertise, and adaptive teaching practices, emphasizing the importance of reflective teaching, and community engagement. Tune in for practical advice, strategies to avoid common pitfalls, and inspiring ideas for building collaborative and adaptive teaching expertise. Whether you're an educator, administrator, or policy influencer, this episode offers valuable takeaways to foster teacher growth and improve student outcomes. This podcast is presented by the Partnership for Public Education and is hosted and produced by Kristin Chisholm. Guest's Work: Episode Based on:Soslau, E. (2024). When you're the new teacher: 28 strategies to align your good intentions with your teaching practices. Free Spirit Publishing.Soslau, E., & Alexander, M. (2021). The comprehensive guide to working with student teachers: Tools and templates to support reflective professional growth. Teachers College Press.Projects the guest is working on:Need in Deed Project: https://www.needindeed.org/More Information:Dr. Soslau’s Faculty Page: ttps://www.cehd.udel.edu/faculty-bio/elizabeth-soslau/Dr. Soslau’s CV: https://www.cehd.udel.edu/wp-content/uploads/2012/08/Soslau_CV_09_23-REVISED.pdfDr. Soslau’s X: @elizabethsoslauDr. Soslau’s Email: [email protected]

On this episode of the E4E Podcast we catch up with Dr. Mellissa Gordon, an associate professor at the University of Delaware’s College of Education and Human Development. Mellissa’s research focuses on the ways that at-risk families and their communities impact adolescent and young adult developmental outcomes. She is particularly interested in the mechanisms underlying family and community relations, and explores the complex ways that interactions between these systems (families, communities, and youth) inform youth and young adult outcomes. Utilizing the theoretical frameworks of Critical Race Theory, Ecological Theory, and Positive Youth Development, Mellissa aims to identify protective factors that can mitigate the adverse circumstances that emerge in the lives of ethnoracial minority youth, and to promote meaningful, sustainable, life-long success. Today, Mellissa discusses the impact of parental involvement on academic achievement, as well as other factors such as economic adversity and community disadvantage that can play a role in adolescent academic achievement. Episode Based on: Gordon, M. S., & Cui, M. (2018). The intersection of race and community poverty and its effect on adolescents’ academic achievement. Youth & Society, 50(7), 947-965.Gordon, M. S. (2017). Community disadvantage and academic achievement among Hispanic adolescents: The role of familism. Journal of Child and Family Studies, 26, 3303-3311.Gordon, M. S. (2017). Self-perception and relationship quality as mediators of father's school-specific involvement and adolescent's academic achievement. Children and Youth Services Review, 77, 94-100.Gordon, M., & Cui, M. (2014). School‐related parental involvement and adolescent academic achievement: The role of community poverty. Family Relations, 63(5), 616-626.More Information Section: Mellissa’s email: [email protected] Mellissa’s Faculty Page: https://www.cehd.udel.edu/faculty-bio/mellissa-gordon/ Mellissa’s CV: Mellissa’s Work: Projects the Guest is working on: 1. Gordon, M.S. & Ohannessian, C. Social media use, internalizing symptoms and externalizing problems: A conditional process analysis. 2.Garg, M., Gordon, M.S., & Ohannessian, C. (2023). Parent-child communication and early adolescents’ coping strategies: The mediating role of sibling relationship. 3. Gordon, M.S. & Ohannessian, C. (2023). Social media use and early adolescents' internalizing symptoms: The moderating role of family functioning.

On this episode of the E4E podcast we are joined by Dr. Christina Budde, an assistant professor specializing in language and literacy education in the School of Education at the University of Delaware. Christina is a former elementary school teacher. Her research seeks to understand the classroom practices and contexts that build upon the cultural and linguistic diversity of students as well as promote social-emotional well-being. Specifically, her research looks at language and literacy development and instruction of children from diverse backgrounds in early childhood and elementary school. Christina also teaches courses related to literacy instruction and teaching bilingual learners. Tags (episode-specific keywords): Multilingual Students, Text-based Discussions, Teacher-talk More Information Section: Episode Based On: Budde, C., Marcus, M., Martin-Beltran, M. & Silverman, R. (2022). Exploring the Relationship Between Teacher and Multilingual Student Discourse During Small Group Text-Based Discussions. Language and Literacy / Langue et littératie, 24(2), 216–244. https://doi.org/10.20360/langandlit29555 Christina’s email: [email protected] Christina’s Faculty Page: https://www.cehd.udel.edu/faculty-bio/christina-budde/ Christina’s CV: https://www.cehd.udel.edu/wp-content/uploads/2020/08/Budde-Christina-CV-2023.pdf

On this episode of the E4E podcast, we catch up with Dr. Jason Hustedt, an applied child development researcher at the University of Delaware College of Education and Human Development’s Department of Human Development and Family Sciences and Cara Kelly, a fifth-year Ph.D. candidate in the Department of Human Development and Family Sciences. Jason specializes in early childhood policy and practice. His research focuses on three lines of work: research with caregivers and children on parent-child interactions in low-income families, children and early care and education providers to investigate outcomes of public early childhood programs and school readiness, and research aimed at understanding the implications of state and federal early childhood policies. Jason also teaches undergraduate and graduate courses on topics such as Child and Family Policy, Research Methods, and Early Childhood Administration, Leadership, and Advocacy. Additionally, Jason serves as the Research Director for the Delaware Institute for Excellence in Early Childhood (DIEEC). Cara’s research broadly focuses on understanding whether and how ECE programs and policies best promote children’s development. Her research primarily focuses on ECE quality, including gaining a deeper understanding of how ECE quality elements, like teacher-child interactions and classroom ratios, are related to children’s academic and social-emotional development. UDaily Article: Starting at Home project https://www1.udel.edu/udaily/2016/oct/starting-at-home-101915.html Delaware Institute for Excellence in Early Childhood https://www.dieec.udel.edu/