Michael J. Petrilli David Griffith Tran Le Amber M. Northern, Ph.D.
7.1.2020

On this week’s podcast, Mike Petrilli, Tran Le, Amber Northern, and David Griffith discuss Fordham’s new case study on data-driven instruction in Washington, D.C. On the Research Minute, Amber Northern examines little interruptions’ big effect on classroom learning.

Amber's Research Minute

Matthew A. Kraft & Manuel Monti-Nussbaum, “The Big Problem with Little Interruptions to Classroom Learning,” retrieved from Annenberg Institute at Brown University (May 2020).

The Education Gadfly Show is available on Google Podcasts, Libsyn, Spotify, iHeartRadio, Apple Podcasts, TuneIn, The Podcast App, PodBean, Podbay, Chartable, Castbox, and myTuner Radio.

Policy Priority:
Quality Choices
Topics:
Accountability & Testing
Curriculum & Instruction
Teachers & School Leaders

Mike Petrilli is president of the Thomas B. Fordham Institute, research fellow at Stanford University's Hoover Institution, executive editor of Education Next, and a Distinguished Senior Fellow for Education Commission of the States. An award-winning writer, he…

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David Griffith is a senior research and policy associate at the Thomas B. Fordham Institute, where he helps manage a variety of projects in Fordham’s research pipeline. A native of Portland, Oregon, David holds a bachelor’s degree in politics and philosophy from Pomona College and a master’s degree in public policy from Georgetown University. Prior to joining Fordham, he worked as a staffer for Congressman Earl Blumenauer…

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Tran Le is a research assistant with the Thomas B. Fordham Institute and is podcast producer of The Education Gadfly Show. A Texan native, she graduated from Yale University in 2019 with a bachelor's degree in political science and is now pursuing a master's degree in education policy at George Washington University. Tran's research interests include the intersection of racial, socioeconomic, and educational…

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Amber Northern is senior vice president for research at the Thomas B. Fordham Institute, where she supervises the Institute’s studies and research staff.  She has published in the areas of educational accountability, principal leadership, teacher quality, and academic standards, among others. Prior to joining Fordham, she served as senior study director at Westat. In that role, she provided evaluation services…

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