Katherine McMillan Culp, senior research scientist, has been studying innovative programs to improve the quality of technology use in K-12 classrooms and informal educational settings since 1991. Dr. Culp is the co-Principal Investigator of Possible Worlds - an IES-funded Research and Development Center on Instructional Technology.  The Possible Worlds team is developing games for the Nintendo DS that will support middle grades science learning, and conducting a series of research studies to better understand how games can be structured to support conceptual learning and engagement with complex scientific concepts.

Dr. Culp is also the director of research for the Regional Educational Laboratory for the Northeast and Islands. She continues to develop and oversee research at CCT while contributing to the lab¹s efforts to translate rigorous research into usable knowledge for policymakers and practitioners.

Dr. Culp has also directed a series of program evaluations focused on technology-rich teacher development and student learning in math and science. She has also conducted qualitative studies of technology integration at both the classroom and district levels, including one of the earliest studies of laptop computer use. From 2000-2006 she directed evaluations of several of the Intel Corporation¹s Innovation in Education Initiatives, ambitious efforts to encourage and support direct use of technology by students and teachers.

Dr. Culp joined CCT as an administrative assistant in 1990. She is a graduate of Phi Beta Kappa graduate of Amherst College (1988), holds a doctorate in developmental psychology from Teachers College, Columbia University (1999), and has two fabulous children.

---

Select External Writing

Bates, L., Breslow, N., and Hupert, N. (2009). Five states' efforts to improve adolescent literacy (Issues & Answers Report, REL 2009-No. 067). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northeast and Islands. Retrieved from http://ies.ed.gov/ncee/edlabs.

   

Hupert, N., Bates, L, & Breslow, N. (2009). State policy supporting adolescent literacy improvement: A discussion of the challenges and opportunities. Paper discussion at the 2009 American Educational Research Association Conference.

Hupert, N., Bates, L., & Strother, S. (2009). Relationship between proportions of struggling readers in classrooms and student DIBELS performance: Surprising findings. Poster presentation at the 2009 American Educational Research Association Conference.

Hupert, N., & Bates, L. (2009). Impacts of teacher attitudes and instructional strategies on DIBELS outcomes: Matching DIBELS outcomes to teacher survey data. Paper presentation at the 2009 DIBELS Summit.

Kanaya, T., Light, D., & Culp, K.M. (2005). Factors influencing outcomes from a technology-focused professional development program. Journal of Research on Technology Education (37, 3). Spring, 2005. International Society for Technology in Education.

Culp, K.M. & Harris, L. (2004). Intel Teach to the Future: Meeting the challenge of No Child Left Behind. New York, NY: EDC Center for Children and Technology.

Culp, K.M., Honey, M., & Mandinach, E. (2003). A retrospective on twenty years of education technology policy. Commissioned by the American Institutes for Research to inform the development of the National Education Technology Plan. Washington, DC: U.S. Department of Education, Office of Educational Technology.

Culp, K.M., Honey, M., & Spielvogel, B. (2003). Local relevance and generalizability: Linking evaluation to school improvement. In B. Mean & G. Haertel (eds), New Approaches to Evaluating the Impact of Educational Technology. New York: Teachers College Press.

Bennett, D., Culp, K.M., Honey, M., Tally, B., & Spielvogel, B. (2001). It all depends: Strategies for designing technologies for education change. In W. Heinecke & L. Blasi, (eds.), Methods of Evaluating Educational Technology. Research Methods for Educational Technology series, ed. W. Heinecke & J. Willis. Greenwich, CT: Information Age Publishing, Inc.

Honey, M., & Culp, K.M. (Eds.) (2000). The Wingspread Conference on Technology’s Role in Urban School Reform: Summary report. Conference held in Racine, WI, October 13-14, 2000. New York, NY: EDC Center for Children and Technology.

Honey, M., & Culp, K.M. (2000). Scale and localization: The challenge of implementing what works. Paper written for the Wingspread Conference on Technology’s Role in Urban School Reform, Racine, WI, and October 13-14, 2000. New York, NY: EDC Center for Children and Technology.

Honey, M., & Culp, K.M. (2000). The E-Rate in practice: Research findings from four Midwestern cities, and An educator’s toolkit: Planning an evaluation of the E-Rate program. In Carvin, A. (Ed.), The E-Rate in America: A Tale of Four Cities. Washington, DC: Benton Foundation, Communications, Policy and Practice Program.

Honey, M., Culp, K.M., & Carrigg, F. (1999). Perspectives on technology and education research: Lessons from the past and present. Paper commissioned for the Secretary's Conference on Evaluating Educational Technology. Washington, DC: U.S. Department of Education. http://www.ed.gov/Technology/TechConf/1999/whitepapers/ paper1.html

Culp, K.M., Hawkins, J., & Honey, M. (1999). Review paper on educational technology research and development. Commissioned by the Intel Corporation. New York, NY: EDC Center for Children and Technology.