Ellen Mandinach is associate director for research of EDC's Center for Children and Technology and director for research of the Northeast and Islands Regional Education Laboratory (NEIREL).

Dr. Mandinach has done extensive work in the field of educational technology and has a strong background in research methodologies.

Before joining CCT, she served as senior research scientist in the research division at Educational Testing Service, where she was head of the Teaching, Learning, and Instruction group.

Dr. Mandinach's research has focused on the implementation and impact of computer environments on learning and the measurement of individual differences in cognitive and affective processes. Her dissertation, "The Role of Strategic Planning and Self-Regulation in Learning an Intellectual Computer Game," examined the effects of using computer software as an instructional medium. Her work at ETS focused on the effects of instructional media on individual differences in cognitive processing, as well as the impact of technology-based learning environments on teaching, learning, and classroom dynamics. She directed the Systems Thinking and Curriculum Innovation Network Project under the auspices of the Educational Technology Center, Harvard Graduate School of Education.

Dr. Mandinach wrote a book on the cognitive and curricular impact of the systems thinking approach on teaching and learning activities, titled Classroom Dynamics, and wrote a set of invited syntheses from a NATO Summer Institute on the integration of computer and instructional science. She was also part of a team which wrote, Remaking the Concept of Aptitude: Extending the Legacy of Richard E. Snow. She was given the ETS Scientist Award for 1991-1992, which was used to examine computer applications in Europe and Israel. Before leaving ETS, she worked in the area of e-learning, about which she produced, "e-Learning: Practices and Possibilities and The Development of Effective Evaluation Methods for e-Learning: A Concept Paper and Action Plan," and the ICT Literacy Project, about which she produced "Digital Transformation: A Framework for ICT Literacy."

Since joining CCT in 2002, she has consulted on research, methodological and assessment issues for the CCT's projects. She has worked on numerous projects, including the Computational Literacy project, the Assessment of 21st Century Skills project, the Linking Data with Learning: Grow Network Study; the Intel Teach to the Future International Evaluation; IBM's Reinventing Education Grant Partnership Initiative, and the Mouse TechSource Survey project. She is directing the NSF evaluation framework project that focuses on creating an evaluation framework based on systems thinking on technology-based, data-driven instructional decision-making tools. She also is directing the IES Big Math for Little Kids evaluation. She is one of the co-authors of, "A Retrospective on Twenty Years of Education Technology Policy," a paper commissioned to support the development of a new National Education Technology plan. She is co-editing a book on data-driven decision-making, an outgrowth of the 2005 Wingspread Conference on Linking Data and Learning. As the research director for NEIREL, Dr. Mandinach will oversee large-scale randomized field trials.

Dr. Mandinach received her Ph.D. in educational psychology from Stanford University in 1984. She joined ETS in 1985 following postdoctoral work at the University of California, at Berkeley, and the Far West Laboratory for Educational Research and Development, in San Francisco.

---

Select External Publications

Books and Chapters

Mandinach, E., Honey, M., Light, D., Heinze, J., & Rivas, L. (2005). Technology-based tools that facilitate data-driven decision-making. C-K. Looi, D. Jonassen, & M. Ikeda (Eds.), Toward sustainable and scalable educational innovations informed by the learning sciences(pp. 267-274). Amsterdam: IOS Press.

Mandinach, E.B., & Honey, M. (2005) Educational technology and sociocultural influences: Context does matter. In D. McInerney & S. Vanetten (Eds.), Research on sociocultural influences on motivation and learning Vol. 5: Sociocultural focus on curriculum and teaching. (pp. 129-169). Greenwich, CT: Information Age Press.

(2004) What we have learned about student engagement in the past twenty years (with L. Corno). In D. McInerney & S. Vanetten (Eds.), Research on sociocultural influences on motivation and learning Vol. 4: Big theories revisited, (pp. 299-328). Greenwich, CT: Information Age Press.

Corno, L., Cronbach, L.J., Kupermintz, H., Lohman, D.F., Maninach, E.B., Porteus, A.W., Talbert, J.E. (2002). Remaking the concept of aptitude: Extending the legacy of Richard E. Snow. Mahwah, NJ: Lawrence Erlbaum Associates.

(2000) The corruption of a research design: A case study of a curriculum innovation project (with H. F. Cline). In A. E. Kelly & R. A. Lesh (eds.), Handbook of research design in mathematics and science education (pp. 169-189). Mahwah, NJ: Lawrence Erlbaum Associates.

(2000) It won't happen soon: Practical, curricular, and methodological problems in implementing technology-based constructivist approaches in classrooms (with H.F. Cline). In S.P. Lajoie (Ed.), Computers as cognitive tools: No more walls (Vol. II, pp.377-395). Mahwah, NJ: Lawrence Erlbaum Associates.

(1994) Classroom dynamics: Implementing a technology-based learning environment (with H. F. Cline). Hillsdale, NJ: Lawrence Erlbaum Associates.

Journal Articles and Reviews

Brunner, C., Fasca, C., Heinze, J., Honey, M., Light, D., Maninach, E., & Wexler, D. (2005). Linking data and learning - The Grow Network study. Journal of Education for Students Placed at Risk, 10 (3), 241-267.

McMillan Culp, K., Honey, M., & Maninach, E. (2005). A retrospective on twenty years of education technology policy. Journal of Educational Computing Research, 32 (3), 313-341.

(2005) The development of effective evaluation methods for e-learning: A concept paper and action plan. Teachers College Record, 107(8) 1814-1835.

(2003) The impact of flagging on the admission process (with C. Cahalan Laitusis & W. J. Camara). Journal of College Admission, 181, 18-25.

(1996) Classroom dynamics: The impact of a technology-based curriculum innovation on teaching and learning (with H. F. Cline). Journal of Educational Computing Research, 14(1), 83-102.

(1994) Modeling and simulation in the secondary school curriculum: The impact on teachers (with H. F. Cline). Interactive Learning Environments, 4(3), 271-289.

(1993) Systems, science, and schools (with H. F. Cline). System Dynamics Review, 9, 195-206.

(1992) No more funnels (with H. F. Cline). Apple Education Review, 3, 6-7.

(1990) Applications of simulation and modeling in pre-college instruction (with H. F. Cline). Machine-Mediated Learning, 3, 189-205.

(1989) Model-building and the use of computer simulation of dynamic systems. Journal of Educational Computing Research, 5, 221-243.

Reports

(2005) The impact of extended time on SAT test performance. Research report. (with B. Bridgeman, C. Cahalan, & C. Trapani). Princeton, NJ and New York: Educational Testing Service and the College Board.

(2002) Technology: Assessment, evaluation, and research., MAR*TEC, Technobrief, No. 124.

(2002) Digital transformation: A framework for ICT Literacy(with the International ICT Literacy Panel). Princeton, NJ: Educational Testing Service.
http://www.ets.org/research/ictliteracy/index.html

(1999) Integrating instruction and assessment for classrooms and courses: Programs and prospects for research (with R. E. Snow). Monograph produced by Educational Testing Service.