Naomi Hupert is a senior researcher at the Education Development Center's Center for Children and Technology. Her current work has focused on literacy: addressing the needs of students who struggle to meet grade-level benchmarks; and, supporting teachers and to provide high quality instruction to their students. This work has incorporated technology as a valuable tool and includes conducting evaluations of programs that make use of technology to support students as well as research examining ways in which technology can play a roll in facilitating learning. This work also includes a focus on how teachers and other educators make decisions about students’ academic environments and the ways in which access to relevant data can help to inform those decisions. Currently, she directs the formative and summative evaluation of the New Mexico Reading First program that seeks to improve the literacy skills of at-risk students in grades K – 3. In addition, she is Senior Methodologist for the National Institute for Literacy’s Technical Assistance grant to identify K – 3rd grade schools with effective reading programs. A third project, for which Naomi is Project Director, seeks to examine the potential for repurposing computer simulation models, developed for use in the medical community, to examine factors that impede or support the development of literacy within communities.

Naomi has also worked to disseminate project findings through the preparation of technical reports, journal articles, book chapters and professional presentations to a wide audience including researchers, educators and policy makers. She holds a Master’s of Science in Education, with a specialization in literacy and language-related learning disabilities, from Bank Street College of Education. She has worked as a reading tutor for students with mild to moderate reading disabilities, and as a volunteer advocate for parents of students with learning and other disabilities.

---

Select External Writing

Hupert, N., Heinze, J., Gunn, G. & Stewart, J. (2008) Using Technology-Assisted Progress Monitoring to Drive Improved Student Outcomes, in Mandinach, E., and Honey, M., (Eds) (2008). Data-Driven School Improvement: Linking data and learning. Teachers College Press: New York, NY.

Hupert, N., Heinze, C. (2006) Results in the palms of their hands: Using handheld computers for data-driven decision making in the classroom, in van’t Hooft, M., and Swan, K., (Eds) (2006). Ubiquitous Computing in Education: Invisible Technology, Visible Impact. Lawrence Erlbaum Associates: Princeton, NJ.

Martin, W., Hupert, N., Gonzales, C., and Admon, N. (Winter 2003-2004). Real Teachers Making Real Changes: The RETA Model for Professional Development. Journal of Computing in Teacher Education, 20(2), 53-62.

Educational Technology Assistance Program: Its Effects on Teaching Practices. Journal of Research on Technology in Education, 35(1), 1–18.