Michelle Cerrone’s work focuses on the role of educational technologies in supporting student learning and teacher professional development. She specializes in research methods, survey development, and statistical analysis, which she applies across a range of evaluation, research, and development projects. Her most recent work examines the design of effective tools for educators and learners to promote progressive teaching and learning of STEM in pre-K through middle-school settings.
Cerrone serves as the methodologist for Playing With Data, a three-year, NSF-funded project to support middle-grades science teachers develop data literacy and interpret and use game-based formative assessment data to enhance student learning. Michelle also is a researcher on Bringing Science Home with PEEP, an NSF-funded project using Design Based Implementation Research (DBIR) to identify new avenues to bring early science experience to preschool children (ages 3–5), particularly those living in communities with few resources.
Since 2011, Michelle has served as part of the external evaluation team for the Partnership to Improve Student Achievement in Physical Science: Integrating STEM Approaches (PISA2), investigating the impact of a science and engineering professional development program on elementary and middle-grades science teachers. Cerrone recently led survey development and validation for the TwISLE project, which explored how social media users interact with public science institutions on Twitter.
Cerrone’s previous projects explored the successes and challenges of facilitating and participating in online communities of practice. She also was part of EDC's Eliciting Math Misconceptions (EM2) project, an IES-funded measurement development project that designed a diagnostic assessment system to help teachers identify student misconceptions around rational numbers.
Cerrone has co-authored several articles and presentations on professional development and instrument development, including Constructing Online Communities of Practice. Before joining EDC in 2008, Cerrone worked as an analyst for Success Academy Charter Schools in New York City, where she designed assessments and analyzed student, classroom, and school-level data. She began her career in education teaching English as a Second Language in the Slovak Republic, Spain, and New York.
Cerrone received a BS from Cornell University and an MA in Economics and Education from Columbia University.
Post on EDC's Learning and Teaching Divsion blog, summarizing early findings from the NSF-funded TwISLE project, which examined social media use.
Published as part of the Occasional Paper Series 1 (34). New York City, NY: Bank Street College of Education.