Ashley Lewis Presser

research scientist
tel: 212-807-4264
fax: 212-633-8804

Ashley Lewis Presser has 16 years’ experience in educational, developmental, and social psychology research and program evaluation. She brings expertise in conducting quasi-experimental and randomized controlled trial (RCT) experiments and focuses on a variety of research interests, including early childhood, mathematics, technology integration into classrooms, comprehension within various media formats, the evaluation of informal and formal STEM programs, the impact of domestic violence on children's development, the moral development of gifted students, and the symbolic understanding of young children.

Dr. Lewis Presser is the Principal Investigator for the Finding Our Way Around (FOWA) project, a research and development initiative to develop and evaluate the initial promise of a suite of tablet-based games and activities that promote preschool children's understanding of spatial concepts and reasoning. Dr. Lewis Presser also was the  Principal Investigator of Next Generation Preschool Math, a four-year R&D initiative to develop and evaluate supplemental preschool math modules that integrate digital games and non-digital classroom activities to promote young children’s learning of foundational mathematics concepts. As a member of the Next Generation Preschool Science team, she is contributing to an R&D initiative to develop and evaluate a program to promote young children’s learning of key science practices and concepts.

In research that builds on EDC’s work as a National Research and Development Center on Instructional Technology, Lewis Presser is working with a team that is investigating how representational choices made in the design of digital games for learning influence student engagement with core science concepts. And, she and colleagues are studying how educators use and implement PBS LearningMedia resources and assessing how the resources impact classroom practices, quality of instruction, and student learning. Previously, she led a formative and summative evaluation of GreenFab, a project-based, hands-on approach to teaching STEM concepts to high-school students that features a focus on career development in the emergent field of sustainable technologies.

Dr. Lewis Presser is the lead author of the post “Positive Integration of Media for Children,” published on the Platform for Good blog, and has co-authored chapters published in Handbook of Response to Intervention (RTI) in Early Childhoodand 21st Century Education: A Reference Handbook. She presents her research at national conferences such as the Annual Meeting of the American Educational Research Association, the Interaction Design & Children Conference, and the National Head Start Research Conference.

Before joining EDC, Lewis Presser worked as a research assistant at the Center for Applied Research and Educational Improvement. In addition to her research experience, she has extensive experience teaching both graduate and undergraduate students. She earned a BS in Psychology from the University of Massachusetts-Amherst and an MA and PhD in Educational Psychology from the University of Minnesota.





Ertle, B., Rosenfeld, D., Lewis Presser, A. E., & Goldstein, M. (Apr 2016). Preparing preschool teachers to use and benefit from formative assessment: The Birthday Party Assessment Professional Development System. ZDM Mathematics Education. Online edition.
Orr, J., Flannery, L., Lewis Presser, A. E., Vahey, P., & Latimore, S. (Jun 2015). Early math with Gracie & Friends demo: App-infused curriculum and teacher support for preschool. International Design for Children. Boston, MA.
Lewis Presser, A. E., Vahey, P., & Dominguez, X. (Mar 2015). Improving mathematics learning by integrating curricular activities with innovative and developmentally appropriate digital apps: Findings from the Next Generation Preschool Math evaluation. SREE, Washington, DC.
Culp, K., Martin, W., Clements, M., & Lewis Presser, A. E. (Mar 2015). Testing the impact of a pre-instructional digital game on middle-grade students’ understanding of photosynthesis. Technology, Knowledge and Learning, 19(3).
Lewis Presser, A.E., Clements, M., Ginsburg, H. G., & Ertle, B. (Jan 2015). Effects of a preschool and kindergarten mathematics curriculum: Big math for little kids. Early Education and Development, 26(1), 1–28.
Lewis Presser, A.E., Vahey, P., & Zanchi, C. (Jun 2013). Designing early childhood math games: A research-driven approach. Paper and poster presented at the Interaction Design and Children Conference, New York, NY.
Zanchi, C., Lewis Presser, A. E., & Vahey, P. (Jun 2013). Next Generation Preschool Math demo: Tablet games for preschool classrooms. Demo and paper presented at the Interaction Design and Children Conference, New York, NY.
Ginsburg, H.G., Ertle, B., & Lewis-Presser, A. (Dec 2012). Math curriculum and instruction for young children.

In V. Buysse and E. Peisner-Feinberg (Eds.), Handbook of Response to Intervention (RTI) in Early Childhood (chapter 16).

Lewis, A. & Mandinach, E. (Oct 2008). Informal Education on the Internet.

In Good, T.L. (Ed), 21st Century Education: A Reference Handbook, Sage Publications, Inc.

Ginsburg, H., Lewis, A.E., & Clements, M. (Oct 2008). School readiness and early childhood education: What can we learn from Federal investments in research on mathematics programs? Paper prepared for “A Working Meeting on Recent School Readiness Research: Guiding the Synthesis of Early Childhood Research.”