INNOVATIVE THINKING
RIGOROUS APPROACHES
REAL WORLD IMPACT

 

Dr. Andrea Beesley

Dr. Beesley (Ph.D., Instructional Psychology and Technology, University of Oklahoma) has more than 13 years of experience in managing large research projects, proposal development, program evaluation, quantitative research (experimental and quasi-experimental designs), qualitative research, instrument development, instructional design, in education and health. She focuses particularly on teacher quality, motivation, STEM education, classroom assessment, curriculum efficacy, and rural schools.

She has led three large U.S. Department of Education grants. Cosmic Chemistry: Engaging Summer Learning for High School Students is a Development project in which a two-week program intended to boost science self-efficacy, motivation, and achievement was created and tested. Learning to Use Formative Assessment in Mathematics with the Assessment Work Sample Method (AWSM) is a Development project that focuses on authentic, job-embedded professional development in assessment for middle school mathematics teachers. Efficacy Study of a Pre‐Algebra Supplemental Program in Rural Mississippi Schools is a randomized-controlled trial of the impact of Every Day Counts Algebra Readiness on the algebra readiness and Algebra I achievement of rural seventh graders in Mississippi. In addition, Dr. Beesley led the external evaluation of the STeLLA Professional Development: Scaling for Effectiveness project, a National Science Foundation Discovery Research K-12 scale-up study. Other recent experience includes a randomized-controlled trial of a professional development program in classroom assessment, the development and use of a survey of motivation and engagement in Expeditionary Learning Schools, and the national evaluation of the Comprehensive Technical Assistance Centers.

Dr. Beesley uses qualitative, quantitative, and mixed-methods approaches depending on the needs of the client and the research questions. Her statistical skills include analysis of variance, regression and correlation, exploratory and confirmatory factor analysis, path modeling, structural equation modeling, cluster analysis, multilevel modeling, and interrupted time series.

IMPAQ Papers and Presentations

Beesley, A. & Arens, S. (2016, October). Designed to Improve: Improvement Science for Evaluators. Presentation at the American Evaluation Association Conference, Atlanta, GA.

Beesley, A. & Arens, S. (2016, October). Got Data?: Interrogating “Evidence-Based” Decision-Making. Presentation at the American Evaluation Association Conference, Atlanta, GA.

Beesley, A & DiFuccia, M. (2016, October). Leveraging the Senior Year: Implementation Evaluation of a Pre-College Math Remediation Program. Presentation at the American Evaluation Association Conference, Atlanta, GA.

Beesley, A.D., Randel, B., Apthrop, H., Clark, T. & Wang, X. (2016). Impacts of Professional Development in Classroom Assessment on Teacher and Student OutcomesThe Journal of Educational Research.

Beesley, A., Gulemetova, M. & DiFuccia, M. (April, 2016). Social Return on Investment (SROI) Evaluation of a Race to the Top Grant Fund. Presentation at the American Educational Research Association Annual Meeting, Washington, DC.

Beesley, A.D. (2015, November). (Almost) by Design: Design-Based Research in Education Evaluation. Presentation at the American Evaluation Association Annual Conference, Chicago, IL.

Beesley, A.D. (2015, November). Social return on investment (SROI) approaches to program evaluation: Uses, benefits, and limitations. Presentation at the American Evaluation Association Annual Conference, Chicago, IL.

Beesley, A.D. (2015, November). Is It Really Only Logical? Examining Client Decision-Making Processes. Presentation at the American Evaluation Association Annual Conference, Chicago, IL.

Beesley, A.D. (2015, April). Professional Development in Mathematics Formative Assessment Using Work Samples: Effects on Teacher Practice. Presentation at the American Educational Research Association Annual Meeting, Chicago, IL.

Beesley, A.D. (2015, March). Teacher Support for Mathematics Formative Assessment Using Student Work Samples - Effects on Teacher Practice and Student Learning. Presentation at the Society for Research on Educational Effectiveness Spring Conference, Washington, DC.

Beesley, A. D. & Fazendeiro Clark, T. (2014). Learning to use formative assessment in mathematics with the assessment work sample method: Results for the initial pilot. Paper presentation at the American Educational Research Association Annual Meeting, Philadelphia, PA.

Beesley, A. D. (2014). A Problem Well Put Is Half Solved: Evaluating Decision-Making​. Presentation at the American Evaluation Association Annual Conference, Denver, CO.

Beesley, A. D. (2014). Implementation and intervention fidelity in professional development for STEM teaching practices. Presentation at the American Evaluation Association Annual Conference, Denver, CO.

Dempsey, K., Beesley, A. D., Fazendeiro Clark, T. & Tweed, A. (2015). Authentic student work sample support formative assessment in middle school. In C. Suurtamm & A. R. McDuffie (Eds), Annual Perspective in Math Ed 2015: Assessment to Enhance Learning and Teaching (157-166). Reston: National Council of Teachers of Mathematics.

Beesley, A. D. & Clark, T. F. (2015). How rural and non-rural principals differ in high plains U.S. states. Peabody Journal of Education, 90(2), 242-249.