Jodi Davenport
About
Jodi Davenport serves as deputy director of REL Northwest. Dr. Davenport leads efforts to find meaningful ways to connect research and practice in authentic educational settings and brings substantial experience leading large-scale research projects focused on improving student outcomes.
Previously, she directed the IES-funded National Research and Development Center on Cognition and Mathematics Instruction.
Dr. Davenport earned a BS in cognitive science from the University of California, Los Angeles and a PhD in cognitive science from the Massachusetts Institute of Technology.
Associated IES Content
Grant
Investigating the Use of Virtual Labs to Promote Chemical Reasoning and Practice Skills
The purpose of this project was to develop and test the usability, feasibility, and promise of a fully developed series of innovative, online chemistry activities, ChemVLab+, that allow students to develop reasoning and science practice skills aligned with the Next Generation Science Standards (NGSS). High school chemistry is an important target for intervention with nearly twice as many high school students enrolling in chemistry compared to physics, and improved chemistry instruction can p...
Federal funding program:
Award number:
R305A170049
Grant
Cyber-enabled Tangible Molecular Models for High School
Test scores on the most recent National Assessment of Educational Progress suggest that nearly half of 12th grade students in the United States fail to reach a basic proficiency in science. Since more than 90 percent of high school students enroll in biology, there is an opportunity to intervene in high school biology classrooms and potentially improve student outcomes. In particular, incorporating technology may have the potential to better convey the complex structures of molecules and des...
Federal funding program:
Award number:
R305A120047
Grant
Embedded Assessments Using the ChemCollective Virtual Lab
Test scores on the most recent National Assessment of Educational Progress (NAPE) suggest that nearly half of 12th grade students fail to reach basic proficiency in science. Current high school chemistry curricula focuses on quantitative problem-solving activities that are rarely presented in meaningful contexts and do not support the development of deep conceptual understanding of chemical principals or scientific inquiry skills that promote proficiency in science. To address this need, the...
Federal funding program:
Award number:
R305A100069
Single-Session Panels FY2024
FY2024 Single-Session Peer Review Panel
Basic Processes FY2024
Basic Processes Reviewers FY2024
About REL Northwest
Regional Educational Lab (REL) Northwest partners with key stakeholders in Alaska, Idaho, Montana, Oregon, and Washington to develop evidence that can inform consequential decisions about policy, programs, and practice. Key stakeholders include organizations with decision-making authority and the ability to influence education policy and practice, such as state and local education agencies, school boards, institutes of higher education, and student, family, and community organizations.
About
2018 About Page - About IES, NCER, NCSER and Co-Chairs
Blog
Technology-Enhanced Learning: Using Communication and Collaboration Tools
What best practices can instructors use to build relationships, increase engagement, and enhance learning with technology? The What Works Clearinghouse practice guide Using Technology to Support Postsecondary Student Learning offers five evidence-based recommendations. Though focused on postsecondary education, much of the advice equally applies to K-12 instruction. REL Northwest is in the process of developing a professional learning series that outlines concrete ways to put the strategies i...
Date published:
Aug 01, 2023
Blog
Key Questions for District Leaders Seeking Effective Technology Use
How can district leaders make informed decisions about technology use? Leaders must sift through numerous options to allocate limited funds to help students, teachers, staff, and families access and use technology. The Leveraging Technology for Student Success framework outlines three stages of technology integration: selecting, establishing infrastructure, and implementing technology. Across each stage, the framework provides key questions to ensure that technology use aligns with a district...
Date published:
Jun 29, 2023
Grant
A Systematic Replication Study of Interleaved Mathematics Practice
The purpose of this project is to conduct a systematic replication study of a highly promising mathematics learning intervention, interleaved practice, in 7th grade classrooms. Though psychologists have long known that interleaving and spacing improves long-term learning, the practice problems in most mathematics curricula are arranged so that the majority of problems relating to the same skill or concept are blocked together. With the interleaved practice intervention, some of the practice ...
Federal funding program:
Award number:
R305R220012
Blog
REL Northwest: Our Guiding Principles
In our third and final blog of this introductory REL Northwest series, we'll discuss our guiding principles for how we'll be an effective, high-performing Regional Educational Laboratory, one of 10 in the nation.
Date published:
Apr 14, 2022
Blog
REL Northwest: How We Approach Our Work
REL Northwest wants to provide research and support where it's needed the most, especially regarding equity issues that were magnified during the pandemic.
Date published:
Apr 07, 2022
Blog
REL Northwest: Who We Are and What We Do
For nearly 60 years, the RELs have partnered with educators and policymakers to support meaningful local, regional, or state decisions about education policies, programs, and practices.
Date published:
Mar 31, 2022
FY2021
FY2021 Basic Processes Peer Review Panel
Grant
Leveraging Technology to Improve Children's Understanding of Mathematical Equivalence
This project will create ICUE Online, an online version of the Improving Children's Understanding of Equivalence (ICUE) intervention, which was developed and tested for efficacy with prior IES funding. ICUE Online will consist of activities with just-in-time feedback designed to improve student understanding of mathematical equivalence. Though understanding equivalence is a critical precursor to many math concepts and algebraic thinking, the majority of elementary students fail to develop co...
Federal funding program:
Award number:
R305A210018
Grant
Evaluating the Efficacy of MathByExample
In this project, researchers aim to test the efficacy of the MathByExample activities on improving student mathematics outcomes in 4th and 5th grade. The MathByExample intervention, developed with prior IES funding, targets key mathematics concepts and common misconceptions for 4th and 5th grade students through worked example practice exercises in which students explain a fictitious student's work (marked as either correct or incorrect) and solve a practice problem.
Federal funding program:
Award number:
R305A210080
FY2020
FY2020 Basic Processes Peer Review Panel
FY2022
Basic Processes FY2020 - FY2022 Peer review panel
FY2019
FY2019 Basic Processes Peer Review Panel
FY2019
FY2019 Single-Session Peer Review Panel
FY2018
FY2018 Basic Processes Peer Review Panel
FY2017
FY2017 Basic Processes Peer Review Panel
FY2016
FY2016 Basic Processes Peer Review Panel
FY2015
FY2015 Basic Processes Peer Review Panel
Grant
Improving Children's Understanding of Mathematical Equivalence: An Efficacy Study
The purpose of this project is to evaluate Improving Children's Understanding of Equivalence (ICUE), a fully-developed intervention that supplements teachers' existing mathematics instruction and helps students develop understanding of mathematical equivalence. This intervention was developed under two prior IES awards (Arithmetic Practice that Promotes Conceptual Understanding and Computational Fluency and Improving Children's Understanding of Mathematical Equivalence). A vast majority of ...
Federal funding program:
Award number:
R305A150088
Grant
National Research & Development Center on Cognition and Mathematics Instruction
The National Center for Cognition and Mathematics Instruction has a core goal of redesigning components of a widely-used middle school mathematics curriculum-Connected Mathematics Project (CMP), and evaluating the efficacy of the redesigned curriculum materials.
Federal funding program:
Award number:
R305C100024
organization
WestEd
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