Meet the Team
Lina Shanley Ph.D.Author
Lina Shanley brings her Educational Methodology, Policy, and Leadership training as well as her training and teaching experience in Special Education to the project. She authored the KinderTEK curriculum; helps lead and conduct school-based studies, teacher trainings, user-testing and focus groups; and plays a large role in data analysis and dissemination.
Kathy Jungjohann M.A.Author
Kathy Jungjohann is a special education faculty member who teaches graduate coursework in instructional methods and has over 20 years experience training pre-service teachers. She leads curriculum development and professional development efforts for all of CTL’s math curricula and interventions, including the IES- and OSEP-funded KinderTEK work.
Mari Strand Cary Ph.D.Project Director/Principal Investigator
Mari Strand Cary brings experience in federal grant leadership and management, developmental psychology, and educational technology development to her role as Director of KinderTEK grants. Leading all aspects of the research and development endeavor, she facilitates smooth collaborations; quality product development, research design, and implementation; dissemination to key stakeholders; and IP and marketing efforts.
Ben Clarke Ph.D.Co-Principal Investigator
Ben Clarke is an author of the IES RTI Practice Guide and brings his extensive expertise in RTI and assessment to the KinderTEK project. He has served as principal investigator or co-principal investigator on many federally funded projects include core curricula and intervention development and large-scale efficacy tests.
Marcia Moore M. Ed.Project Coordinator
Marcia Moore is an experienced project coordinator who has worked on several of CTL’s math intervention grants. Working within the constraints of each participating school, she manages a team of data collectors and ensures all research protocols are up to date and followed by research staff. She is adept at assessment development and adaptation for research contexts,, has experience as a licensed teacher, and is particularly interested in educational technologies and curriculum and assessment development.
Cathy Watkins B.S.Technology & Database Coordinator
Cathy Watkins combines technology, project coordination and data management expertise with a knowledge of school systems and special education. In additional to playing a major role in quality assurance, device management, and user-testing, she participates in training, classroom observations, user testing and provides technical and instructional support to participating educators. She developed an observation tool for use with both KinderTEK projects and the relational database underlying observation data collection and data management.
Scott McCammon B.S.CTL Technology Lead
Scott McCammon leads the CTL Software Development team and is experienced in MySQL databases, web design, software engineering, and systems development. He and his team provide website and database design and hosting services, support revisions to the KinderTEK app, and will be responsible for the “bridge” to the DIBELS Data System.
CTL Support Staff
- CTL data collectors and support staff
- CTL Software Development Team
- Louis Byers
- Kim Griggs
- Jeff Ness
Center on Teaching and Learning
The Center on Teaching and Learning (CTL) is part of the University of Oregon’s Office for Research, Innovation and Graduate Education (RIGE). Research Associates with Ph.D. training and expertise in education, psychology, and other domains collaborate with a host of support staff to successfully manage federal grants and the UO DIBELS Data System.
Concentric Sky, Inc.
Concentric Sky is a US technology firm with expertise and proven success in enterprise web development, social media, and mobile application development. Together with CTL, they developed KTEK under IES funding and are now extending their work on this OSEP-funded project.
The research reported here was supported by grants to the University of Oregon from the U.S. Department of Education, specifically the Institute of Education Sciences (IES; Grant R324A110286) and from the Office of Special Education Programs (OSEP; Grant H327S140019). The opinions expressed are those of the authors and do not represent views of IES, OSEP, or the U.S. Department of Education.