Center Director
The founder and director of the TC Survey Research Initiative, Wohlstetter has worked with California educators to develop stakeholder satisfaction surveys to provide the best information about school performance. When Wohlstetter joined the faculty of Teachers College in 2012, the SRI was expanded to include a broader range of surveys -- school climate assessment, principal evaluations, and surveys of reform implementation (e.g., Common Core State Standards). She recruited a new team of researchers and staff members to oversee and manage the SRI.
The founder and director of the TC Survey Research Initiative, Wohlstetter has worked with California educators to develop stakeholder satisfaction surveys to provide the best information about school performance. When Wohlstetter joined the faculty of Teachers College in 2012, the SRI was expanded to include a broader range of surveys -- school climate assessment, principal evaluations, and surveys of reform implementation (e.g., Common Core State Standards). She recruited a new team of researchers and staff members to oversee and manage the SRI.
Graduate Research Assistants
Amanda began working with SRI in January 2020. She began her career in 2011 teaching middle school mathematics in Nashville. Since, she’s led teacher development and strategic partnerships with an educational technology startup focused on personalized learning and presented at numerous conferences on the topics of blended learning and bringing teacher training into the 21st century.
Amanda is a second year Education Policy student at Teachers College, specializing in data analysis and research methods, with a K-12 focus. Growing up in rural Kentucky, her interests include rural education systems and equity, the implementation of education technology, virtual schooling, and designing solutions for organizations.
Amanda began working with SRI in January 2020. She began her career in 2011 teaching middle school mathematics in Nashville. Since, she’s led teacher development and strategic partnerships with an educational technology startup focused on personalized learning and presented at numerous conferences on the topics of blended learning and bringing teacher training into the 21st century.
Amanda is a second year Education Policy student at Teachers College, specializing in data analysis and research methods, with a K-12 focus. Growing up in rural Kentucky, her interests include rural education systems and equity, the implementation of education technology, virtual schooling, and designing solutions for organizations.
Clare Murray joined SRI in January 2021. Clare comes to the team with six years of experience working with arts and cultural organizations on their educational programming and analyses of their best practices within the US and internationally as a 2018 Fulbright Research Scholar to Spain. Clare is trained in quantitative as well as descriptive data analysis and enjoys putting those skills to use for organizations in their quest to improve. She received her B.A. in Economics and Latin American Studies from Colby College and her M.Ed. in Arts in Education from the Harvard Graduate School of Education.
Clare Murray joined SRI in January 2021. Clare comes to the team with six years of experience working with arts and cultural organizations on their educational programming and analyses of their best practices within the US and internationally as a 2018 Fulbright Research Scholar to Spain. Clare is trained in quantitative as well as descriptive data analysis and enjoys putting those skills to use for organizations in their quest to improve. She received her B.A. in Economics and Latin American Studies from Colby College and her M.Ed. in Arts in Education from the Harvard Graduate School of Education.
Advisory Board
His research includes a focus on school, district, and national-level surveys of school leadership, school facilities, academic climate and student persistence.
His research includes a focus on school, district, and national-level surveys of school leadership, school facilities, academic climate and student persistence.
Pallas has directed surveys of several thousand classroom teachers in Michigan and New York, and has served as a technical advisor to longitudinal surveys conducted by the National Center for Educational Statistics.
Pallas has directed surveys of several thousand classroom teachers in Michigan and New York, and has served as a technical advisor to longitudinal surveys conducted by the National Center for Educational Statistics.
Perkins is the principal investigator of the largest survey studies of urban school climate in the history of public education: where we learn, where we teach and what we think. The former president of the Council of Urban Boards of Education, he has served on the Board of Directors of the National School Boards Association.
Perkins is the principal investigator of the largest survey studies of urban school climate in the history of public education: where we learn, where we teach and what we think. The former president of the Council of Urban Boards of Education, he has served on the Board of Directors of the National School Boards Association.