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CAPSI Research Staff

Pamela R. Aschbacher, Director of Research at CAPSI, established the Research Group in 1999 and oversees all its projects. Her research interests lie primarily in classroom and large-scale assessment, particularly to support classroom teaching and learning and teacher professional enhancement. She has directed the development of K-12 performance assessments in science and other subjects, co-authored the book , A Practical Guide to Alternative Assessment, and edited a special issue of Theory Into Practice on New Trends in Student Assessment. Dr. Aschbacher also has wide experience as an evaluator of school reform projects such as Humanitas, The Los Angeles Annenberg Metropolitan Project, and the New American Schools Project in Los Angeles. She also has research interests in women's professional development, co-authored Employer Supported Child Care: Investing in Human Resources and recently contributed the science section to the AAUW report Under the Microscope, A Decade of Gender Equity Programs in the Sciences. She was Senior Research Scientist and Assistant Director of the National Center for Research on Evaluation, Standards and Student Testing (CRESST) and the Center for the Study of Evaluation at UCLA, where she worked for over 15 years, and is currently a member of their National Advisory Board. She holds degrees in psychology and educational measurement as well as a doctorate in educational psychology (learning and instruction) from UCLA. She has consulted for RAND, the US Dept of Labor, the Armory Center for the Arts, and other organizations, has taught education and psychology classes at the college level, and has been a frequent speaker on assessment issues to policy audiences.
Ellen Joy Roth is a Senior Social Scientist at the CAPSI Research Group.   She earned her Ph.D. in education with a specialization in qualitative research methods from UCLA, and has worked in the field of education for fifteen years.   Her endeavors have been focused on areas of program evaluation, performance assessment, and the study of science education in public schools.   She has led or contributed to projects with such organizations as the National Center for Research on Evaluation, Standards, and Student Testing (CRESST) at UCLA and the Armory Center for the Arts in Pasadena.   She has also collaborated extensively with K-12 teachers in portfolio assessment projects and the use of children's science notebooks to gauge science learning. Currently, Ellen is interested in teacher/student interaction in classrooms as it affects student learning, and the use of video as a research tool. She uses her training in qualitative research methods to contribute to the design and implementation of CAPSI Research Group projects in general.
Shannon Gilmartin, Senior Research Scientist at CAPSI, received her Ph.D. and M.A. in Higher Education at the University of California Los Angeles (UCLA), and her B.A. in American Studies at Stanford University. Having co-designed and administered several national surveys of college students at UCLA's Higher Education Research Institute, she plays a major role in CAPSI's study of students' career paths toward science. Her work uses both quantitative and qualitative research methods to explore students' intimate peer relationships, especially as these interface with students' academic and scientific identities, different educational environments, and various cultural contexts. Her other research interests include non-response and response biases in longitudinal survey data, student retention, and adjustment issues in the first college year.
Erika Li, Education Research Associate, received her Master's of Public Policy at the University of Michigan, and her B.S. from Northwestern University.   She joins the CAPSI research team after working as a consultant for teacher recruitment for the Los Angeles Unified School District, and as a Research Technician at the Office of Research, Planning, and Evaluation for the Long Beach Unified School District.   She began her career in public education as a Special Education teacher through a national non-profit program, Teach for America, and has since been involved with implementing programs in large urban school districts for new teacher training and support, professional development, and curriculum and instruction.   Her work at CAPSI investigates students' science, ethnic, and gender identities, specifically, she is interested in how these identities are shaped through childhood and school experiences, family/peer influence, and institutional and societal structures/forces.
Claire Haagenson, Business Administrator, provides a wide variety of critical support for CAPSI research projects, including financial tracking, personnel support, purchasing, arranging travel, developing and maintaining databases, graphics design, arranging professional development workshops and other meetings, and other administrative support. She will soon receive her B.A. in business at Cal. State University, Northridge.  
Jerry Pine is a physics professor at Caltech involved in neuroscience research. He has been involved in science education reform since the 1960s when he was involved in the development of the original ESS hands-on science curriculum. During the past decade he has worked on hands-on science assessments, curriculum development, networks of reforming districts. He participated in writing the National Science Standards at the NRC. He is director of CAPSI, which in partnership with the Pasadena Schools has created an internationally known K-6 science program. He also co-directs an NSF sponsored Center which supports K-6 inquiry science reforms in 12 urban districts in California. He is a member the AERA Grants Board, National Advisory Committees for Anchorage and Las Vegas School Districts as well as the Arizona State University and Oklahoma Pre-service Collaborative. He was a member of the Working Group on Teaching for the National Science Education Standards.

Teacher Associates

Laurie Thompson , Director of the Pasadena Center for Teacher Enhancement at CAPSI, has worked with CAPSI for many years. She collaborates with the CAPSI Research Group on the study of elementary science notebooks. A graduate of the University of Southern California, Laurie has been a Pasadena elementary classroom teacher, reading specialist, special resource teacher, and science resource teacher for many years. She works extensively with teachers to implement science reforms in districts throughout the country.
Linda Endicott brings her expertise as a classroom teacher to her work with CAPSI on the science notebook project, where she observes classrooms, conducts performance assessments with students, and helps with teacher professional development. A graduate of the University of Southern California, Linda has been a teacher for twenty years, including positions as an elementary classroom teacher, gifted and talented education specialist, a resource teacher, and a middle school science teacher.
Joy Hinkley , graduate of Whittier College, has been a Pasadena elementary teacher, math resource teacher, lead science teacher, collaborator in developing science assessments, science resource teacher, BTSA support teacher and coach, and most recently collaborated with the CAPSI Research Group on the study of elementary science notebooks.
Tara Kyle is an elementary teacher on leave, who has worked with CAPSI for several years developing science curriculum units and professional development modules. Tara also works with the CAPSI Research Group to develop student performance assessments, analyze data on classroom practice, and analyze student work. She is a graduate of UCLA.
Scott Phelps came to Caltech in 1986 to predict earthquakes, and three years later he began a career in teaching.   He taught high school science and math for many years at John Muir High, and is now a member of the School Board for the Pasadena Unified School District. He has been a mentor teacher for CAPSI's "Overview of High School Science" class for Caltech and Occidental students who are thinking of teaching, has worked with CAPSI to develop secondary science curriculum, has directed a summer institute for high school science teachers, and has collaborated with the Research Group in the development of performance assessments for one of its studies.