Evidence for Education is produced by the Partnership for Public Education out of the University of Delaware. E4E's goal is to highlight UD research and make it accessible to teachers, administrators, policy makers, and education advocates.
Evidence for Education
Claim This Podcastby University of Delaware's Partnership for Public Education
5.0(2 reviews)
40 episodes
Updated Bi-weekly
Accepts GuestsHas SponsorsLocation 🇺🇸
40
Podcast Authority
BetaFairBased on show quality, social media presence, reviews, charts, and more
Quality19
Social0
YouTube93
Engagement60
Podcast Overview
Evidence for Education is produced by the Partnership for Public Education out of the University of Delaware. E4E's goal is to highlight UD research and make it accessible to teachers, administrators, policy makers, and education advocates.
Language
🇺🇲
Publishing Since
3/17/2021
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40
Podcast Authority
BetaFairBased on show quality, social media presence, reviews, charts, and more
Quality19
Social0
YouTube93
Engagement60
7
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0
Good Performance
12
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excellent
Episode Length
23 minutes
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Every 47 days
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Recent Episodes
June 30, 2026
Supporting Disciplinary Literacy with GenAI: Using technology to promote deeper learning
<p>In this episode, we explore how educators in grades 6–12 can integrate GenAI tools without compromising academic rigor or student voice. Grounded in principles of disciplinary literacy, we examine how educators can shift from “policing” AI to “partnering” with it to support reading, writing, problem-solving, and critical thinking. Joined by Rachel Karchmer-Klein, associate professor in the School of Education at the University of Delaware, we discuss a practical, literacy-centered approach to GenAI in the modern classroom. Moving beyond fear-based narratives, this conversation highlights how this technology can serve as a scaffold for problem-solving and deeper learning. Whether you work with adolescents in classrooms or support their learning in other ways, this episode offers concrete strategies for using GenAI to strengthen literacy, critical thinking, and student agency.</p><p><strong>For more information:</strong></p><p>Karchmer-Klein, R. (2025). Putting AI to Work in Disciplinary Literacy. Guilford Press.</p><p>Karchmer-Klein, R., & Konishi, H. (2023). A mixed-methods study of novice teachers’ technology integration: Do they leverage their TPACK knowledge once entering the profession? Journal of Research on Technology in Education, 55(3), 490–506. <a target="_blank" rel="noopener noreferrer nofollow" href="https://doi.org/10.1080/15391523.2021.1976328">https://doi.org/10.1080/15391523.2021.1976328</a> </p><p>Karchmer-Klein, R., Boulden, L., & McDonald, M. (2022). Next-level digital tools and teaching: Solving six major instructional challenges – K-12. Teachers College Press.</p>
May 1, 2026
Learning Mathematics Together: Revolutionizing professional learning through collective power
<p>In this episode of Evidence for Education, we talk with Lynsey Gibbons, Associate Professor of Mathematics Education at the University of Delaware, Jody Guarino at the Orange County Department of Education, and Karen Knudson and Maggie Villegas from Tustin Unified School District to discuss their long-term research-practice partnership around professional learning in elementary mathematics education.</p><p>They have facilitated productive professional learning programs that deeply engage teachers and schools. These initiatives entail sustained and structured opportunities to build teachers’ capabilities through structured collaborative planning and professional learning routines. The guests will share their experiences and insights on their long-term RPP projects related to organizing districts and schools to support professional learning.</p><p></p><p><strong>For more information:</strong></p><p>Guarino, J., & Gibbons, L. K. (2025). A community of practice elevates principals’ instructional leadership. The Learning Professional, 46(5), 22–25. <a target="_blank" rel="noopener noreferrer nofollow" href="https://learningforward.org/journal/learning-communities-for-leaders/a-community-of-practice-elevates-principals-instructional-leadership/">https://learningforward.org/journal/learning-communities-for-leaders/a-community-of-practice-elevates-principals-instructional-leadership/</a> </p><p>Guarino, J., Weisskirk, L., Drake, J., & Gibbons, L. K. (2024). Professional learning lays the foundation for new curriculum. The Learning Professional, 45. <a target="_blank" rel="noopener noreferrer nofollow" href="https://learningforward.org/journal/curriculum-based-professional-learning/professional-learning-lays-the-foundation-for-new-curriculum/">https://learningforward.org/journal/curriculum-based-professional-learning/professional-learning-lays-the-foundation-for-new-curriculum/</a> </p><p>Cobb, P., Jackson, K., Henrick, E., Smith, T. M., & the MIST Team. (2018). Systems for instructional improvement: Creating coherence from the classroom to the district office. Harvard Education Press. <a target="_blank" rel="noopener noreferrer nofollow" href="https://peabody.vanderbilt.edu/academics/departments/teaching-learning/mist/dissemination/">https://peabody.vanderbilt.edu/academics/departments/teaching-learning/mist/dissemination/</a></p><p>Kazemi, E., Calabrese, J., Lind, T., Lewis, B., Resnick, A. F., & Gibbons, L. K. (2024). Learning together: organizing schools for teacher and student learning. Harvard Education Press. <a target="_blank" rel="noopener noreferrer nofollow" href="https://books.google.com/books?id=eNeo0AEACAAJ">https://books.google.com/books?id=eNeo0AEACAAJ</a></p><p><a target="_blank" rel="noopener noreferrer nofollow" href="https://amte.net/connections/2021/05/feature-article-2021-amte-early-career-award-recipient">https://amte.net/connections/2021/05/feature-article-2021-amte-early-career-award-recipient</a></p><p><a target="_blank" rel="noopener noreferrer nofollow" href="https://theevolvingeducator.blog/">https://theevolvingeducator.blog/</a></p>
February 9, 2026
Move to Learn: Engaging families for babies’ development through physical movement
<p>In this episode of Evidence for Education, we talk with Dr. Michele Lobo, an Associate Professor of Physical Therapy at University of Delaware, about the powerful connection between movement, early intervention, and child development. Dr. Lobo’s work sheds light on how effective early intervention and parent engagement can enhance child development outcomes, as well as the importance of physical movement in child development and learning.</p><p>If you care about parent education, early intervention, early childhood development, and research dissemination, this episode offers insight, evidence, and hope. We dive into the story behind her work and how noticing tiny moments of curiosity and motion in young children sparked a whole new approach to early learning. We also explore what today’s early intervention landscape might be missing—from better ways to spot early signs to big ideas like co-located services, universal screening, and sharing knowledge far and wide. And because parents are at the heart of it all, we talk about what it really takes to connect with families around sensitive topics, build trust, and make learning feel collaborative rather than intimidating. It’s an episode full of insight and compassion for anyone who cares about helping little ones thrive.</p><p><strong>For more information visit: </strong><a target="_blank" rel="noopener noreferrer nofollow" href="https://www.udel.edu/academics/colleges/chs/departments/pt/faculty/michele-lobo/"><strong>https://www.udel.edu/academics/colleges/chs/departments/pt/faculty/michele-lobo/</strong></a><strong> </strong></p>
40 total episodes available
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Frequently asked questions
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- What is Evidence for Education?
- How often does this podcast release new episodes?
This podcast updates bi-weekly.
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This podcast is available on 9 platforms including Apple Podcasts, Spotify, and more. You can also use the RSS feed directly.
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No, this podcast does not typically feature guests.
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