Dr Jamie Gustava Gillespie

Research Associate

jggilles@ncsu.edu

Office: 919-513-8553

About Jamie

Jamie graduated from the University of Illinois at Urbana-Champaign in 1987 with a degree in teaching French and German. She was a teacher from 1987 to 1997, during which time she also earned her M.Ed. in curriculum and instruction at National-Louis University. Between 1997 and 2016, Jamie worked as a coordinator of talented and gifted programs, a director of student services and special education, a principal, a director of secondary education and a director of career and technical education. In 2021, Jamie earned her Ph.D. in educational research and policy analysis at NC State.

In her spare time, Jamie likes to knit, read, surf, play with her dogs, and spend time with her family.

Updates

Friday Institute Partners with The ASSISTments Foundation on Award-Winning Grant to Scale and Expand Tutoring Technology for Pandemic Recovery
Feb 01, 2022
The U.S. Department of Education has awarded an $8 million grant to a partnership team from the Friday Institute, The ASSISTments Foundation, Worcester Polytechnic Institute and WestEd to support learning acceleration and recovery from COVID-related learning-loss among K-12 students.
FI Research Associate Jamie Gillespie Explores Relationship Between Media Coverage and Outcomes of Teacher Strikes at Northeastern Educational Research Association Conference
Nov 11, 2021
Friday Institute Research Associate Jamie Gillespie, Ph.D., presented at the 52nd annual conference of the Northeastern Educational Research Association (NERA) on October 13.
Staff Spotlight: Jamie Gillespie
Nov 18, 2020
Friday Institute Research Associate Jamie Gillespie is working on a project focused on increasing the availability and quality of mentoring for female faculty, especially those of color, in STEM. Learn more about Jamie in this staff spotlight video.

Resources

Providing models for local policies on e-rate required policies including data confidentiality, data privacy, and responsible use. (Nov 2017) (Memo)
Co-Author

This memo from the Friday Institute summarizes policy findings from the 2017 Digital Learning and Media Inventory survey, provides model policies for consideration, and suggested next steps.
The North Carolina Digital Learning Plan: Policy Recommendations and Action Steps -June 2021 (FI Education Brief)
Co-Author

In this Friday Institute Education Brief, the authors break down current recommendations and distinct action steps to continue work on the six key areas of the North Carolina Digital Learning Plan.
ASSISTments Use During In-Person and Remote Instruction (FI Education Brief)
Co-Author

The NC ASSISTments Replication Study began in the 2017-18 school year and aimed to replicate the findings from a prior study conducted in Maine. That study found that the students of 7th-grade mathematics teachers who used ASSISTments for homework scored significantly higher on the Terra Nova mathematics exam than the students of teachers who did not use ASSISTments. Unfortunately, the COVID-19 pandemic forced North Carolina’s schools to move to all-remote instruction in March 2020 and the End-of-Grade exams were canceled, which made the replication study impossible to complete. This forced a change in the ASSISTments study and a re-evaluation of what researchers could learn about the use of ASSISTments in schools in North Carolina. Using surveys and interviews, researchers at the Friday Institute for Educational Innovation conducted a case study of teachers’ use of ASSISTments in in-person instruction and in remote instruction, both during the NC ASSISTments Replication Study and outside of the study.

Teams

North Carolina Digital-Age Learning Initiative
Program Evaluation and Education Research (PEER) Group

Projects

Evaluation of ASSISTments

The purpose of this study is to evaluate the efficacy of the use of ASSISTments to support students' mathematics homework completion, differentiated instruction and ultimately students' understanding of mathematics.
North Carolina Digital Learning Plan

The detailed NC Digital Learning Plan (DLP), published September 2015, articulates specific and actionable recommendations for State-level leadership in supporting local education agencies and all public schools in transitioning to digital learning.
North Carolina Digital-Age Learning Initiative

The NC Digital-Age Learning Initiative builds upon the existing foundation of digital learning initiatives to develop a coherent long-term strategy that sets directions and priorities, supports innovation, and provides resources to enable the State's educators and students to benefit fully from digital-age teaching and learning.
STEM East Network Evaluation

From August 2016 through February 2019, the Friday Institute Research and Evaluation Team (FIRE Team) partnered with the STEM East leadership to build the evaluation capacity of 7 network districts who received STEM education grants from the Golden LEAF Foundation. Specifically, the FIRE Team worked with districts leadership teams to more strategically plan, execute, evaluate, and maintain their district’s STEM programs.