Ph.D. in Education Leadership and Policy Studies, Vanderbilt University, Peabody College of Education and Human Development
M.Ed. in Measurement, Evaluation, Statistics, and Assessment, University of Illinois at Chicago, College of Education
B.S. in Education and Social Policy, Northwestern University, School of Education and Social Policy
K-12 Educational Equity
Digital and Online Learning
Mixed Methods Research
Jennifer Darling-Aduana is an assistant professor of learning technologies in the Department of Learning Sciences. She researches the equity implications of K-12 digital learning as well as the student-teacher and student-curriculum interactions in these settings that inadvertently contribute to (or can be used to mitigate) social reproduction in the classroom. Current projects include design-based and evaluation studies geared toward enacting culturally sustaining pedagogy in virtual learning environments.
She holds a Ph.D. in leadership and policy studies from Vanderbilt University and an M.Ed. in measurement, evaluation, statistics and assessment from the University of Illinois at Chicago. She was also awarded the AERA Dissertation Grant for her dissertation on “High School Student Experiences and Outcomes in Online Courses: Implications for Educational Equity and the Future of Learning.”
PEER-REVIEWED JOURNAL ARTICLES
Darling-Aduana, J., & Heinrich, C. J. (2020). “The potential of telepresence for increasing advanced course access in high schools.” Educational Researcher.
Golann, J. & Darling-Aduana, J. (2020). Toward a multifaceted understanding of Lareau’s “sense of entitlement” – Bridging sociological and psychological constructs. Sociology Compass.
Heinrich, C. J., Darling-Aduana, J., & Martin, C. (2020). “The potential and prerequisites of effective tablet integration in rural Kenya.” British Journal of Educational Technology, 51(2), 498-514.
Darling-Aduana, J. (2019). “Behavioral engagement patterns among high school students enrolled in online courses.” AERA Open, 5(4).
Heinrich, C. J., Darling-Aduana, J., Good, A., & Cheng, H. (2019). “A look inside online educational settings in high school: Promise and pitfalls for improving educational opportunities and outcomes.” American Educational Research Journal, 56(6), 2147–2188.
Darling-Aduana, J., Good, A., & Heinrich, C. J. (2019). “Mapping the inequity implications of help-seeking in online credit-recovery classrooms.” Teachers College Record, 121(11), 1-40.
Darling-Aduana, J, & Heinrich, C. J. (2018). “The role of teacher capacity and instructional practice in the integration of educational technology for emerging bilingual students.” Computers & Education, 126, 417-432.
Heinrich, C.J., Darling-Aduana, J., & Good, A. (2020). Equity and Quality in Digital Learning: Realizing the Promise in K-12 Education. Boston, MA: Harvard Education Press.
POLICY AND RESEARCH BRIEFS
Darling-Aduana, J., & Heinrich, C. J. (2020). ‘Telepresence’ can help bring advanced courses to schools that don’t offer them. Boston, MA: The Conversation.
Darling-Aduana, J., Heinrich, C. J. Loosen, S., & Moga, N. (2020). How telepresence technology can improve access to advanced, high school courses. Cambridge, MA: Scholars Strategy Network.
Darling-Aduana, J., Heinrich, C. J. & Good, A. (2019). Inequality implications of student-teacher interactions in online, high school credit recovery classrooms. Cambridge, MA: Scholars Strategy Network.
Heinrich, C. J., Darling-Aduana, J., Good, A., & Cheng, H. (2019). A look inside online learning settings in high schools. Washington, D. C.: Brookings Institute.
Darling-Aduana, J., Good, A., & Heinrich, C. J. (2018). Critical issues in online credit recovery for K-12 schools. Cambridge, MA: Scholars Strategy Network.