REEd pursues collaborative research, based on the understanding that critical knowledge is generated at the nexus of theory and practice. We provide evaluation services to university faculty as well as regional education and community-based agencies conducting research or providing programs with an education connection. We also provide small incentive grants for faculty to collaborate with school practitioners on research of mutual interest, and publish findings from our action research projects.
What We Do
The Center for Education and Evaluation Services (CEES) is a full-service program evaluation center. We approach our work with all clients as a partnership, working collaboratively to identify the best methods for evaluating program processes, outcomes and impact. Our services range from consultation and advising to complete program evaluations, including study design, data analysis, and report preparation.
CEES addresses education-related issues in a variety of fields. Our projects include impact evaluations for large state-wide education initiatives for the Department of Education, external evaluations for university-based projects funded by federal agencies, and impact studies for non-profits. We have evaluated many teacher professional development projects, after school initiatives, and interdisciplinary collaborations.
Dr. Theresa Westover is the Director of the Center for Education and Evaluation Services (CEES). She supervises the Center’s evaluation projects and staff and has over 30 years of experience in evaluation, research methods, and project management. Her areas of expertise include evaluation and research design, data collection tool development (with an emphasis on survey design and administration) and testing, data analysis, and policy analysis. She has experience in teaching research methods, oversight of evaluation and education programs, and conducting large scale program evaluations.
Dr. Lisa Sullivan brings both qualitative and quantitative data analysis experience to the CEES team, as well as research experience in the areas of school readiness, special education, reading assessments and teacher education. Her dissertation research examined the role of social attention in learning and school readiness for preschool children.
Lisa was formerly a classroom teacher in Los Angeles and was a Teacher Education Fellow at UC Davis, supervising middle school teachers in the credential program. Her main area of interest is in working with educators to translate research into practice that will improve outcomes for all students.
Ph.D. in Learning and Mind Sciences, University of California, Davis, 2010
M.A. in Educational Psychology, University of California, Davis, 2006
B.A. in Psychology, Phi Beta Kappa, cum laude, University of California, Irvine, 1986
Publications and Working Papers
Franzone, E., Kucharczyk, S., Sullivan, L., & Szidon, K. (2012). Facilitating the use of evidence based practices in classrooms: The national professional development center model for implementation. In Mundy, P. & Mastergeorge, A. (Eds), Autism for Educators, Thousand Oaks, CA: Sage Publications.
Sullivan, L. (2010). Joint attention: Interactions with word learning and school readiness. Dissertation Abstracts International: Section B: The Sciences and Engineering, Volume 71(11-A), pp.3902.
Abedi, J., Kao, J.C., Leon, S., Mastergeorge, A., Sullivan, L., Herman, J., & Pope, R. (2010). Accessibility of segmented reading comprehension passages for students with disabilities. Applied Measurement in Education, 23 (2), 168-186.
Mundy, P., Sullivan, L., & Mastergeorge, A. (2009). A parallel and distributed-processing model of joint attention, social cognition and autism. Autism Research, 2(1), 2-21.
Abedi, K., Kao, J., Leon, J., Sullivan, L., Herman, J., Pope, R., Nambiar, V., & Mastergeorge, A. (2008). Exploring factors that affect accessibility of reading comprehension assessments for students with disabilities: A study of segmented text (Report No. 746), 80pp. Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing (CRESST).
Manuscript Currently Under Review
Sullivan, L., Mundy, P., & Mastergeorge, A. Joint Attention, Social Behavior and School Readiness in Preschool Children.