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Acosta
| Austin | Bauman
| Cole | Corwin
| Dailey | Davis
| Diamond | Farag
| Gerver | Hamilton
| Killos | McInerney
| Mesmer | Nishi
| O'Cummings | Paulsen
| Ritter | Ruedel
| Saunders |
Shami | Shanley
| Welch | Williamson
| Woodruff | Zaidi
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Kristin
L.A. Ruedel, M. Ed.
kruedel@air.org
Primary
Interests
Policy and Program Development that promotes Equity of Educational
Opportunity for all children with an emphasis on Special Education
Educational Change and the Process of Implementation
Bridging the gap between policy, research and practice
Comparative Special Education
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Kristin
joined the AIR research team in 2000 and is currently working as
a Research Analyst. In addition to working on the EMSTAC project,
Kristin is involved with various projects for the Office of Special
Education about effective program and policy development, research
information dissemination and bridging the gap between research,
practice and policy.
Kristin has a rich and extensive background with Special Education.
She became a member of Jr.NAD (Jr. National Association for the
Deaf) at the age of 16 and worked as a teacher assistant in a mathematics
classroom for the deaf and hearing impaired. Kristin's undergraduate
studies were in the field of secondary mathematics and special education
for the hearing impaired (K-12). She then taught at the middle school
level in a self-contained total communication classroom for students
with hearing impairments and during the summer months, she worked
as a camp teacher with students of various disabilities in the early
elementary grades. Finally, in 1996, she joined the Peace Corps
and began working at the School for Children with Special Needs
in St. Vincent, West Indies. During her service, Kristin worked
in the areas of professional and staff development for special education,
program development, implementation and evaluation that promoted
equity of educational opportunity for all children and as a classroom
teacher for children with disabilities.
After 2 ½ years of service, Kristin left St. Vincent and pursued
a Masters of Education degree at Harvard University Graduate School
of Education. She was enrolled in the International Education Policy
program within the department of Administration, Planning and Social
Policy and studies focused on researching educational change, the
process of developing, evaluating and implementing educational reform
projects and policy in a variety of contexts and both quantitative
and qualitative methodology. Finally, while obtaining her graduate
degree, she worked on a community-based mentoring project, in which
she was responsible for collecting, managing, and analyzing all
quantitative data while simultaneously conducting qualitative analysis
of data sets through participation on an ethnographic team.
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