Visiting Assistant Professor
I continually seek to understand the role of data and research in informing education policy and practice. Although I studied public policy as an undergraduate, it wasn't until I was a fifth grade teacher in Brooklyn, NY that I became intrigued with the connection between policy and practice. Puzzled by the seeming disconnect between policy decisions and day-to-day classroom practice, I ventured on to pursue a degree in education policy. My dissertation research employed a mixed-methods approach to studying the preparation and support of alternative certification teachers in a large urban school district.
Driven by an interest to ensure policy and practice inform one another, I believe presentation and communication of research findings must be undertaken in ways that are clear, concise and actionable. For the past two years, I have worked for the Institute of Education Sciences, where I built upon my prior knowledge of data management, analysis and application within State and Local Education Agencies by continuing to explore the most effective means to support practitioners and policymakers in interpreting and utilizing research to inform their decisions about policy and practice.
My current research interests center around the design and facilitation of practitionerresearcher partnerships, with an eye toward the role such partnerships may play in building capacity for the use of data and research in policy and program decisions at the state-, local- and/or classroom-level. I remain interested in the challenges of preparing and supporting teachers who enter the classroom through alternative pathways, but also have a growing interest in the use of data to target supports to ensure high school graduates meet the evolving standards for college and career readiness.
Select publications and presentations
Costelloe, S.C., & Vile Junod, R.E. (2010, May). Clarity, Communication and Collaboration: Learning from the Implementation of Targeted School Improvement Initiatives in a Large Urban District. Paper presented at the annual meeting of the American Educational Research Association, Denver, CO.
Vile Junod, R.E., & Costelloe, S.C. (2010, May). Middle grades best practices investigation: Effective structures and processes in preparing students for success in ninth grade. Paper presented at the annual meeting of the American Educational Research Association, Denver, CO.
Costelloe, S.C., & Farley-Ripple, E.N. (2007, April). Identifying Supports for Alternatively Certified Special Educators: Lessons from a Comparison of Three Programs. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
Costelloe, S. C. (2006). Characteristics of the 2004-05 Cohort of New Teachers in Philadelphia. Penn GSE Perspectives on Urban Education, 4(1).
Travers, E., & Costelloe, S. (2004, September) Philadelphia's First Year Middle Grades Teachers: Perspectives on Supports and Experiences, 2003-04. Philadelphia: Research For Action.
Useem, E., & Costelloe, S. (2004, July). Philadelphia's New Teacher Coaches: Reflections on their First Year. Philadelphia: Research For Action.