Linlin Li

Overview

Linlin Li develops and directs research and evaluations with local, statewide, and national agencies. As a research director of the Learning and Technology team, Li has multiple years of experience in research, evaluation, and consulting, including key roles on cross-site, multiyear federally funded projects with mixed methods, experimental, quasi-experimental, or cross-sectional designs.

Li’s research work focuses on the areas of developmental psychology, STEM and social–emotional interventions, and family engagement. Her recent work involves using interactive games to design and evaluate interventions for students who are living in poverty and at risk for academic difficulties. Li is a certified What Works Clearinghouse reviewer on both group design and single-case design. She has been the principal investigator or co-principal investigator on multiple research grants from the U.S. Department of Education’s Institute of Education Sciences and the director of methods on multiple U.S. Department of Education grants, including Investing in Innovation, Education Innovation and Research, and Ready to Learn grants.

Prior to joining WestEd, Li managed and directed formative and summative evaluations of programs funded by the U.S. Department of Education and the National Science Foundation. She was also a senior methodologist for an evaluation of the California Department of Education’s evaluation of the School Assistance Intervention Team program, a mixed-methods study of 200 state-monitored schools’ progress in English language arts and math.

Education

• Certificate in data science methods for digital learning platforms, University of Pennsylvania Graduate School of Education
• PhD in human development and family studies, University of North Carolina Greensboro
• MA in educational and developmental psychology, Hebei University

Select Publications

Flynn, K.S., Li, L., Huang, C-W., Patel, R., Luttgen, K., Yang, S., & Chow, E. (2024). Leveraging technology to address social-emotional learning during the Pandemic: Findings from an efficacy trial. Social and Emotional Learning: Research, Practice, and Policy, 4. https://doi.org/10.1016/j.sel.2024.100045 

Li, L., Feng, M., Brezack, N., & Bang, H.J. (2024, April). A data-centric personalized learning technology solution to accelerate early math skills of young learners [Companion proceedings]. International Learning Analytics and Knowledge Conference, Kyoto, Japan. https://www.solaresearch.org/wp-content/uploads/2024/03/LAK24_CompanionProceedings.pdf 

Li, L., Feng, M., & Brezack, N. (2024, April). A nationwide investigation of a technology-based formative assessment tool that provides analytic data for teachers [Companion proceedings]. International Learning Analytics and Knowledge Conference, Kyoto, Japan. https://www.solaresearch.org/wp-content/uploads/2024/03/LAK24_CompanionProceedings.pdf 

Li, L. & Huang, C.-W. (2023, July 26). Leveraging intelligent social tutoring system to address social-emotional learning in elementary schools. International Conference on Artificial Intelligence in Education. https://doi.org/10.5281/zenodo.8323021 

Bang, H.J., Li, L. & Flynn, K. (2022). Efficacy of an adaptive game-based math learning app to support personalized learning and improve early elementary school students’ learning. Early Childhood Education Journal. https://doi.org/10.1007/s10643-022-01332-3 

Li, L., Hayakawa, M., Freese, J., Daniels, B., Weiser, G., Luttgen, K., Lor, M. C., Schneider, M., Huang, C.-W., & Jensen, E. (2022). Pivoting an in-person multiplatform science program to a virtual program during a pandemic: Lessons learned. Children, Youth and Environments, 32(3), 53-81. https://doi.org/10.1353/cye.2022.0023 

Bang, H.J., Thai, K., & Li, L. (2021). Accelerating early math learning with research-based personalized learning games: A cluster randomized controlled trial. Journal of Research on Educational Effectiveness. https://doi.org/10.1080/19345747.2021.1969710 

Li. L., Flynn, K.S., DeRosier, M., Weiser, G., & Austin-King, K. (2021). Social-Emotional learning amidst COVID-19 school closures: Positive findings from an efficacy study. Frontiers in Education, Educational Psychology. https://doi.org/10.3389/feduc.2021.683142 

McCarthy, E., Tiu, M., & Li, L. (2018). Learning math with Curious George and the Odd Squad: Transmedia in the classroom. Tech Know Learn. https://doi.org/10.1007/s10758-018-9361-4 

Hardin, B.J., Lower, J.K., Smallwood, G., Saavedra, C.M., Li, L., & Jorda, C. (2010). Teachers, families, and communities supporting English language learners in pre-kindergarten: An evaluation of a professional development model. Journal of Early Childhood Teacher Education (31)1, 20–36. 

Diamond, K.E., Hestenes, L.L., Saavedra, C.M., & Li, L. (2009). Including young children with disabilities in preschool: Moving forward from 1994. In E.L. Essa & M.M. Burnham (Eds.), Informing our practice: Useful research on young children’s development, 241–251. National Association for the Education of Young Children Publishing.  

Tudge, J., Li, L., & Stanley, T.K. (2007). The impact of method on assessing young children’s everyday mathematical experiences. In O.N. Saracho & B. Spodek (Series Eds.) and O.N. Saracho & B. Spodek (Vol. Eds.), Contemporary perspectives in early childhood education: Mathematics in early childhood education, 187–214. Information Age Publishing.