Overview
Leslie Babinski is a research professor in the Sanford School of Public Policy and director of the Duke School Research Partnership.
Dr. Babinski is principal investigator for a study funded by the Institute for Education Sciences to examine a new model for professional development for ESL and classroom teachers. The goals of the study, Efficacy of the DCCS Program: ESL and Classroom Teachers Working Together with Students and Families, are to support collaboration between the ESL and classroom teachers as well as increase teachers’ implementation of high-impact instructional strategies and students’ cultural wealth to facilitate language and literacy skills for English Learners.
She is co-PI for another IES-funded study, The Targeted Reading Intervention: Investigating the Efficacy of a Web-Based Early Reading Intervention Professional Development Program for K-1 English Learners is in collaboration with Steve Amendum at the University of Delaware and Lynne Vernon-Feagans at UNC Chapel Hill.
She is also collaborating with Dr. Desiree Murray from UNC Chapel Hill on an IES study called Promoting Self-Regulation to Enhance Social, Behavioral, and Academic Adjustment in Middle School.
Current Appointments & Affiliations
Recent Publications
Professional Learning for ESL Teachers: A Randomized Controlled Trial to Examine the Impact on Instruction, Collaboration, and Cultural Wealth
Journal Article Education Sciences · July 1, 2024 Using a randomized controlled trial, we examined the impact of a teacher professional learning (PL) program on English as a Second Language (ESL) teachers’ use of evidence-based instructional strategies for multilingual learners, collaboration with classro ... Full text CiteAssociation between relative age at school and persistence of ADHD in prospective studies: an individual participant data meta-analysis.
Journal Article Lancet Psychiatry · December 2023 BACKGROUND: The youngest children in a school class are more likely than the oldest to be diagnosed with ADHD, but this relative age effect is less frequent in older than in younger school-grade children. However, no study has explored the association betw ... Full text Link to item CiteSelf-Regulation Challenges and Supports in Middle Level Education: Health Education Teachers’ and School Counselors’ Views
Journal Article RMLE Online · January 1, 2023 Adolescents are in a dynamic period of cognitive, emotional, and behavioral development. School-based interventions that focus on social-emotional learning, including the development of self-regulation skills, have been shown to have positive impacts on st ... Full text CiteRecent Grants
BELLA Online: ESL and Classroom Teachers Working Together With Children and Families
ResearchPrincipal Investigator · Awarded by Department of Education · 2022 - 2026Efficacy of the DCCS Program: ESL and Classroom Teachers Working Together with Students and Families
ResearchPrincipal Investigator · Awarded by Department of Education · 2018 - 2025The Targeted Reading Intervention: Investigating the Efficacy of a Web-Based Early Reading Intervention Professional Development Program for K-1 English Learners
ResearchPrincipal Investigator · Awarded by University of Delaware · 2016 - 2022View All Grants