Leslie Babinski is an associate 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.