Ethan Scherer
Biographic Data
| ID | 5741508 |
|---|---|
| NAME | Ethan Scherer |
| GIVEN NAMES | Ethan |
| FAMILY NAME | Scherer |
| SIGNATURE | SCHERER E |
| AFFILIATIONS | Harvard University, Cambridge, MA |
| ORCID | 0000-0002-6548-7724 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
The Effects of Teacher-Student Demographic Matching on Social-Emotional Learning
A growing body of research shows that students benefit when they demographically match their teachers. However, little is known about how matching affects social-emotional development. We use student-fixed effects to exploit changes over time in the proportion of teachers within a school grade who demographically match a student to estimate the effect on social-emotional measures, test scores, and behavioral outcomes. We find improvements in stud…
Asset‐Based Implementation of Structured Adaptations in an Online Third‐Grade Content Literacy Intervention
Scaling up evidence‐based educational interventions presents challenges, particularly in adapting to new contexts while maintaining fidelity. Structured adaptations that integrate the strengths of experimental science (high fidelity) and improvement science (high adaptation) represent a novel design framework for supporting the equitable implementation of research‐based practices and programs. This preregistered study examined the effectiveness o…
Are Students on Track? Comparing the Predictive Validity of Administrative and Survey Measures of Cognitive and Noncognitive Skills for Long-Term Outcomes
Education leaders need valid metrics to predict students’ long-term success. We use a unique data set with cognitive skills, self-regulation, behavior, course performance, and test scores for eighth-grade students from a Northeast school district. We link these data to students’ high school outcomes, college enrollment, persistence, and on-time degree completion. Survey-based cognitive and self-regulation measures predict high school and college …
Dispositional mindfulness: Dissociable affective and cognitive processes
Mindfulness has been linked to a range of positive social-emotional and cognitive outcomes, but the underlying mechanisms are unclear. As one of the few traits or dispositions that are associated with both affective and cognitive benefits, we asked whether mindfulness is associated with affective and cognitive outcomes through a shared, unitary process or through two dissociable processes. We examined this in adolescents using behavioral measures…
Time to transfer: Long-term effects of a sustained and spiraled content literacy intervention in the elementary grades
We investigated the effectiveness of a sustained and spiraled content literacy intervention that emphasizes building domain and topic knowledge schemas and vocabulary for elementary-grade students. The model of reading engagement intervention underscores thematic lessons that provide an intellectual structure for helping students connect new learning to a general schema in Grade 1 (animal survival), Grade 2 (scientific investigation of past event…
Understanding Heterogeneous Patterns of Family Engagement With Educational Technology to Inform School-Family Communication in Linguistically Diverse Communities
We leverage log data from an educational app and two-way text message records from over 3,500 students during the summers of 2019 and 2020 and in-depth interviews in Spanish and English to identify patterns of family engagement with educational technology. Based on the type and timing of technology use, we identify several distinct profiles of engagement, which we group into two categories: independent users who engage with technology-based educa…
A longitudinal randomized trial of a sustained content literacy intervention from first to second grade: Transfer effects on students’ reading comprehension
We developed a sustained content literacy intervention that emphasized building domain and topic knowledge from Grade 1 to Grade 2 and evaluated transfer effects on students’ reading comprehension outcomes. The Model of Reading Engagement (MORE) intervention emphasizes thematic lessons that provide an intellectual framework for helping students connect new learning to a general schema (i.e., how scientists study past events). A total of 30 elemen…
Time to transfer: Long-term effects of a sustained and spiraled content literacy intervention in the elementary grades
We investigated the effectiveness of a sustained and spiraled content literacy intervention that emphasizes building domain and topic knowledge schemas and vocabulary for elementary-grade students. The model of reading engagement intervention underscores thematic lessons that provide an intellectual structure for helping students connect new learning to a general schema in Grade 1 (animal survival), Grade 2 (scientific investigation of past event…
Understanding Heterogeneous Patterns of Family Engagement With Educational Technology to Inform School-Family Communication in Linguistically Diverse Communities
We leverage log data from an educational app and two-way text message records from over 3,500 students during the summers of 2019 and 2020 and in-depth interviews in Spanish and English to identify patterns of family engagement with educational technology. Based on the type and timing of technology use, we identify several distinct profiles of engagement, which we group into two categories: independent users who engage with technology-based educa…
A longitudinal randomized trial of a sustained content literacy intervention from first to second grade: Transfer effects on students’ reading comprehension
We developed a sustained content literacy intervention that emphasized building domain and topic knowledge from Grade 1 to Grade 2 and evaluated transfer effects on students’ reading comprehension outcomes. The Model of Reading Engagement (MORE) intervention emphasizes thematic lessons that provide an intellectual framework for helping students connect new learning to a general schema (i.e., how scientists study past events). A total of 30 elemen…
Dispositional mindfulness: Dissociable affective and cognitive processes
Mindfulness has been linked to a range of positive social-emotional and cognitive outcomes, but the underlying mechanisms are unclear. As one of the few traits or dispositions that are associated with both affective and cognitive benefits, we asked whether mindfulness is associated with affective and cognitive outcomes through a shared, unitary process or through two dissociable processes. We examined this in adolescents using behavioral measures…
Time to transfer: Long-term effects of a sustained and spiraled content literacy intervention in the elementary grades
We investigated the effectiveness of a sustained and spiraled content literacy intervention that emphasizes building domain and topic knowledge schemas and vocabulary for elementary-grade students. The model of reading engagement intervention underscores thematic lessons that provide an intellectual structure for helping students connect new learning to a general schema in Grade 1 (animal survival), Grade 2 (scientific investigation of past event…
Understanding Heterogeneous Patterns of Family Engagement With Educational Technology to Inform School-Family Communication in Linguistically Diverse Communities
We leverage log data from an educational app and two-way text message records from over 3,500 students during the summers of 2019 and 2020 and in-depth interviews in Spanish and English to identify patterns of family engagement with educational technology. Based on the type and timing of technology use, we identify several distinct profiles of engagement, which we group into two categories: independent users who engage with technology-based educa…
The Effects of Teacher-Student Demographic Matching on Social-Emotional Learning
A growing body of research shows that students benefit when they demographically match their teachers. However, little is known about how matching affects social-emotional development. We use student-fixed effects to exploit changes over time in the proportion of teachers within a school grade who demographically match a student to estimate the effect on social-emotional measures, test scores, and behavioral outcomes. We find improvements in stud…
Asset‐Based Implementation of Structured Adaptations in an Online Third‐Grade Content Literacy Intervention
Scaling up evidence‐based educational interventions presents challenges, particularly in adapting to new contexts while maintaining fidelity. Structured adaptations that integrate the strengths of experimental science (high fidelity) and improvement science (high adaptation) represent a novel design framework for supporting the equitable implementation of research‐based practices and programs. This preregistered study examined the effectiveness o…
Are Students on Track? Comparing the Predictive Validity of Administrative and Survey Measures of Cognitive and Noncognitive Skills for Long-Term Outcomes
Education leaders need valid metrics to predict students’ long-term success. We use a unique data set with cognitive skills, self-regulation, behavior, course performance, and test scores for eighth-grade students from a Northeast school district. We link these data to students’ high school outcomes, college enrollment, persistence, and on-time degree completion. Survey-based cognitive and self-regulation measures predict high school and college …
Psychology (7 works) · Developmental psychology (5 works) · Mathematics education (4 works) · Pedagogy (4 works) · Cognitive psychology (3 works) · Literacy (3 works) · Child Development and Digital Technology (2 works) · Cognition (2 works) · Linguistics (2 works) · Reading and Literacy Development (2 works)