Eleanor Anderson

Eleanor Anderson

Eleanor Anderson

Eleanor Anderson

Lecturer & Research Fellow

Annenberg Hall
Room 341
2120 Campus Drive
Evanston, IL 60208-0001


Eleanor Anderson is currently a Lecturer & Research Fellow at SESP. She was previously a Postdoctoral Fellow, working with the National Center for Research in Policy and Practice, and prior to that, a PhD student in the Learning Sciences department. Eleanor's experiences working at youth-serving non-profits in New York City served as the original inspiration for her interest in the potentially complementary relationship between research and practice. Her current research interests draw on conceptual tools from the learning sciences, policy implementation, and organization science--especially institutional theory--to explore this connection in the arena of K-12 schooling. 

Curriculum Vitae

Adobe Acrobat PDF View Eleanor Anderson's CV.


  • 2015 - NAEd/Spencer Dissertation Fellowship
  • 2011 - MPES Fellowship



Year Degree Institution
2017 PhD, Learning Sciences Northwestern University
2006 BA, Linguistics Yale University


Year Title  
2017 Cultivating Safe and Supportive Schools: The Implementation of Restorative Justice Practices

Selected Publications

Anderson, E. R. (December, 2017). Accommodating Change: Relating Fidelity of Implementation to Program Fit in Educational Reforms. American Educational Research Journal: 1288-1315.
( Adobe Acrobat PDF Logo Download )

Sartain, Lauren, Elaine M. Allensworth, Shanette Porter, Rachel Levenstein, David W. Johnson, Michelle Hanh Huynh, Eleanor R. Anderson, Nick Mader, and Matthew P. Steinberg (September, 2015). Suspending Chicago's Students.

Dobie, Tracy E., Anderson, Eleanor R. (April, 2015). Interaction in teacher learning communities: Three forms teachers use to express contrasting ideas in video clubs. Teaching and Teacher Education: 230-240.
( Adobe Acrobat PDF Logo Download )

Research Interests

My research program addresses the broad questions: How are research-based programs and policies developed, translated, implemented, and scaled up? What modes of reinforcement and reproduction support persistence and change in existing practices? How might researchers work with teachers, school leaders and policymakers to better bridge the 'research-practice gap'?

I investigate these questions in empirical contexts ranging from comprehensive school reforms, to online teacher PD, to research-practice partnerships, with a special focus on school-based restorative justice practices.