43 Foundry Avenue
Waltham, Massachusetts 02453-8313
Christina R. Bonney leads research that studies school reform, student motivation, and strategies to enhance learning, teaching, and student achievement. She contributes her expertise in quantitative and qualitative research design, survey design and administration, and data analysis to a wide range of studies that examine both in-school and out-of-school time (OST) learning.
Bonney is the co-Principal Investigator of a National Science Foundation (NSF)-funded project which is developing an observation protocol focused on evaluating the quality of technology implementation in high school science classrooms. She is also evaluating the STEM Guides project, an initiative that is seeking to increase the frequency and depth of OST STEM experiences for youth in rural communities in Maine, with an overarching goal to create a national model for STEM capacity-building in rural areas.
Recently, Bonney conducted an evaluation of a Common Core-aligned Algebra curriculum in Connecticut, and contributed to a research study on the effectiveness of technology-focused professional development in the NSF's Innovative Technology Experiences for Students and Teachers (ITEST) program. For the REL Northeast & Islands at EDC, Bonney conducted a policy scan on career readiness policies and program components in the U.S. to help inform the U.S. Virgin Islands’ college and career readiness initiatives. She also participated in a scan of services and targeted programs in the Northeast offered for students who have recently immigrated to the U.S. from non-English speaking countries.
Bonney has co-authored several journal articles and book chapters, including: Examining the Quality of Technology Implementation in STEM Classrooms: Demonstration of an Evaluative Framework (Journal of Research on Technology in Education); "WICS: A Model for College and University Admissions," published in a special issue of Educational Psychologist that she co-edited; and “Learning to Think Critically” (chapter published in The Handbook of Research on Learning and Instruction).
Prior to joining EDC, Bonney was a senior researcher at the PACE Center at Tufts University, conducting research on the relationship between intelligence and college admissions. Previously, she spent two years with Learning Point Associates (now AIR), conducting program evaluations aimed at school improvement efforts in New York, New Hampshire, Ohio, South Carolina, and Texas. There, she also helped provide analytic support for afterschool programming in the 50 states and Puerto Rico, under the 21st Century Community Learning Centers initiative.
Bonney has conducted numerous research studies focused on student motivation in both education (K–16) and sport domains. She wrote her doctoral dissertation on the influence of achievement goal orientation on subsequent motivation and performance among college athletes.
She received a BA in Psychology from Yale University, an MS in Developmental Psychology, and a PhD in Education and Psychology from the University of Michigan, Ann Arbor.