Lindsay Brown focuses on flexible and scalable teaching and coaching strategies for crisis and conflict contexts, including the development and implementation of the Building Expert Teachers Through Evidence-based Research (BETTER) teacher and coach professional development approach. She currently serves as Co-PI for the LEARN capacity exchange program and is developing a measurement tool for instructional teams using data-based decision making in partnership with SRI, Harvard, and IES. Prior to NYU, Lindsay worked to refine the measurement of and provide learning support for high-leverage English-Language Arts teacher practices through the Protocol for Language Arts Teacher Observation (PLATO) team. Lindsay has worked with research and professional development teams in Lebanon, Jordan, Sierra Leone, Ghana, Niger, Norway, Colombia, and Uruguay. She holds a Ph.D. in Curriculum and Teacher Education and a Master’s degree in Epidemiology and Clinical Research, both from Stanford University.
Selected Publications
- BETTER: Building Expert Teachers Through Evidence-based Research. (2023). Program Brief.
- Brown, L. (2023). Transforming Teacher Professional Development: A Core Practice Approach for Education in Emergencies. NORRAG Policy Insights: Refugee Teachers – The Heart of the Global Refugee Response. https://doi.org/10.6084/m9.figshare.24807843.v1
- Brown, L., Gjicali, K., Kim, H. Y., Tubbs Dolan, C., Frisoli, P., Bwary, M., & Aber, J. L. (2023). Evaluating program enhancement strategies for remedial tutoring: A cluster-randomized control trial with Syrian refugee students in Lebanon. AERA Open, 9. https://doi.org/10.1177/23328584231209268
- Brown, L., Kim, H. Y., Tubbs Dolan, C., Brown, A., Sklar, J., & Aber, J. L. (2023). Remedial Programming and Skill-Targeted SEL in Low-Income and Crisis-Affected Contexts: Experimental Evidence From Niger. Journal of Research on Educational Effectiveness, 1-32. https://doi.org/10.1080/19345747.2022.2139785