Cathy Cavanaugh
Research Scientist
- Gainesville FL UNITED STATES
- College of Education
Cathy Cavanaugh's researches development in virtual schools, online and blended professional learning, and education system transformation.
Contact More Open optionsBiography
Cathy Cavanaugh is the chief experience officer and research scientist in the Lastinger Center for Learning. She previously held roles in education product management, working with education leaders and organizations around the world to transform learning and teaching. Her experience includes leading a statewide education transformation initiative and launching a virtual school in Western Australia; higher education leadership and research in the Middle East during a national mobile learning program; and work as a professor and researcher in educational technology at U.S. universities; as well as K-12 teaching and district leadership.
Areas of Expertise
Media Appearances
Discussions on Servant Leadership
That ALL Might Be Edified radio
2022-01-25
This week the Chief Experience Officer and Research Scientist of the Lastinger Center for Learning at the University of Florida, Dr. Cathy Cavanaugh joins me to discuss how she works to bring a diverse team together focusing on expanding educational opportunities to more people while focusing on the teachers they support. She emphasizes the importance of partnerships and collaboration at every level by sharing some great experiences from her rich background.
Dr. Cathy Cavanaugh
Leaders & Legends of Online Learning online
2020-07-17
Dr Cathy Cavanaugh is Chief Technology Officer at the Lastinger Center for Learning at the University of Florida. Cathy has an extensive career history in online education and teaching, and she shares some of the insight gleaned from years of effective K12 practice.
Social
Articles
SHARE ON How Teachers Influence Student Adoption and Effectiveness of a Recommendation System for Algebra
Proceedings of the Tenth ACM Conference on LearningWalter L. Leite, et. al
2023-07-01
Advanced learning technologies (ALT) have become increasingly available to teachers for classroom use. Research has suggested that many factors can influence teacher adoption and fidelity of use of ALT in the classroom, including teacher beliefs, knowledge and experience, technological factors, and instructional factors. However, there has been scarce research linking teacher factors to student adoption of ALTs.
The relationship between self-regulated student use of a virtual learning environment for algebra and student achievement: An examination of the role of teacher orchestration
Computers & EducationWalter L. Leite, et. al
2022-12-01
The current study examines both student self-regulated learning (SRL) and teacher orchestration in a virtual learning environment (VLE), with respect to student achievement. The study used SRL indicators derived from the log data on how students used the VLE system, survey data on how teachers made use of the VLE for Algebra instruction, as well as formative and summative Algebra assessment scores.
Digital Transformation in Education: Critical Components for Leaders of System Change
Social Sciences & Humanities OpenAidan McCarthy, et. al
2022-09-29
Leaders recognize that digital transformation is required for efficiency and effectiveness of the information, services, and personal experiences vital among stakeholders. A global pandemic is reshaping society, demonstrating that agility with digital technologies is advantageous. Education leaders and policymakers felt pressure to adopt a systematic approach to transformation enabled by digital innovation.
