Author: klgrant2

Authors: Mark H. Blitz, Jason Salisbury December 2012, 18 pp. Abstract: The Comprehensive Assessment of Leadership for Learning (CALL) is an online task-based assessment of distributed instructional leadership. In Year 2 of a 4-year grant, CALL researchers piloted the survey in six schools in Wisconsin in order to test and refine the survey instrument. Through …

Author: Matthew T. Hora October 2012, 35 pp. Abstract: This exploratory study investigates the relationship between faculty beliefs and teaching, focusing on the role of cognitive and organizational factors in mediating this dynamic. Interviews and observations with 56 science and math faculty are analyzed using thematic and cluster analysis techniques. Results indicate that faculty hold …

Authors: Amanda Oleson, Matthew T. Hora September 2012, 26 pp. Abstract: Little is known about the origins of faculty knowledge for teaching. In this exploratory study, we interviewed and observed 53 faculty, finding that faculty not only “teach the way they were taught” but also draw on knowledge derived from their experiences as researchers, instructors, …

Authors: Eric J. Osthoff, Vansa Shewakramani, Kimberle A. Kelly July 2012, 46 pp. Abstract: This paper uses an organizational resources framework to explore the complex interactions among district context, school capacity, and reform vision and design for implementing science inquiry instructional reform at scale in the nation’s second-largest school district. The analysis uses interview data …

Authors: Rich Halverson, R. Benjamin Shapiro May 2012, 30 pp. Abstract: Technologies for educators have flourished in schools by focusing on data-driven accountability practices. Technologies for learning, such as video games, social networking and digital media, have transformed our experience of learning outside of schools. Here we argue that we can bring the lessons of …

Author: Mark Blitz May 2012, 36 pp. Abstract: This paper presents findings from a piloting of the Comprehensive Assessment of Leadership for Learning (CALL) assessment tool. In the third year of a 4-year grant funded by IES, the CALL research team piloted a formative assessment survey of instructional leadership in six Wisconsin schools. The research …

Author: Naomi Lee April 2012, 11 pp. Abstract: The No Child Left Behind Act of 2001 formally endorsed standards-based educational reform for English Language Learners (ELLs) by requiring states to: This paper reports results from a 16-state survey of districts, mostly with relatively small ELL populations (fewer than 500 ELLs), on their engagement with standards-based …

Authors: Mitchell J. Nathan and Chelsea V. Johnson March 2012, 46 pp. Abstract: The relationship between gesture production and mental models was explored in three experiments focusing on situation model (SM) formation when learning from a scientific text. Participants engaged in one-on-one interviews after reading an illustrated tutorial on the human circulatory system. We found …

Authors: Kimberle A. Kelly, Alexan Chalaganyan, Erika Hernandez January 2012, 9 pp. Abstract: The Los Angeles Unified School District (LAUSD) engaged in an elementary science instructional reform in Grades 4 and 5 from 2004 to 2009. An experimental study was conducted from 2006 to 2009 in a sample of 80 treatment (40) and comparison (40) …