Richard Halverson is Assistant Professor of Educational Administration. He received
his Ph.D. from Northwestern University in Learning Sciences, after ten years experience
as a school teacher and principal. His research focuses on the ways in which people access,
learn and teach sophisticated, situated practices like school leadership.
Halverson's research aims to bring the research methods and practices of the
Learning Sciences to the world of educational leadership. His dissertation work
showed how classical ideas of wisdom and practical knowledge can be used to
understand the complex work of contemporary school leaders. He has continued
this line of work to develop research methods and theoretical frameworks to access,
document and communicate the expertise of school leaders. Halverson has
recently applied his methods to untangling several complex areas of school
leadership research such as leadership for social justice, teacher evaluation,
urban school leadership and data-driven decision making.
After graduating from Yale College with a degree in English, Jeffrey
Grigg taught for one year as the Colet Fellow at St. Paul's School in
London, England. Upon returning to the United States, he taught
English to grades 8-12 and coordinated Summerbridge New Haven, an
after-school and summer academic enrichment program.
Jeff is a graduate student in Sociology at the University of
Wisconsin-Madison, where he completed a Master's degree in Educational
Leadership and Policy Analysis. In addition to his work on the DDIS
project, Jeff is a UW-Madison Interdisciplinary Training Program in
Education Sciences Fellow. His interests include the social
organization of schools, school effects, and social stratification and
Greg Hanson is a graduate student in the University of Wisconsin - Madison's
Educational Policy Studies department. He returned to the university and
his own studies after three years of teaching American and African-American
History in urban and alternative high schools. His general studies within
the field of policy are directed towards understanding how education can
help address the societal issues of inequity and injustice that he saw
manifest in the lives of his former students.
His current work lies in trying to understand the nature of data as a communicative device
within school organizations. He is particularly interested with how local actors use data
to create individual meaning for their own teaching and learning. Greg's research is
also concerned with how the process of "data creation" at the local level can lead to
local school empowerment.
Yi-Hwa Liou is a graduate student in Educational Leadership and Policy Analysis at the University of Wisconsin-Madison, where she completed a Master’s degree. She is particularly interested in school leadership development which enables successful instructional practice and student learning. Her current work focuses on how trustworthy leadership influences the structure and function of professional interaction. In particular, she is looking at the relationships between the levels of trustworthiness and the degree of knowledge sharing about instructional practice among professionals.
Previously, Yi-Hwa served as an elementary school teacher and a student consultant. This experience then led to her further interest in studying leadership at K-12 school settings. She is enjoying the learning opportunities and the challenges that the University offers. Along the way of PhD program, Yi-Hwa endeavors to reflect what she learned and how she can practice in the K-12 school environment.
Reid Prichett is a graduate student in Educational Leadership and Policy
Analysis at the University of Wisconsin-Madison. His work aims to capture
and communicate successful school leadership practices which enable
teachers to better help students learn. His current work looks at
how school leaders implement programs in schools which provide formative
feedback on teaching and student learning. In particular, he is studying
how teachers and administrators make sense of and use
Measures of Academic Progress (MAP).
Previously, Prichett was a high school mathematics teacher and university
supervisor. He currently co-coordinates a summer mathematics college access
program with the
Prichett has completed a MA in
Curriculum and Instruction-Mathematics Education and Educational Leadership
and Policy Analysis at the University of Wisconsin-Madison.
Suzanne is a graduate student in the Educational Psychology department, Learning Sciences specialization. Prior to UW she managed two IT development and awards programs for faculty at the University of Texas at Austin¹s Division of Instructional Innovation and Assessment. Prior to that, she worked as an instructional design lead and project manager for Human Code, an Austin gaming company, and Sapient. She holds a BS in English with a teaching certification and an MA In Curriculum and Instruction, Instructional Technology specialization, from UT Austin.
Her current research on the DDIS project includes the exploration of how customized formative evaluation data collection and visualization tools for handheld devices influence teacher practices and local school data systems to improve student learning.
Kia Sorensen graduated from the University of Washington with a degree in Sociology and Interdisciplinary Visual Arts. She is currently a graduate student at the University of Wisconsin-Madison in the department of Sociology where she also received her Master’s degree in Sociology. She has a general interest in social stratification, the sociology of the family, and the sociology of education.
Her work on the DDIS project highlights some of the potential unintended consequences of public displays of achievement data as mandated by the No Child Left Behind Act. Kia's other current work focuses on the impact of changing family structure and neighborhoods on child educational outcomes.
After completing his degree in Elementary Education at Indiana University,
Chris went on to become an elementary school teacher in California. He taught
at the elementary and middle school levels for four and a half years. Along the
way, he obtained a masters degree in Administration from Pepperdine University,
which then led to an assistant principal position at a K-5 elementary school in
Inglewood, CA. During his three years in Inglewood, he served as both an assistant
principal and principal of Worthington Elementary School.
Currently, Chris is a doctoral candidate in the Department of Educational
Leadership and Policy Analysis at the University of Wisconsin. He is enjoying
the learning and challenges that the university setting offers, but he his
focused on completing his degree so that he can return to working in the K-12
public school environment. His interests include improving urban education,
special education, and family and community involvement.
Jeff Watson is an Assistant Researcher at the Wisconsin Center for
Education Research. Drawing from a background in Industrial and Systems
support improvement and quality with policy, technical and organizational
solutions. In his dissertation "Towards Designing Effective Feedback
Systems for Public Schools", he examined the processes in which school
develop and use sources of meaningful data. He is building on his doctoral
research by extending a systems approach on two current projects, the
System-wide Change for All Learners and Educators (SCALE) project and the
Longitudinal Data Systems (LDS) Project.
Watson's work is examining
district and state level issues related to information systems design,
decision support, data warehousing, teacher professional development, and
program evaluation. He has recently participated in the National Center
Education Statistics Cooperative Fellows program, guest lectured for a
High School Redesign course and other student groups, and presented work
at a national Math and Science Partnership Evaluation conference.
Moses Wolfenstein is a doctoral student in the Department of Educational Leadership and Policy Analysis at the University of Wisconsin–Madison. He holds an MA in educational administration from Teachers College, Columbia University, where he did mixed-methods research and policy analysis on the New York Department of Education’s district level suspension system. While in New York he also studied conflict resolution at the International Center for Cooperation and Conflict Resolution, leading him to focus on the place schools hold within larger social systems and the various factors creating intractable conflicts at school and district levels.