K-12 Leadership 
Educational Leadership in the Department of Educational Leadership
and Policy AnalysisThe Department of Educational Leadership and Policy
Analysis offers degrees in K-12 Educational Leadership at the Master's
and Doctoral levels. Recent graduates of the program are faculty members,
district and school administrators. The program focuses on providing students
with a knowledge base in educational leadership, organizational theory,
planning and evaluation, learning and diversity, with a foundation in
both qualitative and quantitative research methods.
Department of Educational Leadership and Policy Analysis faculty members
with a K-12 leadership emphasis include:
Paul Bredeson,
whose work on instructional leadership and professional learning focuses
on both developing administrators as learners, and also on developing
individual learners and learning communities within schools.
Eric Camburn
- whose research focuses on urban public schools and their improvement.
His current research centers around understanding efforts to improve instruction
in urban schools. Camburn’s current work also focuses on the measurement
of instruction and leadership practice. Much of Camburn’s research
involves the use of multi-level statistical models, but he has also conducted
a number of mixed-method investigations.
Colleen Capper,
whose work on leadership and spirituality and leadership for diverse learners
draws from theoretical methodologies such as functional, critical, and
post-modern theories to identify methods and approaches to developing
learning organizations that address the needs of students with a variety
of cultural backgrounds and learning needs.
M. Bruce King, whose work concentrates on school and instructional reform (especially authentic pedagogy and achievement), instructional leadership, and organizational development. He coordinates outreach efforts for the ELPA including partnership development between the department and schools and districts.
Julie Mead,
whose legal scholarship focuses the ways in which school law shapes and
limits schools' abilities to serve students from diverse backgrounds, and
those with special learning needs. Specifically, she has examined the
impact of choice and charter school laws on students with disabilities
and students of color.
Rich Halverson,
whose work examines the ways in which principals use particular artifacts
(such as specific policies, structures, or other mechanisms) to enhance
the school's capacity to improve student learning. Specifically, he has
examined the ways in which principals make sense of particular interventions,
and use those interventions as tools to shape practice in their schools.
Examples include a "breakfast club" and knowledge and skills-based
teacher evaluation system.
Kent Peterson,
whose work focuses on the principalship, on establishing effective organizational
cultures (and avoiding "toxic cultures"), and in developing
opportunities for the ongoing professional growth and development of principals
through effective professional development programs.
Allan Odden, whose
scholarship in educational finance and teacher compensation focuses on
effectively reallocating resources in schools, and on developing knowledge
and skills-based teacher pay and evaluation systems.
Geoffrey Borman,
whose research applies state-of-the-art quantitative methods to evaluating
educational interventions designed to improve the achievement of disadvantaged
student populations. His work also examines ways in which school districts
can better use data for decision-making in schools.
Carolyn Kelley,
whose scholarship focuses on the nexus between educational policy and
organizational theory. Her current research focuses on the efficacy and
impact of National Board Certification and knowledge and skills-based
teacher evaluation and pay systems on teacher professional growth, the
school organization, and student learning.
Examples of Recent Dissertations:
Jay P. Scribner. This dissertation received the AERA Dissertation of
the Year Award. Current Position: Associate Professor, University of Missouri-Columbia.
Rose Ylamaki. A
Grounded Theory of Collaborative Actions: A Multi-Case Study of the Successful
Implementation of Literacy Reform. Current Position: Assistant
Professor
Todd Bloom. Principal Behaviors Associated with the Implementation
of State Academic Standards. Current Position: School Improvement
Consultant, North Central Regional Educational Laboratory.
For more information on how to apply, contact Graduate Student Coordinator
Shari Smith directly at ssmith@education.wisc.edu
and see the Admissions section.
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