Carolyn
J. Kelley
Professor
Department of Educational Leadership
& Policy Analysis
University of Wisconsin-Madison
1282J Educational Sciences Building
1025 West Johnson Street
Madison, WI 53706-1796
Tel: (608) 263-5733
Fax:(608) 265-3135
Email: kelley@education.wisc.edu
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Education
PhD, (Educational Policy), Stanford University, 1993
MPP, (Public Policy) University of Michigan, 1985
BS, (Journalism) University of Illinois, 1982
Research and Scholarly Interests
My research focuses on the nexus between educational policy and organizational
theory, with a particular emphasis on how an understanding of organizations
can inform educational policy development, and an examination of policy
implementation in organizational contexts. My research on knowledge and
skills-based pay and performance pay for teachers informs my belief that
incentive structures in schools should be better aligned with the educational
goals of schools. However, incentives are very difficult to get right,
and so should be used with attention to their role in producing both desired
behaviors, as well as unintended consequences. Topically, my research
has examined alternative approaches to compensating teachers, National
Board Certification, teacher evaluation, and leadership preparation, certification,
and licensure.
Selected Publications
Halverson, R., Kelley, C. & Kimball, S. (2004). Implementing teacher
evaluation systems: How principals make sense of complex artifacts to
shape local instructional practice. In W. Hoy & C. Miskel, Educational
Administration, Policy and Reform: Research and Measurement (pp.153-188).
Greenwich, CT: George F. Johnson, Publisher.
Kelley, C. & Finnigan, K. (2004). Teacher compensation and teacher
workforce development, in M.A. Smylie & D. Miretzky (Eds.), Developing
the Teacher Workforce (pp. 253-273). Chicago, Illinois: University of
Chicago Press.
Kelley, C. & Finnigan, K. (2003). The effects of organizational context
on teacher expectancy. Educational Administration Quarterly, 39(5), 603-634.
Kelley, C., Heneman, H.G. III, & Milanowski, A. (2002). Teacher motivation
and school-based performance awards. Educational Administration Quarterly,
38(3), 372-401.
Kelley, C. & Peterson, K. (2002). The work of principals and their
preparation: Addressing critical needs for the 21st Century. In M.S. Tucker
& J.B. Codding (Eds.), The Principal Challenge: Leading and Managing Schools in an Era of Accountability (pp. 247-312). San Francisco: Jossey-Bass.
Odden, A. & Kelley, C. (2002). Paying Teachers for What They Know
and Do: New and Smarter Compensation Strategies to Improve Schools. Second Edition. Thousand Oaks, CA: Corwin Press.
Kelley, C. & Kimball, S. (2001). Financial Incentives for National
Board Certification. Educational Policy, 15(4), 547-574.
Kelley, C. & Peterson, K. (2000). The work of principals and their
preparation: Addressing critical needs for the 21st Century. Paper prepared
for the National Commission on Education and the Economy, Washington,
D.C.
Kelley, C. (1999). Leveraging human and fiscal resources for school improvement. Educational Administration Quarterly, 35(4), 642-657.
Kelley, C. (1998). The Kentucky school-based performance award program:
School-level effects. Educational Policy, 12(3), 305-324.
Kelley, C. & Protsik, J. (1997). Risk and reward: Perspectives on
the Implementation of Kentucky's school-based performance award program. Educational Administration Quarterly, 33(4), 474-505.
Kelley, C. (1997). Teacher compensation and organization. Educational
Evaluation and Policy Analysis, 19(1), 15-28.
Memberships
Member, American Educational Research Association
Member, American Educational Finance Association
Educational Administration Quarterly Editorial Board, 2000-present
Educational Administration Quarterly Acquisitions Editor, 2004-present
Courses
305-825 Research Methods
305-860 Organizational Theory and Behavior in Education
305-870 Politics of Education
305-872 Educational Policy Research Design and Implementation
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