Richard Halverson
Datos Biográficos
| ID | 174920 |
|---|---|
| NOMBRE | Richard Halverson |
| NOMBRES | Richard |
| APELLIDO | Halverson |
| FIRMA | HALVERSON R |
| AFILIACIONES | University of Wisconsin–Madison |
| ORCID | 0000-0002-5037-7602 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 10 |
| TOTAL DE CITAS | 123 |
| TOTAL COMO AUTOR | 10 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2001 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 3 |
Infusing equity in continuous improvement
Introduction This paper is a case study of equity-centered continuous improvement that informed school leader professional learning. The work is a collaboration between researchers and district leaders in Columbus City Schools, USA. The continuous improvement process took place in the context of a multi-year, grant-funded initiative aimed at expanding school leaders’ capacity to advance equity in their buildings. Methods Our findings are based on…
Dynamics in District–University Partnerships Focused on Leadership for Equity
This paper discusses the development of district–university partnerships at the onset of a multi-year grant-funded initiative focused on leadership for equity. Using three illustrative partnership cases, we investigated district–university collaboration through the lens of mutualism, or the mutually beneficial nature of the relationship. Our data analysis revealed the following dynamics as important for the development of mutualism: shared commit…
Distributed leadership for personalized learning
Personalized learning refers to a collection of practices designed to place student interests and needs at the heart of schooling. Schools that implement personalized learning need leaders that support educators and students in redesigning the core practices of teaching and learning in K-12 schools. To answer the question of how leaders support this redesign, we use distributed leadership theory to focus on the macrotasks and microtasks that lead…
Uncovering themes in personalized learning
Using a natural language processing tool, this study examined participant discourse in personalized learning schools to better understand what personalized learning looks like in practice. Term frequency-inverse document frequency (tf-idf) was used to identify the significant words and potential emergent themes for 134 interview transcripts. This tool provided a way to swiftly explore the structure of the data, revealing distinctions in the vocab…
School Formative Feedback Systems
Data-driven instructional improvement relies on developing coherent systems that allow school staff to generate, interpret, and act upon quality formative information on students and school programs. This article offers a formative feedback system model that captures how school leaders and teachers structure artifacts and practices to create formative information flows across interventions, assessments, and actuation spaces. A formative feedback …
Fantasy Baseball
The authors propose the concept of competitive fandom to describe the learning, play, and engagement of fantasy sports. Competitive fandom draws together contemporary research on fan cultures and game design and game communities to describe the interaction present in fantasy sports. Fantasy sports games require a combination of fan culture practices and gamers' skills and habits of mind. Fandom becomes competitive when the knowledge acquired in t…
Video Games and the Future of Learning
Will video games change the way we learn? We argue here for a particular view of games-and of learning-as activities that are most powerful when they are personally meaningful, experiential, social, and epistemological all at the same time. From this perspective, we describe an approach to the design of learning environments that builds on the educational properties of games, but deeply grounds them within a theory of learning appropriate for an …
Towards a theory of leadership practice
School‐level conditions and school leadership, in particular, are key issues in efforts to change instruction. While new organizational structures and new leadership roles matter to instructional innovation, what seems most critical is how leadership practice is undertaken. Yet, the practice of school leadership has received limited attention in the research literature. Building on activity theory and theories of distributed cognition, this paper…
Accessing, Documenting, and Communicating Practical Wisdom
Successful school leaders rely on a complex blend of knowledge, skill, theory, disposition, and values in their work to improve student learning. Recent research has called for methods to access, represent, and communicate what successful school leaders know. Aristotle’s concept of “phronesis,” or practical wisdom, captures the scope of such knowledge but also points out the difficulties of representing practical knowledge apart from the context …
Investigating School Leadership Practice
uted through the environments ’ material and cultural artifacts and through other people in collaborative efforts to complete complex tasks (Latour, 1987; Pea, 1993). For example, Hutchins (1995a) docu-ments how the task of landing a plane can be best understood through investigating a unit of analysis that includes the pilot, the manufactured tools, and the social context. In this case, the tools and social context are not merely “aides ” to the…
Investigating School Leadership Practice
uted through the environments ’ material and cultural artifacts and through other people in collaborative efforts to complete complex tasks (Latour, 1987; Pea, 1993). For example, Hutchins (1995a) docu-ments how the task of landing a plane can be best understood through investigating a unit of analysis that includes the pilot, the manufactured tools, and the social context. In this case, the tools and social context are not merely “aides ” to the…
Video Games and the Future of Learning
Will video games change the way we learn? We argue here for a particular view of games-and of learning-as activities that are most powerful when they are personally meaningful, experiential, social, and epistemological all at the same time. From this perspective, we describe an approach to the design of learning environments that builds on the educational properties of games, but deeply grounds them within a theory of learning appropriate for an …
School Formative Feedback Systems
Data-driven instructional improvement relies on developing coherent systems that allow school staff to generate, interpret, and act upon quality formative information on students and school programs. This article offers a formative feedback system model that captures how school leaders and teachers structure artifacts and practices to create formative information flows across interventions, assessments, and actuation spaces. A formative feedback …
Accessing, Documenting, and Communicating Practical Wisdom
Successful school leaders rely on a complex blend of knowledge, skill, theory, disposition, and values in their work to improve student learning. Recent research has called for methods to access, represent, and communicate what successful school leaders know. Aristotle’s concept of “phronesis,” or practical wisdom, captures the scope of such knowledge but also points out the difficulties of representing practical knowledge apart from the context …
Fantasy Baseball
The authors propose the concept of competitive fandom to describe the learning, play, and engagement of fantasy sports. Competitive fandom draws together contemporary research on fan cultures and game design and game communities to describe the interaction present in fantasy sports. Fantasy sports games require a combination of fan culture practices and gamers' skills and habits of mind. Fandom becomes competitive when the knowledge acquired in t…
Investigating School Leadership Practice
uted through the environments ’ material and cultural artifacts and through other people in collaborative efforts to complete complex tasks (Latour, 1987; Pea, 1993). For example, Hutchins (1995a) docu-ments how the task of landing a plane can be best understood through investigating a unit of analysis that includes the pilot, the manufactured tools, and the social context. In this case, the tools and social context are not merely “aides ” to the…
Towards a theory of leadership practice
School‐level conditions and school leadership, in particular, are key issues in efforts to change instruction. While new organizational structures and new leadership roles matter to instructional innovation, what seems most critical is how leadership practice is undertaken. Yet, the practice of school leadership has received limited attention in the research literature. Building on activity theory and theories of distributed cognition, this paper…
Accessing, Documenting, and Communicating Practical Wisdom
Successful school leaders rely on a complex blend of knowledge, skill, theory, disposition, and values in their work to improve student learning. Recent research has called for methods to access, represent, and communicate what successful school leaders know. Aristotle’s concept of “phronesis,” or practical wisdom, captures the scope of such knowledge but also points out the difficulties of representing practical knowledge apart from the context …
Video Games and the Future of Learning
Will video games change the way we learn? We argue here for a particular view of games-and of learning-as activities that are most powerful when they are personally meaningful, experiential, social, and epistemological all at the same time. From this perspective, we describe an approach to the design of learning environments that builds on the educational properties of games, but deeply grounds them within a theory of learning appropriate for an …
Fantasy Baseball
The authors propose the concept of competitive fandom to describe the learning, play, and engagement of fantasy sports. Competitive fandom draws together contemporary research on fan cultures and game design and game communities to describe the interaction present in fantasy sports. Fantasy sports games require a combination of fan culture practices and gamers' skills and habits of mind. Fandom becomes competitive when the knowledge acquired in t…
School Formative Feedback Systems
Data-driven instructional improvement relies on developing coherent systems that allow school staff to generate, interpret, and act upon quality formative information on students and school programs. This article offers a formative feedback system model that captures how school leaders and teachers structure artifacts and practices to create formative information flows across interventions, assessments, and actuation spaces. A formative feedback …
Distributed leadership for personalized learning
Personalized learning refers to a collection of practices designed to place student interests and needs at the heart of schooling. Schools that implement personalized learning need leaders that support educators and students in redesigning the core practices of teaching and learning in K-12 schools. To answer the question of how leaders support this redesign, we use distributed leadership theory to focus on the macrotasks and microtasks that lead…
Uncovering themes in personalized learning
Using a natural language processing tool, this study examined participant discourse in personalized learning schools to better understand what personalized learning looks like in practice. Term frequency-inverse document frequency (tf-idf) was used to identify the significant words and potential emergent themes for 134 interview transcripts. This tool provided a way to swiftly explore the structure of the data, revealing distinctions in the vocab…
Dynamics in District–University Partnerships Focused on Leadership for Equity
This paper discusses the development of district–university partnerships at the onset of a multi-year grant-funded initiative focused on leadership for equity. Using three illustrative partnership cases, we investigated district–university collaboration through the lens of mutualism, or the mutually beneficial nature of the relationship. Our data analysis revealed the following dynamics as important for the development of mutualism: shared commit…
Infusing equity in continuous improvement
Introduction This paper is a case study of equity-centered continuous improvement that informed school leader professional learning. The work is a collaboration between researchers and district leaders in Columbus City Schools, USA. The continuous improvement process took place in the context of a multi-year, grant-funded initiative aimed at expanding school leaders’ capacity to advance equity in their buildings. Methods Our findings are based on…
Psychology (8 obras) · Computer Science (7 obras) · Mathematics education (6 obras) · Pedagogy (6 obras) · Sociology (6 obras) · Teacher Education and Leadership Studies (4 obras) · Educational Assessment and Improvement (3 obras) · Educational leadership (3 obras) · Knowledge management (3 obras) · Political science (3 obras)