Brad Olsen
Biographic Data
| ID | 3829043 |
|---|---|
| NAME | Brad Olsen |
| GIVEN NAMES | Brad |
| FAMILY NAME | Olsen |
| SIGNATURE | OLSEN B |
| AFFILIATIONS | University of California, Santa Cruz |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 41 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 3 |
Teacher quality around the world
What is good teaching? Is both a perennial and a vexing question. It’s perennial because, ever since the beginning of education, we have wanted to understand and articulate the components, knowledg
Teaching quality in Colombia
This study contributes to global debates around defining and measuring teacher effectiveness by examining teaching quality in Colombia. We used data collected by Fundación Compartir (FC), a Colombian NGO that for 20 years has awarded annual prizes to the ‘best teachers’ in the country. We used mixed-methods procedures to examine those teaching practices and professional characteristics that FC hold for teaching excellence. We found that award win…
An Investigation of Teachers Encouraged to Reform Grading Practices in Secondary Schools
Despite the ubiquity and complexity of grading, there is limited contemporary research on grading students in schools. There is, however, an outpouring of publications and consultants promoting new approaches. Many eliminate effort and behavior scores, remove the zero, adopt a four-point system, advocate rubrics, or promote their own software packages. To study changes in grading, we collected data in two New York high schools undergoing a year-l…
Threat Rigidity, School Reform, and How Teachers View Their Work Inside Current Education Policy Contexts
This article reports on a study of teachers at one reforming high school. Though it is not their task to debate No Child Left Behind (NCLB), the authors locate their investigation inside the current policy context to which NCLB is attached. Specifically, they present their analysis through the organizational behavior lens of threat rigidity to discuss the ways that current federal and state policy contexts influence schools and how those affected…
Courses of Action
This article reports on a study investigating relationships among the reasons for entry, preparation experiences, workplace conditions, and future career plans of 15 early-career teachers working in urban Los Angeles. Specifically, the authors examine why these teachers stay in, shift from, or consider leaving the urban schools in which they teach. Our analysis highlights the need to reconceptualize teacher retention to acknowledge and support th…
Using sociolinguistic methods to uncover speaker meaning in teacher interview transcripts
Given the current popularity of ethnographic methods of researching teaching and teachers, many investigators commonly confront the task of analyzing interview transcripts in order to uncover speakers’ meaning systems and the embedded perspectives on knowledge and practice upon which those meaning systems rely. Others have written about conducting interviews and transcribing them. Many have written generally about sociolinguistics. Yet, I have fo…
Investigating Early Career Urban Teachers' Perspectives on and Experiences in Professional Development
Despite their interconnectedness, teacher education, teacher development, and teacher retention are often treated as discrete domains of inquiry. This article and the research on which it reports resist such compartmentalization and instead focus on relationships between teachers' pasts, presents, and futures. In particular, this qualitative study of 15 specialized teacher education program graduates examines urban teachers' perspectives on and e…
Threat Rigidity, School Reform, and How Teachers View Their Work Inside Current Education Policy Contexts
This article reports on a study of teachers at one reforming high school. Though it is not their task to debate No Child Left Behind (NCLB), the authors locate their investigation inside the current policy context to which NCLB is attached. Specifically, they present their analysis through the organizational behavior lens of threat rigidity to discuss the ways that current federal and state policy contexts influence schools and how those affected…
Courses of Action
This article reports on a study investigating relationships among the reasons for entry, preparation experiences, workplace conditions, and future career plans of 15 early-career teachers working in urban Los Angeles. Specifically, the authors examine why these teachers stay in, shift from, or consider leaving the urban schools in which they teach. Our analysis highlights the need to reconceptualize teacher retention to acknowledge and support th…
Investigating Early Career Urban Teachers' Perspectives on and Experiences in Professional Development
Despite their interconnectedness, teacher education, teacher development, and teacher retention are often treated as discrete domains of inquiry. This article and the research on which it reports resist such compartmentalization and instead focus on relationships between teachers' pasts, presents, and futures. In particular, this qualitative study of 15 specialized teacher education program graduates examines urban teachers' perspectives on and e…
Using sociolinguistic methods to uncover speaker meaning in teacher interview transcripts
Given the current popularity of ethnographic methods of researching teaching and teachers, many investigators commonly confront the task of analyzing interview transcripts in order to uncover speakers’ meaning systems and the embedded perspectives on knowledge and practice upon which those meaning systems rely. Others have written about conducting interviews and transcribing them. Many have written generally about sociolinguistics. Yet, I have fo…
Using sociolinguistic methods to uncover speaker meaning in teacher interview transcripts
Given the current popularity of ethnographic methods of researching teaching and teachers, many investigators commonly confront the task of analyzing interview transcripts in order to uncover speakers’ meaning systems and the embedded perspectives on knowledge and practice upon which those meaning systems rely. Others have written about conducting interviews and transcribing them. Many have written generally about sociolinguistics. Yet, I have fo…
Investigating Early Career Urban Teachers' Perspectives on and Experiences in Professional Development
Despite their interconnectedness, teacher education, teacher development, and teacher retention are often treated as discrete domains of inquiry. This article and the research on which it reports resist such compartmentalization and instead focus on relationships between teachers' pasts, presents, and futures. In particular, this qualitative study of 15 specialized teacher education program graduates examines urban teachers' perspectives on and e…
Courses of Action
This article reports on a study investigating relationships among the reasons for entry, preparation experiences, workplace conditions, and future career plans of 15 early-career teachers working in urban Los Angeles. Specifically, the authors examine why these teachers stay in, shift from, or consider leaving the urban schools in which they teach. Our analysis highlights the need to reconceptualize teacher retention to acknowledge and support th…
Threat Rigidity, School Reform, and How Teachers View Their Work Inside Current Education Policy Contexts
This article reports on a study of teachers at one reforming high school. Though it is not their task to debate No Child Left Behind (NCLB), the authors locate their investigation inside the current policy context to which NCLB is attached. Specifically, they present their analysis through the organizational behavior lens of threat rigidity to discuss the ways that current federal and state policy contexts influence schools and how those affected…
An Investigation of Teachers Encouraged to Reform Grading Practices in Secondary Schools
Despite the ubiquity and complexity of grading, there is limited contemporary research on grading students in schools. There is, however, an outpouring of publications and consultants promoting new approaches. Many eliminate effort and behavior scores, remove the zero, adopt a four-point system, advocate rubrics, or promote their own software packages. To study changes in grading, we collected data in two New York high schools undergoing a year-l…
Teacher quality around the world
What is good teaching? Is both a perennial and a vexing question. It’s perennial because, ever since the beginning of education, we have wanted to understand and articulate the components, knowledg
Teaching quality in Colombia
This study contributes to global debates around defining and measuring teacher effectiveness by examining teaching quality in Colombia. We used data collected by Fundación Compartir (FC), a Colombian NGO that for 20 years has awarded annual prizes to the ‘best teachers’ in the country. We used mixed-methods procedures to examine those teaching practices and professional characteristics that FC hold for teaching excellence. We found that award win…
Pedagogy (7 works) · Psychology (7 works) · Sociology (6 works) · Mathematics education (5 works) · Teacher Education and Leadership Studies (5 works) · Educational Assessment and Improvement (3 works) · Engineering (3 works) · Political science (2 works) · Professional development (2 works) · Public relations (2 works)