The Post-Doctoral Research Training Program in the Education Sciences centered on one or more of the following research projects: a) the study of teacher labor markets, b) the effects of teacher pre-service training and continuing professional development, c) the effects of early childhood education programs, d) the effects of programs for English-language learners; e) the introduction of technology into schools; f) efficiency and adequacy in educational finance; and g) methodological development to improve causal inference in educational research using value-added methods and quasi-experimental designs.

Postdoctoral Fellows

Biancarosa, Gina (ORCID)
Cann, Colette
Rawlings, Craig
Ronfeldt, Matthew (ORCID)

As of 2020, Dr. Biancarosa was the Ann Swindells Chair in Education and a full professor in the Department of Special Education and Clinical Sciences in the College of Education at the University of Oregon, Dr. Cann was an associate dean and associate professor in the School of Education at the University of San Francisco, Dr. Rawlings was an assistant professor of sociology at Duke University, and Dr. Ronfeldt was an associate professor in the School of Education at the University of Michigan.

Products and Publications

Book

Deshler, D., Palincsar, A.S., Biancarosa, G., and Nair, M. (2007). Informed Choices for Struggling Adolescent Readers: A Research-Based Guide to Instructional Programs and Practices. Newark, DE: International Reading Association.

Book chapter

Boyd, D., Lankford, H., Loeb, S., Ronfeldt, M., and Wyckoff, J. (2012). The Effect of School Neighborhoods on Teacher Career Decisions. In R. Murnane, and G. Duncan (Eds.), Whither Opportunity? Rising Inequality and the Uncertain Life Chances of Low-Income Children (pp. 377–396). New York: Russell Sage Foundation.

Grossman, P., McDonald, M., Hammerness, K., and Ronfeldt, M. (2008). Dismantling Dichotomies in Teacher Education. In M. Cochran-Smith (Ed.), The Handbook of Teacher Education: A Project of the Association of Teacher Educators (3rd ed., pp. 243–248). New York: Macmillan.

Grossman, P., Ronfeldt, M., and Cohen, J. (2012). The Power of Setting: The Role of Field Experience in Learning to Teach. In K.R. Harris, S. Graham, T. Urdan, A.G. Bus, S. Major, and H.L. Swanson (Eds.), APA Educational Psychology Handbook, Vol 3: Application to Learning and Teaching (3rd ed., pp. 311–334). Washington, DC: American Psychological Association. doi:10.1037/13275-023

McFarland, D., Diehl, D., and Rawlings, C.M. (2010). Methodological Transactionalism and the Sociology of Education. In M.T. Hallinan (Ed.), Frontiers of the Sociology of Education (pp. 87–110). New York: Springer Publishing.

Mohr, J.W., and Rawlings, C.M. (2011). Four Ways to Measure Culture: Social Science, Hermeneutics, and the Cultural Turn. In J. Alexander, R. Jacobs, and P. Smith (Eds.), The Oxford Handbook of Cultural Sociology (pp. 70–116). New York: Oxford University Press.

Journal article, monograph, or newsletter

Biancarosa, G., Bryk, A.S., and Dexter, E. (2010). Assessing the Value-Added Effects of Literacy Collaborative Professional Development on Student Learning. Elementary School Journal, 111(1): 7–34. doi:10.1086/653468

Boyd, D., Grossman, P., Hammerness, K., Lankford, H., Loeb, S., McDonald, M., Reininger, M., Ronfeldt, M., and Wyckoff, J. (2008). Surveying the Landscape of Teacher Education in New York City: Constrained Variation and the Challenge of Innovation. Educational Evaluation and Policy Analysis, 30(4): 319–343. doi:10.3102/0162373708322737

Boyd, D., Lankford, H., Loeb, S., Ronfeldt, M., and Wyckoff, J. (2011). The Role of Teacher Quality in Retention and Hiring: Using Applications to Transfer to Uncover Preferences of Teachers and Schools. Journal of Policy and Management, 30(1): 88–2011. doi:10.1002/pam.20545

Grossman, P., Compton, C., Igra, D., Ronfeldt, M., Shahan, E., and Williamson, P. (2009). Teaching Practice: A Cross-Professional Perspective. Teachers College Record, 111(9): 2055–2100.

Grossman, P., McDonald, M., Hammerness, K., and Ronfeldt, M. (2008). Constructing Coherence: Structural Predictors of Perceptions of Coherence in NYC Teacher Education Programs. Journal of Teacher Education, 59(4): 273–287. doi:10.1177/0022487108322127

Rawlings, C.M., and McFarland, D.A. (2011). Influence Flows in the Academy: Using Affiliation Networks to Assess Peer Effects Among Researchers. Social Science Research, 40(3): 1001–1017.

Ronfeldt, M., and Grossman, P. (2008). Becoming a Professional: Experimenting With Possible Selves in Professional Preparation. Teacher Education Quarterly, 35(3): 41–60. Full text