L Allen Phelps

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CONTACTING US

Main Office

Educational Leadership & Policy Analysis
School of Education
UW-Madison
253 Education Building
1000 Bascom Mall
MadisonWI  53706-1326

Tel: 608/262-3106
Fax: 608/265-3135

Email: elpa@education.wisc.edu
or by contact form
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Dr. L. Allen Phelps

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Dr. L. Allen Phelps


Educational Leadership & Policy Analysis (ELPA)

964A Educational Sciences  binoculars icon
1025 W Johnson St
Madison, WI 53706-1706
Office: 608/263-2714

laphelps@.wisc.edu

Personal Biography

Senior Scientist, Wisconsin Center for Education Research Professor Emeritus Educational Leadership and Policy Analysis Director Emeritus Center on Education and Work



 

 

Scheduled Teaching

  • Fall 2011 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 014, Minimum Credit Hours: 1, Maximum Credit Hours: 12, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Spring 2011 - Applied Research in Educational Administration
    Course Prefix: 305, Course Number: 890, Section: 14, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Spring 2011 - Educational Policy Research Design and Implementation
    Course Prefix: 305, Course Number: 872, Section: 001, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Spring 2011 - Independent Reading
    Course Prefix: 305, Course Number: 999, Section: 14, Minimum Credit Hours: 1, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Spring 2011 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 14, Minimum Credit Hours: 1, Maximum Credit Hours: 12, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Summer 2011 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 014, Minimum Credit Hours: 1, Maximum Credit Hours: 9, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Fall 2010 - Independent Reading
    Course Prefix: 305, Course Number: 999, Section: 014, Course Level: Graduate
     
  • Fall 2010 - Leadership in Two-Year Colleges
    Course Prefix: 305, Course Number: 940, Section: 006, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Fall 2010 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 014, Course Level: Graduate
     
  • Spring 2010 - Independent Reading
    Course Prefix: 305, Course Number: 999, Section: 014, Course Level: Graduate
     
  • Spring 2010 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 014, Course Level: Graduate
     
  • Summer 2010 - Independent Reading
    Course Prefix: 305, Course Number: 999, Section: 014, Course Level: Graduate
     
  • Summer 2010 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 014, Course Level: Graduate
     
  • Fall 2009 - Independent Reading
    Course Prefix: 305, Course Number: 999, Section: 014, Course Level: Graduate
     
  • Fall 2009 - Leadership in Two-Year Colleges
    Course Prefix: 305, Course Number: 940, Section: 005, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Fall 2009 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 014, Course Level: Graduate
     
  • Spring 2009 - Research Methods and Procedures in Educational Administration
    Course Prefix: 305, Course Number: 725, Section: 001, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Spring 2009 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 014, Course Level: Graduate
     
  • Summer 2009 - Independent Reading
    Course Prefix: 305, Course Number: 999, Section: 014, Course Level: Graduate
     
  • Fall 2008 - Leadership in Two-Year Colleges
    Course Prefix: 305, Course Number: 940, Section: 003, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Fall 2008 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 014, Course Level: Graduate
     
  • Spring 2008 - Independent Reading
    Course Prefix: 305, Course Number: 999, Section: 014, Course Level: Graduate
     
  • Spring 2008 - Introduction to Higher and Post-Secondary Education
    Course Prefix: 305, Course Number: 701, Section: 001, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Distance learning
     
  • Spring 2008 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 014, Course Level: Graduate
     
  • Summer 2008 - Independent Reading
    Course Prefix: 305, Course Number: 999, Section: 014, Course Level: Graduate
     
  • Summer 2008 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 014, Course Level: Graduate
     
  • Fall 2007 - Independent Reading
    Course Prefix: 305, Course Number: 999, Section: 014, Course Level: Graduate
     
  • Fall 2007 - Introduction to Higher and Post-Secondary Education
    Course Prefix: 305, Course Number: 701, Section: 004, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Fall 2007 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 014, Course Level: Graduate
     

Research Interests

Student and institutional outcomes in postsecondary education; Economic and social returns to educational innovations, and integrated eduction-workplace learning.

Grants and Sponsorships

  • 8/30/2015 - Amount: $1,200,000.00, "Improving Student Success: manufacturing and engineering technology and technician education," Awarded By: National Science Foundation, L. Allen Phelps; Xueli Wang, Co-Principal; .
    Abstract: The METTE project is funded by a four-year grant with generous support from the Advanced Technological Education (ATE) program of the National Science Foundation to improve the education of manufacturing technologists and technicians for the high-technology fields that drive our nation's economy
  • 1997-2002 - Amount: $35,000,000.00, "Research Institute On Secondary Education Reform For Youth With Disabilities," Awarded By: USDE, SEP,WCER, and OSEP, Grant Institution: US Deptartment of Education, Sponsor Type: Federal, Cheryl D. Hanley-Maxwell, Co-Principal; L. Allen Phelps, Co-Principal.

Publications

  • Phelps, L.A., Durham, J., & Wills, J. (2011). Education Alignment and Accountability in an Era of Convergence: Policy Insights from States with Individual Learning Plans and Policies. Education Policy Analysis Archives.
  • Nathan, M.J., Atwood, A.K., & Phelps, L.A. (2011). How professional development in Project Lead the Way changes high school STEM teachers’ beliefs about engineering education. Journal of Pre-College Engineering Education Research. 1(1), 15-29.
    Online Publication/Abstract
    Abstract: This quasi-experimental study measured the impact of Project Lead the Way (PLTW) instruction and professional development training on the views and expectations regarding engineering learning, instruction and career success of nascent pre-college engineering teachers. PLTW teachers’ initial and changing views were compared to the views exhibited by a control group of high school STEM teachers. The primary instrument was the Engineering Beliefs and Expectation Instruments for Teachers (EEBEI-T), which included Likert scale items, contextualized judgments about fictional student vignettes, and demographic items. Teachers’ baseline survey responses, on average, revealed the importance academic achievement on teachers’ decision making about who should enroll in future engineering classes and their predictions of who would be most likely to succeed in an engineering career. When making implicit comparisons between students who differed by SES, teachers generally favored enrollment and predicted more career success of high SES students. SES was excluded as a factor in the judgments of all participating teachers when explicitly probed, however. Preexisting group differences showed that budding PLTW teachers reported on STEM integration in their classes with greater frequency than control teachers, while control teachers agreed more strongly about the pre-requisite role of high scholastic achievement for engineering studies. Finally, an analysis of teachers’ changing views indicated that nascent PLTW teachers increased their reporting of effective STEM integration over time, above and beyond pre-existing group differences and re-testing effects. In light of these data we explore the challenges of implementing effective STEM integration in high school classrooms, examine issues of attracting underrepresented students to engineering, and discuss some of the inherent tensions of engineering education at the K-12 level.
  • Nathan, M.J., Phelps, L.A., & Atwood, A.K. (2011). STEM integration in a precollege course in digital electronics: Analysis of the enacted curriculum. Proceedings of the American Society of Engineering Education (ASEE) 2011, American Society of Engineering Education (ASEE).
  • Phelps, L.A., & Hanley-Maxwell, C.D. (2004). School to work transitions for youth with disabilities: A review of outcomes and practices. In S. Danforth & S. Taff (Eds.), Crucial Readings In Special Education, (pp. 226-246). Upper Saddle River, NJ: Pearson Education, Inc.
  • Phelps, L.A. Advancing the Regional Role of Two-Year Colleges. Unpublished Manuscript, University of Wisconsin, Madison.
  • Phelps, L.A. High School STEM Initiatives. Unpublished Manuscript, University of Wisconsin, Madison.
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