Richard Halverson

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CONTACTING US

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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. Richard Halverson

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Dr. Richard Halverson


Educational Leadership & Policy Analysis (ELPA)

270-A Education Building  binoculars icon
1000 Bascom Mall
Madison, WI 53706-1326
Office: 608/265-4772
Fax: 608/265-3135

halverson@education.wisc.edu
Website
Richard Halverson, PhD
Curriculum Vitae

Personal Biography

Rich Halverson is an Associate Professor in ELPA. He co-founded the Games Learning and Society (GLS) research group at UW-Madison. He is a Fellow at the Wisconsin Institutes for Discovery, and is an affiliate member of the UW-Madison Curriculum & Instruction and Educational Psychology departments, and a founding member of the UW-Madison Learning Sciences program area.



 

 

Teaching Interests

Dr. Halverson teaches courses on school technology, K-12 leadership and teacher evaluation.

Scheduled Teaching

  • Spring 2014 - Independent Reading
    Course Prefix: 305, Course Number: 999, Section: 045, Minimum Credit Hours: 1, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Spring 2014 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 045, Minimum Credit Hours: 1, Maximum Credit Hours: 12, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Spring 2014 - School-Level Leadership
    Course Prefix: 305, Course Number: 845, Section: 001, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Summer 2014 - Independent Reading
    Course Prefix: 305, Course Number: 999, Section: 044, Minimum Credit Hours: 1, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Summer 2014 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 044, Minimum Credit Hours: 1, Maximum Credit Hours: 9, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Fall 2013 - Independent Reading
    Course Prefix: 305, Course Number: 999, Section: 045, Minimum Credit Hours: 1, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Fall 2013 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 045, Minimum Credit Hours: 1, Maximum Credit Hours: 12, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Fall 2013 - Technology & School Leadership
    Course Prefix: 305, Course Number: 844, Section: 001, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Spring 2013 - Independent Reading
    Course Prefix: 305, Course Number: 999, Section: 045, Minimum Credit Hours: 1, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Spring 2013 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 045, Minimum Credit Hours: 1, Maximum Credit Hours: 12, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Spring 2013 - Technology & School Leadership
    Course Prefix: 305, Course Number: 844, Section: 001, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Summer 2013 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 045, Minimum Credit Hours: 1, Maximum Credit Hours: 9, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Fall 2012 - Independent Reading
    Course Prefix: 305, Course Number: 999, Section: 045, Minimum Credit Hours: 1, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Fall 2012 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 045, Minimum Credit Hours: 1, Maximum Credit Hours: 12, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Fall 2012 - School-Level Leadership
    Course Prefix: 305, Course Number: 845, Section: 001, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Spring 2012 - DRP: Models of Education Research
    Course Prefix: 305, Course Number: 940, Section: 005, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Spring 2012 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 045, Minimum Credit Hours: 1, Maximum Credit Hours: 12, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Spring 2012 - Technology Leadership
    Course Prefix: 305, Course Number: 940, Section: 003, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Summer 2012 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 045, Minimum Credit Hours: 1, Maximum Credit Hours: 9, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Fall 2011 - Doctoral Inquiry
    Course Prefix: 305, Course Number: 940, Section: 008, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Fall 2011 - Independent Reading
    Course Prefix: 305, Course Number: 999, Section: 045, Minimum Credit Hours: 1, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Fall 2011 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 045, 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: 45, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Spring 2011 - Independent Reading
    Course Prefix: 305, Course Number: 999, Section: 45, 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: 45, 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: 045, Minimum Credit Hours: 1, Maximum Credit Hours: 9, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Fall 2010 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 45, Course Level: Graduate
     
  • Spring 2010 - Independent Reading
    Course Prefix: 305, Course Number: 999, Section: 45, Course Level: Graduate
     
  • Spring 2010 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 45, Course Level: Graduate
     
  • Summer 2010 - Independent Reading
    Course Prefix: 305, Course Number: 999, Section: 45, Course Level: Graduate
     
  • Summer 2010 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 45, Course Level: Graduate
     
  • Fall 2009 - Doctoral Inquiry
    Course Prefix: 305, Course Number: 940, Section: 3, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Fall 2009 - Independent Reading
    Course Prefix: 305, Course Number: 999, Section: 45, Course Level: Graduate
     
  • Fall 2009 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 45, Course Level: Graduate
     
  • Spring 2009 - DRP Proseminar
    Course Prefix: 305, Course Number: 940, Section: 3, Maximum Credit Hours: 1, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Spring 2009 - Independent Reading
    Course Prefix: 305, Course Number: 999, Section: 45, Course Level: Graduate
     
  • Spring 2009 - Introduction to Elementary and Secondary Education Administration
    Course Prefix: 305, Course Number: 702, Section: 1, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Spring 2009 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 45, Course Level: Graduate
     
  • Summer 2009 - Evaluating and Supporting Quality Classroom Teaching
    Course Prefix: 305, Course Number: 703, Section: 1, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Summer 2009 - Independent Reading
    Course Prefix: 305, Course Number: 999, Section: 45, Course Level: Graduate
     
  • Summer 2009 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 45, Course Level: Graduate
     
  • Fall 2008 - DRP Proseminar
    Course Prefix: 305, Course Number: 940, Section: 5, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Fall 2008 - Independent Reading
    Course Prefix: 305, Course Number: 999, Section: 45, Course Level: Graduate
     
  • Fall 2008 - Introduction to Elementary and Secondary Education Administration
    Course Prefix: 305, Course Number: 702, Section: 1, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Fall 2008 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 45, Course Level: Graduate
     
  • Spring 2008 - Evaluating and Supporting Quality Classroom Teaching
    Course Prefix: 305, Course Number: 703, Section: 1, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Spring 2008 - Independent Reading
    Course Prefix: 305, Course Number: 999, Section: 45, Course Level: Graduate
     
  • Spring 2008 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 45, Course Level: Graduate
     
  • Summer 2008 - Evaluating and Supporting Quality Classroom Teaching
    Course Prefix: 305, Course Number: 703, Section: 1, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Summer 2008 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 45, Course Level: Graduate
     
  • Fall 2007 - Independent Reading
    Course Prefix: 305, Course Number: 999, Section: 45, Course Level: Graduate
     
  • Fall 2007 - Introduction to Elementary and Secondary Education Administration
    Course Prefix: 305, Course Number: 702, Section: 1, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Fall 2007 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 45, Course Level: Graduate
     

Research Interests

Dr. Halverson’s research aims to bring the research methods and practices of the Learning Sciences to the world of educational leadership. His research explores the use of data driven instructional systems in schools, and the development of game and simulation based tools for professional learning. Dr. Halverson's leadership work develops concepts in distributed leadership, particularly in questions of how school communities build and use artifacts to influence teaching and learning. He currently co-directs the Comprehensive Assessment of Leadership for Learning (CALL) study to develop an on-line, 360-degree formative evaluation system for school leadership. Dr. Halverson's work in technology in schools follows from his work with the Games. Learning and Society research group and the Wisconsin Institutes for Discovery. He led teams to develop and research projects on teacher evaluation video analysis tools, handheld tools for teachers, data visualization tools, and video games for learning. He also writes on the future of schooling and technology.

Publications

  • Kelley, C.J., & Halverson, R.R. (2012). The Comprehensive Assessment of Leaderhip for Learning: A Next Generation Formative Evaluation and Feedback System. Journal of Applied Research on Children: Informing Policy for Children At Risk. 3(2).
    Online Publication/Abstract
  • Halverson, R.R., & Halverson, E.R. (2011). Education as design for learning: A model for integrating education inquiry across research traditions. In C. F. Conrad & R. C. Serlin (Eds.), Sage Handbook for Research in Education: Engaging Ideas and Enriching Inquiry. Thousand Oaks, CA: Sage.
    Download Publication
  • Halverson, R.R., Blakesley, C., & Figeurido-Brown, R. (2011). Video-game design as a model for professional learning. In M. S. Khine (Eds.), Learning to Play: Exploring the Future of Education with Video Games, (pp. 9-28). New York, USA: Peter Lang.
    Download Publication
  • Halverson, R.R., Feinstein, N.R., & Meshoulam, D. (2011). School Leadership for Science Education. In George DeBoer (Eds.), The Role of Public Policy in K-12 Science Education. Greenwich, CT, USA: Information Age Publishing.
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  • Halverson, R.R., & Smith, A.R. (2010). How new technologies have (and have not) changed teaching and learning in schools. Journal of Computing in Teacher Education. 26(2), 49-54.
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  • Halverson, R.R. (2010). School formative feedback systems. Peabody Journal of Education. 85(2), 130-155.
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  • Collins, A.R., & Halverson, R.R. (2010). The second educational revolution: rethinking education in the age of technology. Journal of Computer Assisted Learning. 26(1), 18-27.
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  • Halverson, R.R., Wolfenstein, M., Williams, C., & Rockman, C. (2009). Remembering math: The design of digital learning objects to spark professional learning. E-Learning. 6(1), 97-118.
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  • Collins, A.R., & Halverson, R.R. (2009). Technology supports for lifelong learning. In E. Baker, B. McGaw and P. Peterson (Eds.), International Encyclopedia of Education. Oxford: Elsevier Press.
  • Halverson, R.R., & Collins, A. (2009). The Second Educational Revolution: How Technology is Transforming Education Again. Teachers College Press.
    Online Publication/Abstract
  • Hamilton, L., Halverson, R.R., Jackson, S., Mandinach, E., Jon, S., & Jeffrey, W. (2009). Using student achievement data to support instructional decision making. Washington DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
    Online Publication/Abstract
  • Spillane, J.P., Halverson, R.R., & Diamond, J.B. (2008). Théorisation du leadership en éducation: une analyse en termes de cognition située. Education et Sociétés. 21(1), 286-307.
  • Halverson, E.R., & Halverson, R.R. (in press). Competitive fandom: The case for fantasy baseball. Games and Culture. 3(3-4), 286-308.
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  • Halverson, R.R. A distributed leadership perspective on how leaders use artifacts to create professional community in schools. Unpublished Manuscript, University of Wisconsin, Madison. Maidenhead: Open University Press.
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  • Madda, K., Halverson, R.R., & Gomez, L. Exploring coherence as an organizational resource for carrying out reform initiatives. Unpublished Manuscript, University of Wisconsin, Madison. 109(8).
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  • Halverson, R.R., Prichett, R., & Watson, J.G. (2007)Formative Feedback Systems and the New Instructional Leadership. Manuscript in preparation.
    Online Publication/Abstract
  • Halverson, R.R. Systems of Practice and professional community: The Adams case. Unpublished Manuscript, University of Wisconsin, Madison. Teachers College Press.
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  • Halverson, R.R., Grigg, J., Prichett, R., & Thomas, C. (2007). The new instructional leadership: Creating data-driven instructional systems in schools. Journal of School Leadership. 17(2).
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  • Halverson, R.R., & Thomas, C. The roles and practices of student services staff as data-driven instructional leaders. Unpublished Manuscript, University of Wisconsin, Madison. New York: Teachers College Press.
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  • Halverson, R.R., & Collins, A. (2006). How information technologies weaken the identification of learning with schooling. Research and Practice in Technology Enhanced Learning. 1(2), 145-155.
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  • Halverson, R.R., & Clifford, M. Evaluation in the wild: A distributed cognition perspective on teacher assessment. Unpublished Manuscript, University of Wisconsin, Madison. 42(4), 578-619.
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  • Halverson, R.R., & Rah, Y. (2005). Representing leadership for social justice: The case of Franklin School. Journal of Cases in Educational Leadership. 8(3).
    Online Publication/Abstract
  • Shaffer, D.W., Squire, K.D., Halverson, R.R., & Gee, J.P. (2005). Video games and the future of learning. Phi Delta Kappan. 87(2), 105-111.
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  • Halverson, R.R. (2005). What can K-12 school leaders learn from video games and gaming? Innovate. 1(6).
    Online Publication/Abstract
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  • Halverson, R.R. (2004). Accessing, documenting and communicating the phronesis of school leadership practice. American Journal of Education. 111(1), 90-122.
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  • Halverson, R.R., Kelley, C.J., & Kimball, S. Implementing teacher evaluation systems: How principals make sense of complex artifacts to shape local instructional practice. Unpublished Manuscript, University of Wisconsin, Madison. Greenwich, CT: George F. Johnson, Publisher.
  • Halverson, R.R., Kelley, C.J., & Kimball, S. Implementing teacher evaluation systems: How principals make sense of complex artifacts to shape local instructional practice. Unpublished Manuscript, University of Wisconsin, Madison. Greenwich, CT: George F. Johnson, Publisher.
    Download Publication
  • Halverson, R.R., Linnekin, B., Spillane, J.P., & Gomez, L. (2004). Multimedia cases of practice: On-line learning opportunities for school leaders. Journal of Cases in Educational Leadership. 7(1).
    Online Publication/Abstract
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  • Spillane, J.P., Halverson, R.R., & Diamond, J.B. (2004). Towards a theory of leadership practice: A distributed perspective. Journal of Curriculum Studies. 36(1), 3-34.
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  • Halverson, R.R. Systems of practice: How leaders use artifacts to create professional community in schools. Unpublished Manuscript, University of Wisconsin, Madison. 11(37).
    Online Publication/Abstract
    Download Publication
  • Spillane, J.P., Halverson, R.R., & Diamond, J.B. "Investigating school leadership practice: A distributed perspective.". Unpublished Manuscript, University of Wisconsin, Madison. 30(3), 23-27.
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  • Spillane, J.P., Diamond, J., Walker, L.J., Halverson, R.R., & Jita, L. “Urban school leadership and elementary science instruction: Identifying, mobilizing and activating resources in a devalued subject area.”. Unpublished Manuscript, University of Wisconsin, Madison. 38(8), 918-940.
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  • Halverson, R.R., & Clifford, M. (in press). Distributed instructional leadership: How distributed leadership can help us better understand high schools. Journal of School Leadership.
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  • Halverson, R.R. (in press). Games and the future of education research. Games, Learning and Society. London, UK: Cambridge University Press.
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  • Halverson, R.R., & Shapiro, R.B. (in press). Technologies for education and technologies for learning. The infrastructure of accountability. Cambridge, MA, USA: Harvard Education Press.
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Presentations

  • Halverson, E.R., & Halverson, R.R. (2010, July 17). Digital media and the future of schooling, Wisconsin Association of School Boards Presidents’ Conference, Rhinelander, WI.

Memberships

  • Wisconsin Institutes for Discovery (WIDS)
    Position Held: Associate Director, Educational Research Integration Area, Scope of Organization: International, Membership Period: February 1, 2009 - May 31, 2011
  • Games, Learning and Society Research Group (GLS)
    Scope of Organization: International, Member Since: September 2004
  • American Education Research Association (AERA)
    Scope of Organization: International, Member Since: January 1998
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