Richard Halverson

Teaching Interests

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

The following is a representative sample of scheduled teaching.

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

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.

The following is a representative sample of publications.

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.
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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.
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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., 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.

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

The following is a representative sample of 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.