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Lynch School of Education

Larry Ludlow

professor and department chair
educational research, measurement, and evaluation department


ludlow2

Email

Campion Hall
Room 336C

617.552.4221

Curriculum Vitae (PDF)

ERME Department

EDUCATION

Ph.D., University of Chicago

EXPERTISE/INTERESTS

Psychometrics; applied statistics; student ratings of instruction; teacher attrition models.

SELECTED RECENT PUBLICATIONS

Ludlow LH, Fiona E, Cochran-Smith M, Newton A, Trefcer K, Klein K, Grudnoff L, Haigh M & Hill M. (Under review).Visualizing teacher education as a complex system. Complicity: An International Journal of Complexity and Education.

Cochran-Smith M, Fiona E, Grudnoff L, Haigh M, Hill M & Ludlow L. (Under review). Initial teacher education: What does it take to put equity at the center? Teaching and Teacher Education.

Grudnoff L, Haigh M, Cochran-Smith M, Ell F, Hill M & Ludlow LH (Under review). Rethinking initial teacher education: Preparing teachers for low-decile school in New Zealand. Journal for the Education of Teachers.

Ell F, Cochran-Smith M, Grudnoff L, Ludlow L, Hill M, & Haigh M (Under review). Mapping a complex system: What influences teacher learning during initial teacher education. Journal of Teacher Education.

Sinnema C, Ludlow LH, & Robinson VMJ (In press). Educational leadership effectiveness: A Rasch analysis. Journal of Educational Administration.

Beninato M, & Ludlow LH (In press). The Functional Gait Assessment in older adults: Validation through Rasch modeling. Physical Therapy.

Sinnema C, Robinson V, Ludlow LH, & Pope D. (2015). How effective is the principal: Discrepancy between teachers’ and principals’ perceptions of principal effectiveness. Educational Assessment, Evaluation and Accountability, 27(3), 275-301. DOI 10.1007/s11092-014-9209-y

Nezhnov P, Kardonova E, Vasilyeva M, & Ludlow LH. (2015). Operationalizing level of academic mastery based
on Vygotsky’s theory: The study of mathematical knowledge. Educational and Psychological Measurement, 75 (2), 235-259.

Ludlow LH, & Klein, K (2014). Suppressor variables: The difference between “is” versus “acting as”Journal of Statistics Education, 22(2), 1-28.

Cochran-Smith M, Ell F, Grudnoff L, Ludlow LH, Haigh M, & Hill M. (2014). When complexity theory meets critical realism: A platform for research on initial teacher education. Teacher Education Quarterly, 41(1), 105-122.

Cochran-Smith M, Ell F, Ludlow LH, Grudnoff L, & Aitken G (2014). The challenge and promise of complexity theory for teacher education research. Teachers College Record, 116(5), 1-38.

Nezhnov P, Kardonova E, Vasilyeva M & Ludlow LH. (2014). Operationalizing level of academic mastery based on Vygotsky’s theory: The study of mathematical knowledge. Educational and Psychological Measurement.

Ludlow LH, Matz-Costa C, Johnson C, Brown M, Besen E, & James JB (2014). Measuring engagement in later life activities: Rasch-based scenario scales for work, caregiving, informal helping, and volunteering. Measurement and Evaluation in Counseling and Development. 47(2), 127-149.

Matz-Costa, C., James, J.B., Ludlow, L., Brown, M., Besen, E., & Johnson, C. (2014). The meaning and measurement of productive engagement in later life. Social Indicators Research, 118(3), 1293-1314. 

O’Leary M, Lysaught Z & Ludlow LH (2013). A measurement instrument to evaluate teachers’ assessment for learning classroom practices. International Journal of Educational and Psychological Assessment. 14(2), 40-62.(90)

Sinnema CEL & Ludlow LH (2013). The measurement of responsiveness in curriculum practice: A Rasch approach. International Journal of Educational and Psychological Assessment, 12(2), 33-56.

Cochran-Smith M, Ludlow LH, Ell F, O’Leary M & Enterline S. (2012). Learning to teach for social justice as a cross-cultural concept: Findings from three countries. European Journal of Educational Research, 1(2), 171-198.

Rollison JM, Ludlow LH & Wallingford T (2012). Assessing content knowledge and changes in confidence and anxiety        related to economic literacy in a professional development program for history teachers. Journal of Educational Research and Practice, 2(1), 15-30.

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