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Lynch School of Education

Larry Ludlow

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



Campion Hall
Room 336C


Curriculum Vitae (PDF)

ERME Department


Ph.D., University of Chicago


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


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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