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Accreditation Report 2002
Core Campuses: Bloomington and Indianapolis

for the National Council for Accreditation of Teacher Education
and the Indiana Professional Standards Board


Faculty Vita

Ginette Delandshere, Ph.D.

Title: Associate Professor
Office: W. W. Wright Education Building, room 4006
Campus: Bloomington
Year of appointment: 1994


Academic Degrees

Ph.D. University of California, Los Angeles 1986 Research Methodology, Measurement and Evaluation - Cognate: Psychology
M.A. University of California, Los Angeles 1981 Research Methodology, Measurement and Evaluation
License in Sociology (M.A. equivalent) Université de Liège, Belgium 1975 Sociology

Professional Experience

1994-Present Associate Professor, Indiana University, School of Education
1994-Present Inquiry Program Coordinator,Indiana University, School of Education
1990-1994 Project Psychometrician, Connecticut State Department of Education, University of Pittsburgh - NBPTS EA/ELA Assessment Development Laboratory
1987-1994 Program Director, Division of Research, Evaluation and Assessment, Connecticut State Department of Education
1987-1987 Research Coordinator, Educational Research Laboratory, University of Georgia, Athens
1983-1986 Teaching Associate, University of California, Los Angeles
1980-1986 Staff Research Associate, Center for the Study of Evaluation, University of California, Los Angeles
1975-1978 Researcher and Teaching Associate, Laboratoire de Pédagogie Expérimentale- Université de Liège, Belgium

Faculty load

40% research, 40% teaching, 20% service/administrative

Faculty Teaching

Y604 Multivariate Statistical Analysis in Educational Research
Y502 Intermediate Statistics Applied to Education
Y617 Psychometric Theory
Y527 Educational Assessment and Psychological Measurement
Y520 Strategies for Educational Inquiry
F500 Performance Assessment

Selected Publications

    Delandshere, G. & Arens, S. (Jan/Febr. 2003, in press) Examining the quality of the evidence in pre-service teacher portfolios. Journal of Teacher Education.

    Delandshere, G. (2002) Assessment as inquiry. Teachers College Record, 104 (7).

    Delandshere, G & Petrosky, A. (2001). Framing teaching and teachers? National Board English Language Arts Certification in the US. L1-Educational Studies in Language and Literature, 1, 1-19.

    Delandshere, G. & Arens, S. (2001) Representations of teaching in standards-based reform: Are we closing the debate about teacher education? Teaching and Teacher Education, 17, 547-566.

    Delandshere, G. (2001). Implicit theories, unexamined assumptions and the status quo of educational assessment. Assessment in Education: Principles, Policy and Practice, 8(2) 113-133.

    Petrosky, A. & Delandshere, G. (2001). In a contact zone: Incongruities in the assessment of complex performances of English teaching designed for the National Board for Professional Teaching Standards. In C. Dudley-Marling and C. Edelsky (Eds.), Progressive Language Practices. Urbana, Illinois: National Council of Teachers of English.

    Petrosky, A. & Delandshere, G. (2000). Standards-based reform: Is this the way forward? English in Australia.

    Petrosky, A. & Delandshere, G. (2000). Standards-based reform: Are we standardizing thinking or replacing it? English Record, 50(2) 4-12.

    Delandshere, G. & Petrosky, A. (1999). It is also possible to quantify colors but that is not the point: A rejoinder to Brookhart. Educational Researcher, 28(3) 28-30.

    Delandshere, G. & Jones, J. H. (1999) Elementary teachers' beliefs about assessment in mathematics: A case of assessment paralysis. Journal of Curriculum and Supervision, 14(3), 216-240.

    Delandshere, G. & Petrosky, A. (1998). Assessment of complex performances: Limitations of key measurement assumptions. Educational Researcher, 27(2), 14-24.

    Delandshere, G. (1996). From static and prescribed to dynamic and principled assessment of teaching. Elementary School Journal, 9(2), 105-120.

    Delandshere, G. (1994). The assessment of teachers in the United States. Assessment in Education: Principles, Policy and Practice, 1(1), 95-113.

    Delandshere, G. & Petrosky, A. (1994). Capturing teachers' knowledge: Performance assessment a) and post-structuralist epistemology, b) from a post-structuralist perspective, c) and post-structuralism, d) none of the above. Educational Researcher,. 23(5), 11-18.

Research Areas

    nterest in inquiry methodology, and assessment with particular focus on the socio-political practice of assessment, its purpose and meaning in the context of teaching, and learning.

Service/Outreach Projects

    Reviewer, Educational Researcher

    Reviewer, Studies in Educational Evaluation

    Reviewer, Review of Research in Education

    Reviewer, Educational Evaluation and Policy Analysis

    Reviewer, National Council on Measurement in Education

    Reviewer, American Educational Research Association

    Panel member for the Indiana Professional Standards Board (IPSB)

    Consultant to the National Council of Teachers of English (NCTE)

    Consultant to the Interstate New Teacher Assessment and Support Consortium (INTASC)

    Consultant to Ministry of Education and Training, Hanoi, Vietnam and at Hanoi National University and Thai Nguyen University, Vietnam, 1996-1997.

    Consultant to Delaware Superintendent of Public Instruction and State Board, 1992

    Member, IEA-Third International Mathematics and Science Study Task Force, 1991-1992.

    Consultant with the RAND corporation and the Vermont Department of Education on Vermont Portfolio Assessment


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