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Dr.
Winona M. Burt
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Suite 3.203.06 |
UH-Clear
Lake |
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Educational |
Doctor of Philosophy, University of Texas, at Austin, 2004 Educational Psychology, Quantitative Methods
Bachelor of Arts, Saint Edward’s University, 1999 Psychology, Magna Cum Laude |
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Areas of Expertise |
Applied statistics, quantitative research design, standard setting, and high school reform
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Summary of
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10/08 to present - Director of Research, McWhirter Elem School University of Houston-Clear Lake & Clear Lake Consolidate Independent School District Partnership
08/07 to present - Assistant Professor, EDUC Foundations Quantitative Methods University of Houston-Clear Lake
07/04 to 07/07 - Deputy Project Director, Carnegie Corporation American Institutes for Research, Washington, DC
07/04 to 07/07 - Task Leader, The Bill & Melinda Gates Foundation American Institutes for Research, Washington, DC
08/05 to 12/05 - Adjunct Faculty Bowie State University, School of Business Quantitative Methods Decision Making
11/99 to 12/03 - Research and Development ESP Solutions Group, Inc., Austin, TX
08/00 to 05/01 - Teaching Assistant University of Texas, Department of Educational Psychology Introduction to Statistics
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Current Research |
WORKING PAPERS
Burt, W.M. T-test for equivalence in the social sciences.
Burt, W.M. A formative evaluation of the McWhirter elementary professional development learning programs. |
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Teaching Areas |
EDUC 6032 Applied Statistics EDUC 6033 Research Design and Analysis COUN 6032 Applied Statistics for Counselors COUN 6033 Research Design and Analysis for Counselors EDLS 7031 Quantitative Research I EDLS 7032 Quantitative Research II |
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Publications and Presentations |
PUBLICATIONS
Olatunji, A., Burt, W. M., & Goosby, B. J. (in press). Math – Why some kids aren’t feel’n it: Students’ attitudes, schooling, and achievement in mathematics. Book Chapter in African American males, mental health and schooling. Olatokunbo Fashola and Robert Jagers, Editors. Corwin Press.
Olatunji, A., Burt, W. M., & Goosby, B. J. (in press). Math – Why some kids aren’t feel’n it: Students’ attitudes, schooling, and achievement in mathematics. Urban Education.
Burt, W.M., & Stapleton, L. (Under review in Educational Measurement: Issues and Practice). Connotations of performance categories used in high stakes testing.
Vesey, J. T. & Burt, W.M. (Under review in Business Journal of Hispanic Research). Executive Summary: Challenging Conventional Wisdom About Who Quits: Revelations from Corporate America
Burt, W. M., Vesey, J.V., Stroter, A., & Middleton, K. (2010, April). Reporting results and appropriate alpha levels in multiple regression. To be published in the Proceedings of the American Educational Research Association, Denver, CO.
Burt, W. M., & Vesey, J.V. (2010, April). Academic dishonesty: Using planned behavior to model ethical behavior among education students. To be published in the Proceedings of the American Educational Research Association, Denver, CO.
Vesey, J. V., & Burt, W.M. (2009, November). Using planned behavior to model ethical behavior. Proceedings of the Southern Management Association, Asheville, NC.
Burt, W. M. (2006). Achievement study: 2003-2004 demographic and student outcome information overview and summary. Prepared for the Bill & Melinda Gates Foundation.
Martin, A.M., Burt, W. M., Lipson, S. J., Karp, M., Clement, K., & Tepfer, T. (2006). National evaluation of the Carnegie Corporation schools for a new society initiative: Quantitative key indicator report. Prepared for the Carnegie Corporation of New York.
Burt, W. M., Evan A., Means, B., Rhodes, D., & Smerdon, B. (2005). Getting to results: Early student outcomes in reforming high schools. Prepared for the Bill & Melinda Gates Foundation.
Martin, A.M., Burt, W. M., Yoon, K. S., Lipson, S. J., Karp, M., & Malcolm, C. (2005). National evaluation of the Carnegie Corporation schools for a new society initiative: Quantitative key indicator report. Prepared for the Carnegie Corporation of New York.
Burt, W. M. (2005). Achievement study: 2003-2004 demographic and student outcome information for the Cincinnati Unified School District. Prepared for the Bill & Melinda Gates Foundation.
Yoon, K.S., Burt, W. M., Lipson, S. J., Karp, M., & Malcolm, C. (2004). National evaluation of the Carnegie Corporation schools for a new society initiative: A quantitative report. Prepared for the Carnegie Corporation of New York.
Burt, W. M. (2004). Achievement study: 2002-2003 demographic and student outcome information for the Baltimore City School District. Prepared for the Bill & Melinda Gates Foundation.
Burt, W.M. (2004). Connotations of performance level categories used in high stakes testing. Unpublished doctoral dissertation, The University of Texas, Austin, TX.
Ligon, G. D., & Burt, W. M. (2003). Denver area student mobility study. Paper compiled for Colorado State Department of Education.
Ligon, G. D., Prather, D., & Burt, W. M. (2002). ESEA report card planning. Report prepared for the Wisconsin Department of Public Instruction.
Clements, B. S., Ligon, G. D., & Burt, W. M. (2002). Quality education data: A guidance notebook. Prepared for the Office of Chief Information Officer, US Department of Education.
Roska, L. A., Paredes, V., Ligon, G. D., & Burt, W. M. (2001). 1997 NAEP feasibility study and 2001 implementation of analyses. Technical report for the Edna McConnell Clark Foundation Program for Student Achievement.
Ligon, G. D., Clements B. S., & Burt, W. M. (2000). Disaggregation without aggravation. Southwest Educational Development Lab.
Ligon, G. D., Clements B. S., Paredes, V., & Burt, W. M. (1999). Data quality audit for the Austin Independent School District. Prepared for the Board of Trustees of the Austin Independent School District.
PRESENTATIONS
Burt, W. M., Vesey, J.V., Stroter, A., & Middleton, K. (2010, April). Reporting results and appropriate alpha levels in multiple regression. Paper to be presented at the annual meeting of the American Educational Research Association, Denver.
Burt, W. M., & Vesey, J.V. (2010, April). Academic dishonesty: Using planned behavior to model ethical behavior among education students. Paper to be presented at the annual meeting of the American Educational Research Association, Denver.
Burt, W.M., & Grigsby, B. (2010, February). Assessment Training in Principal Preparation Programs. Paper to be presented at the annual meeting of the Southwest Educational Research Association, New Orleans.
Vesey, J. V., & Burt, W.M. (2009, November). Using planned behavior to model ethical behavior. Paper presented at the annual meeting of the Southern Management Association, Asheville.
Rhodes, D. A., Song, M., Smerdon, B. A., Burt, W. M. & Evan, A. J. (2006, April). Getting to results: Student outcomes in new and redesigned high schools. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.
Rhodes, D. A., Song, M., Smerdon, B. A., Burt, W. M. & Evan, A. J. (2006, April). Getting to results: Student outcomes in new and redesigned high schools. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.
Olatunji, A., Burt, W.M., & Goosby, B.J. (2006, April). Students’ attitudes, schooling, and achievement in mathematics. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.
Burt, W.M., & Evan, A. (2005, April). Evaluating student achievement and other student outcomes with extant data: Initial results from five school districts with Bill & Melinda Gates foundation-supported high schools. Paper presented at the annual meeting of the American Educational Research Association, Montreal.
Clements, B. S., Ligon, G. D., Burt, W. M., & Mangino, E. (2003, April). Policy guidelines for using online assessments for NCLB. Paper presented at the annual meeting of the American Educational Research Association, Chicago.
Burt, W. M., Kim, S., Davis, L., & Dodd, B. G. (2003, April). A comparison of item exposure control procedures using a CAT system based on the generalized partial credit model. Poster presented at the annual meeting of the American Educational Research Association, Chicago.
Ligon, G. D., Clements B. S., & Burt, W. M. (2000, April). Deconstructing educationese – Redefining our own terms. Interactive symposium at the annual meeting of the American Educational Research Association, New Orleans.
Burt, W. M. (2000). How to use AERA for leverage in your graduate school career. Graduate student council session at annual meeting of the American Educational Research Association, New Orleans.
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Service Activities |
Educational Leadership (EdD) Doctoral Examination Subcommittee 2009-present UHCL Green Team 2008- present Committee for the Protection of Human Subjects 2008- present Director of Research, McWhirter School 2008- present Teacher Certification Committee Member 2007- present Student Affairs Committee Member 2007- present AERA, Div H, Program Chair 2009-11 AERA, Div H, Assistant Program Chair 2008-09 AERA, Div H, Paper Session Chair 2008-09 AERA, Div H, Newsletter Editor 2007-08 AERA, Div H, Sec. Chair, Assessment in the Schs 2004-06 AERA, Graduate Student Council Chair Elect 2001-02 AERA, Div H, Publication Competition Co-Chair 2001-02 Scholarly Review Activities Southwest Educational Research Association, Division III, Methodology, Measurement, and Evaluation, proposal reviewer, 2009
Journal of Advanced Academics, Ad hoc manuscript reviewer, 2007 American Educational Research Journal, Ad hoc manuscript reviewer, 2007
American Educational Research Association, Division D, Measurement and Research Methodology, proposal reviewer, 2007
American Educational Research Association, Division H; Research, Evaluation, and Assessment in the Schools; proposal reviewer, 2007
Journal of Advanced Academics, Ad hoc manuscript reviewer, 2006
American Educational Research Association, Division H; Research, Evaluation, and Assessment in the Schools; proposal reviewer, 2005
HONORS |
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Special
Recognition |
Kappa Delta Pi - International Honor Society in Education, 2000 – 04 The University of Texas, Austin Chapter
AERA Division H Outstanding Publication Award, 2000 Data Quality Audit for the Austin Independent School District
Who’s Who Among American Universities and Colleges, 1999
Psi Chi-The National Honor Society in Psychology, 1999 Saint Edward’s University Chapter |
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TEACHING PHILOSOPHY |
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Educational Philosophy |
Frequent feedback and testing is essential. Baseline testing on the first day of class allows me to determine students’ current knowledge and uncover misconceptions. Subsequent frequent testing, in the form of low-stakes quizzes, provides constant monitoring of understanding. This continuous feedback provides the necessary information to bridge gaps before progressing to new information.
Application is critical. Hands on application of newly acquired information is essential to learning. Homework assignments and small group work provide yet another avenue through which students can test their level of understanding.
Relevance provides a familiar context. Couching information in a context relevant to students’ lives will facilitate learning. Drawing from current events and students’ backgrounds allows me to demonstrate how newly taught information can be applied in “real life”. As an assistant professor I require my students in my applied statistics course to use archived data from their current place of work for data analysis throughout the semester.
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