Adam Gamoran
Classes:
Soc 908 Seminar in Sociology of Education
Director, Wisconsin Center for Education Research
785 Ed Sciences
Alternate Office: 3464 Sewell Social Sciences
(608) 262-2704
gamoran@ssc.wisc.edu
Alternate Webpage
Office Hours: by appt, email Mary Mezera to schedule (Fall'12)
Curriculum Vitae
Selected Publications:
Gamoran, Adam, Editor. (2007). Standards-Based Reform and the Poverty Gap: Lessons for No Child Left Behind. Washington, DC: Brookings Institution Press.
Shavit, Yossi, Richard Arum, and Adam Gamoran, Editors. (2007). Stratification in Higher Education: A Comparative Study. Stanford, CA: Stanford University Press.
Gamoran, Adam, Charles W. Anderson, Pamela A. Quiroz, Walter G. Secada, Tona Williams, and Scott Ashmann. (2003). Transforming Teaching in Mathematics and Science: How Schools and Districts Can Support Change. New York: Teachers College Press.
Hallinan, Maureen T., Adam Gamoran, Warren Kubitschek, and Tom Loveless, Editors. (2003). Stability and Change in American Education: Structure, Process, and Outcomes. Clinton Corners, NY: Eliot Werner Publications.
Education:
Ph.D., Education, University of Chicago, 1984
Areas of Interest:
Education
Organizational and Occupational Analysis
Social Stratification
Affiliations:
Sociology
Center for Jewish Studies
Educational Policy Studies
Institute for Research on Poverty
Integrated Liberal Studies
Interdisciplinary Training Program in Education Sciences
Wisconsin Center for Educational Research
Research Interest Statement:
Adam Gamoran's current projects include:
1. Research on the short- and long-term effects of school desegregation
and resegregation. One part of the study examines effects of high
school composition on education and work outcomes using national surveys
from students who attended high school in 1978-82 and 1988-92, with
follow-up surveys 8-10 years later. A second part examines achievement
trends in Nashville, TN, from 1996-2000, before and after the district
was released from mandatory desegregation.
2. Study of the effects of teacher development for sustained,
inquiry-based instruction in elementary science on student achievement.
The study is a randomized trial involving 40 treatment and 40 control
schools in Los Angeles, CA.
3. Study of the causal effects of social capital on child development.
The research follows the impact of a parent-child after-school program
designed to elevate social capital in 26 randomly-selected schools in
San Antonio and Phoenix, compared to 26 randomly-selected control
schools in the same communities.