Adam Gamoran

Professional Title
About Me (Bio)
Adam Gamoran is the John D. MacArthur Professor of Sociology and Educational Policy Studies and director of the Wisconsin Center for Education Research at the University of Wisconsin-Madison. His research focuses on inequality in education and school reform. His DR-K12 project is a large-scale school-randomized trials that focuses on improving elementary science teaching and learning in Los Angeles. He is the lead author of Transforming Teaching in Math and Science: How Schools and Districts Can Support Change (Teachers College Press, 2003), editor of Standards-Based Reform and the Poverty gap: Lessons for No Child Left Behind (Brookings Institution Press, 2007), and co-editor of Stratification in Higher Education: A Comparative Study (Stanford University Press, 2007). He has also published widely in academic journals in sociology and education, and in outlets for educational practitioners. He has served on a variety of national panels, and is currently a member of the National Research Council’s Board on Science Education. He also chairs the Independent Advisory Panel of the National Assessment of Career and Technical Education for the U.S. Department of Education, and he was appointed by President Barack Obama to serve as a member of the National Board of Education Science. He received his Ph.D. in education at the University of Chicago in 1984, and he has been a Fulbright Scholar and visiting professor at the University of Edinburgh and a visiting professor at Tel Aviv University.
University of Wisconsin-Madison (UW-Madison)

This project tests the impact on student achievement of a content-rich, systemic intervention in teacher development for elementary school science. The study will test the benefits of the System-wide Change elementary science component, which provides teachers with professional development in summer institutes and ongoing coaching and mentoring in the use of detailed instructional guides for elementary science. This research will reveal the causal impact of the teacher development activities on student learning.