Department of Education Policy & Leadership
Ph.D., University of Oregon3101 University Blvd Ste.345Box 750114Dallas, TX 75275214-768-4947Send an email
Leanne Ketterlin Geller, Ph.D., is engaged in research and scholarship focused on supporting all students in mathematics education through application of instructional leadership principles and practices. She has served as Principal Investigator for federally and locally funded research grants emphasizing the development of formative assessment procedures in mathematics and valid decision-making systems for students with diverse needs in the general education curriculum. Specifically, she investigates:
a) Formative assessment design frameworks using modern test theory, including Item Response Theory;
b) Empirical impact of accommodations and other test changes on the validity of test-score interpretations and uses;
c) Implications of using technology to implement universal design of assessment principles to support accessibility; and
d) Mathematics teachers’ decision-making with a focus on integrating research-based instructional design and delivery principles with teacher content knowledge.
The context of her research efforts is middle-school mathematics with an emphasis on supporting algebra-readiness. She publishes and presents to audiences focused on research as well as practice in the areas of mathematics education, measurement and assessment, and special education with the intent of broadly disseminating her research findings to make the greatest impact.
Her research is informed by her experiences in K-12 education. She taught high-school science in public schools and is trained as a K-12 administrator. During these experiences, she focused on supporting all students. In addition to teaching advanced placement, college-preparatory, and general science courses, she designed and taught science classes for culturally and linguistically diverse students using principles and techniques of Sheltered Instruction. Also, she served as a coordinator for the AVID (Advancement Via Individual Determination) program that is intended to encourage and provide academic supports for college-bound students from typically underrepresented populations.
Areas of Research
Federal Funded Proposals
Project DIVIDE: Dynamic Instruction Via Individually Designed Environments in Mathematics
U.S. Department of Education, Office of Special Education Programs, Steppingstones
Annual budget from 2006-09: $199,639
Description: Principal Investigator responsible for developing a universally designed computer-based instructional system to diagnose student skills and knowledge in mathematics. Project components include developing diagnostic assessments as well as instructional units to remediate deficits.
Project INFORM: Instantiating Frameworks of Organized Responsive Measurement
U.S. Department of Education, Technology and Standards-based Reform
Annual budget from 2006-09: $298,000
Description: Co-Principal Investigator responsible for developing and implementing standards-based reform practices for students with disabilities. Project components include aligning curriculum with instruction and assessment, developing appropriate measurement systems, and incorporating web-based training modules for interpreting data and making decisions to support the needs of students with disabilities.
University and College Funded Proposals
Professional Development in Algebra
Fairway Funds, College of Education, University of Oregon
Annual budget from 2007-09: $37,334
Description: Principal Investigator responsible for designing, developing, and implementing professional development modules to support teachers’ understanding of instruction and assessment in the area of algebra. Project components include effective use of classroom-based and large-scale assessments, teachers’ professional content knowledge, and design and delivery of effective instructional strategies.
Project VISION: Vignettes in Instruction to Situate, Integrate, and Optimize New learning
University of Oregon Educational Technology Fund
Annual budget from 2004-05: $42,000
Description: Principal Investigator responsible for developing and evaluating multimedia instructional vignettes for teaching measurement and assessment concepts to graduate students in Educational Leadership coursework.
Other Project Roles
Early Learning in Mathematics: A Prevention Approach
U. S. Department of Education, Institute for Education Science
Annual budget from 2004-08: $371,283
Description: Assumed Principal Investigator responsibilities for Dr. David Chard to disseminate findings from empirical studies designed to investigate the effects of Kindergarten mathematics curriculum on student achievement and subsequent risk-status.
Project PREPARE: Proactive, Research-based and Evaluative Procedures for Administrators Reaching for Excellence
U.S. Department of Education, Fund for the Improvement of Postsecondary Education
Annual budget from 2004-07: $185,645
Description: Key Personnel in the development of curriculum-based measurement systems for use in multimedia curricula designed to train pre- and in-service principals to use data to make instructional decisions.
Project MAP: Making Accommodations Personal
U.S. Department of Education, Office of Special Education Programs
Annual budget from 2002-06: $179,847
Description: Project Manager responsible for designing, conducting, and evaluating research studies on the effectiveness of computer-based universally designed tests for addressing the needs of all students.
Focus of Teaching