Kristin Gansle

Kristin A. Gansle  

Professor, Director of Graduate Studies

Bachelor's Degree(s): Psychology, Stanford University, 1988
Master's Degree: Psychology, Hofstra University, 1990
PhD: Education, University of California-Riverside, 1995
Phone: (225) 578-6780

Email: kgansle@lsu.edu

Office: 209 Peabody Hall

 

Biography

Dr. Gansle has been a member of the faculty at Louisiana State University since 1995.  She serves on the Special Education Program faculty of the School of Education, is Director of Graduate Studies for the School, and is the current chair of the Graduate Council for LSU.  Dr. Gansle’s research interests include evaluation and improvement of teacher preparation programs, assessment of and intervention with academic skills for children with high-incidence disabilities, and professional development for teachers. 

Selected Publications

Gansle, K.A., Grandstaff-Beckers, G., Stringer, A., Roberts, N., Burns, J.M., & Noell, G.H. (in press).  The effects of continuous improvement practices using state value-added data for reading educator program enhancement.  Journal of Contemporary Research in Education.

Gansle, K. A., Noell, G. H., Grandstaff-Beckers, G., Stringer, A., Roberts, N., & Burns, J. M.  (2015).  Value-added assessment of teacher preparation: Continuous improvement and special education.  Intervention in School and Clinic, 51, 106-111.  doi: 10.1177/1053451215579267

Jones, B. A. Haynes-Smith, H., Maloney, L., & Gansle. K A. (2015).  Applying response to intervention to identify learning disabilities in students with visual impairments. Intervention in School and Clinic, 51, 19-27.  doi: 10.1177/1053451215577475

Noell, G. H., Gansle, K. A., Mevers, J. L., Knox, R. M., Mintz, J. C., & Dahir, A.  (2013).  Improving treatment plan implementation in schools: A meta-analysis of single subject design studies.  Journal of Behavioral Education.  doi: 10.1007/s10864-013-9177-1

Gansle, K. A., Noell, G. H., & Burns, J. M. (2012).  Do student achievement outcomes differ across teacher preparation programs? An analysis of teacher education in Louisiana.  Journal of Teacher Education, 63, 304-317.  doi:10.1177/0022487112439894

Selected Presentations

Noell, G. H., Burns, J. M., & Gansle, K. A. (2015, April).  Linking student achievement to teacher preparation: Louisiana’s efforts to support, inform, and strengthen teacher preparation.  In symposium:  After the fire alarm:  How value added analyses of teacher preparation programs may contribute to program improvement.  Presented at the Annual Meeting of the American Education Research Association, Chicago, IL.

Gansle, K. A. (2013, July).  Louisiana metrics of teacher preparation program effectiveness incorporating student achievement.  Paper delivered in the panel presentation: B. Burrell, P. Bole, K. Gansle, J. Janz, & R. Voelker, Constructing authentic and meaningful assessments, 2013 United States Office of Special Education Programs (OSEP) Project Directors’ Conference, Washington, DC.

Gansle, K. A. (2012, March).  A case study of data-driven program change.  In C. Peck (Chair), Research on data utilization for program improvement in teacher education.  Symposium conducted at the meeting of American Association of Colleges for Teacher Education, Orlando, FL.

Gansle, K. A., (2012, February).  Do teacher preparation programs affect student achievement? In Journal of Teacher Education Major Forum: Examining the Complexity of Accountability in Teacher Education.  Paper delivered at the American Association of Colleges for Teacher Education, Chicago, IL.

Gansle, K. A., (2012, February).  Current evaluation of teacher preparation in Louisiana: CADREI panel presentation.  In Keynote Panel: Beyond Compliance: The Role of Research for Improvement of Teacher Education, Moderator: Tom Stritikus, University of Washington.  Paper delivered at the CADREI meeting, American Association of Colleges for Teacher Education, Chicago, IL.

 

Selected Grants/Funded Projects

Noell, G. H., & Gansle, K. A. (2014-2015).  Value-added teacher preparation program assessment model.  Louisiana Board of Regents funded: $60,000 in 2014.

Noell, G. H., & Gansle, K. A. (2014).  Review of student outcome data for charter providers applying for startup support.  New Schools for Baton Rouge funded: $14,999 in 2014.

Noell, G. H., & Gansle, K. A. (2013-2014).  Value-added teacher preparation program assessment model.  Louisiana Board of Regents funded: $96,000 in 2013.

Noell, G. H., & Gansle, K. A. (2013).  Review of student outcome data for charter providers applying for startup support.  New Schools for Baton Rouge funded: $35,537 in 2013.

Noell, G. H., & Gansle, K. A. (2012-2013).  Value-added Assessment of Teacher Preparation 2012-2013.  Louisiana Board of Regents funded: $96,000 in 2012.