Peer-Reviewed Publications

Kaul, M., Comstock, M., Simon, N.S. (2022). Leading from the Middle: How Principals Rely on District Guidance and Organizational Conditions in Times of Crisis. AERA Open, 8(1), 1-17. [link]

●      Featured in CPRE Research Minutes Podcast

Comstock, M., Supovitz, J., Kaul, M. (2021). Exchange Quality in Teacher Leadership Ties: Examining Relational Quality Using Social Network and Leader-Member Exchange Theories. Journal of Professional Capital and Capacity, 6(4), 395-409. [link]

Kaul, M., Supovitz, J., Comstock, M. (2021). Investigating Instructional Influence in Teachers’ Social Networks. Journal of Professional Capital and Capacity, 6(4), 378-394. [link]

 Herranen, J., Aksela, M., Kaul, M., Lehto, S. (2021). Teachers’ Expectations and Perceptions of the Relevance of Professional Development MOOCs. Education Sciences, 11(5), 240. [link]

 Kaul, M., Aksela, M., Wu, X. (2018). Dynamics of a Community of Inquiry (CoI) within a Massive Open Online Course (MOOC) for In-Service Educators in Environmental Education. Education Sciences, 8(2), 40. [link]

Book Chapter

Turkka, J., Kaul, M., Aksela, M. (2023). ‘Act-Like-A-Scientist-Test’: What Does a Deductive Content Analysis Show? In McGregor & Anderson (Eds.) Learning Science Through Drama: Exploring International Perspectives. Springer Press. [link]

Policy Briefs & Reports

Kaul, M., & Bodnar, M. (2020). A Nation State: The Context of California. In T.K. Odle, & J.E. Finney (Eds.), "Faultlines" Shaping Higher Education Policy and Opportunity in California (pp. 9-26). Philadelphia, PA: Institute for Research on Higher Education, University of Pennsylvania Graduate School of Education. [link]

 Dunens, E., & Kaul, M. (2020). Surveying Fragmentation in California’s Higher Education Policy Landscape. In T.K. Odle, & J.E. Finney (Eds.), "Faultlines" Shaping Higher Education Policy and Opportunity in California (pp. 46-60). Philadelphia, PA: Institute for Research on Higher Education, University of Pennsylvania Graduate School of Education. [link]

 Kaul, M., VanGronigen, B., Simon, N.S. (2020). Calm During Crisis: Principal Approaches to Crisis Management during the COVID-19 Pandemic. CPRE Policy Briefs. [link]

Adams, J., & Kaul, M. (2020). California Performance Assessment Collaborative: Pasadena Unified School District Case Study. Palo Alto, CA: Learning Policy Institute. [link]

Saunders, M., Kaul, M., Thompson, C. (2020). California Performance Assessment Collaborative: Los Angeles Unified School District Case Study. Palo Alto, CA: Learning Policy Institute. [link]

Maier, A., Adams, J., Burns, D., Kaul, M., Saunders, M., Thompson, C. (2020). District Initiatives to Meaningfully Assess Student Learning: Lessons from the California Performance Assessment Collaborative (research brief). Palo Alto, CA: Learning Policy Institute. [link]

Maier, A., Adams, J., Burns, D., Kaul, M., Saunders, M., Thompson, C. (2020). District Initiatives to Meaningfully Assess Student Learning: Lessons from the California Performance Assessment Collaborative. Palo Alto, CA: Learning Policy Institute. [link]

Practitioner Resources

Kaul, M. (2019). Performance Assessment Profile: Pasadena Unified School District. Palo Alto, CA: Learning Policy Institute. [link]

Kaul M., Thompson, C., Chase, K., Kessler, J., Wei, R. W. (2019). Best Practices for Designing Accessible Performance Assessments. Palo Alto, CA: Learning Policy Institute. [link]

Kaul, M. (2018). Performance Assessment Profile: Los Angeles Unified School District. Palo Alto, CA: Learning Policy Institute. [link]

Editorial

Kaul, M. (2019). Keeping Students at the Center with Culturally Relevant Performance Assessments. Education Week. Next Gen Learning in Action Blog. [link]

●     Cross-published by Next Gen Learning Challenges, Learning Policy Institute, and Aurora Institute’s CompetencyWorks blog