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

● Awarded 2024 AERA Outstanding Graduate Student Paper Award by School Effectiveness and School Improvement SIG

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]

● Awarded 2021 AERA Best Annual Meeting Paper Award by Organizational Theory SIG

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