PhD, Social Research Methodology, UCLA, 2017
MS, Pure Mathematics, Western Washington University, 2003
Teaching and Research
My research is focused on understanding and supporting the work of teachers. One strand of my work documents the subjectivity of value-added models (VAMs) as indicators of teacher quality. Another strand, focuses on media and policy discourse about teacher evaluation and VAMs. And most recently, I have turned my research attention to a pressing problem of practice here at UCLA: how to develop faculty as teachers through non-evaluative, collaborative peer observation.
At UCLA, I teach graduate and undergraduate methods courses and run the Education Department’s TA training program for our graduate student TAs. Prior to coming to UCLA, I spent nine delightful years as a K-12 teacher.
Herman, J. L., Tobiason, G., & Wang, J. (2020). “What makes your school work?” A qualitative study of eight magnet schools (CRESST Report 866). University of California, Los Angeles, National Center for Research on Evaluation, Standards, and Student Testing (CRESST).
Tobiason, G. A. (2019). Talking our way around expert caution: A rhetorical analysis of VAM. Educational Researcher, 48(1), 19-30. doi: 10.3102/0013189X18797618
Tobiason, G. A. (2019). Countering expert uncertainty: Rhetorical strategies from the case of value-added modeling in teacher evaluation. Minerva, 57(1), 109-126. doi: 10.1007/s11024-018-9359-z
Tobiason, G. A. (2015). Expertise gaps in value-added modeling: Are we consulting the right experts? Bulletin of Science, Technology and Society, 34(5-6), 183-191. doi: 10.1177/0270467615582106