The goal of Glory Tobiason’s research is to understand and support the work of teachers. She studies ways to strengthen instructional practice in higher education - in particular, how to design flexible programs of faculty-friendly peer observation. Another area of interest is the evaluation of instructional practice, where she considers the rhetorical, political, and social complexities of expertise, methodology, and positionality. At UCLA, she teaches graduate and undergraduate courses in research methods and supports the Education Department’s TA training program for graduate student TAs. Prior to coming to UCLA, she spent nine delightful years as a K-12 teacher.
Titles and Positions
Ph.D., Social Research Methodology, UCLA, 2017
M.S., Pure Mathematics, Western Washington University, 2003
B.S., Pure Mathematics, 2002
TESOL Certification, 2008
GED Certificate, 1999
- Tobiason, G. A. (in press). Faculty supporting faculty... supporting students: Peer observation and responsive teaching innovations. Change: The Magazine of Higher Learning, 53(6).
- Tobiason, G. A. (in press). From content-centered logic to student-centered logic: Can peer observation shift how faculty think about their teaching? International Journal for Academic Development.
- 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