Professional Development Academies in Education

Professional Development Programs in Information Studies

UCLA’s School of Education & Information Studies is home to two departments. Each is a leader in their field, helping to pioneer what's next in the Education and Information worlds.

UCLA Ed&IS faculty are at the forefront of their fields, addressing issues of equality, access and social justice in the fields of education and information. Their scholarship has an international reputation for excellence and commitment to addressing the most critical issues facing our society.

An ecosystem of K-12 teaching schools where UCLA partners to develop, study, share, and advance innovative best practices.

The work at UCLA Ed&IS is guided by the principles of individual responsibility and social justice, an ethic of caring, and commitment to the communities we serve. Learn more about our mission and values, our commitment to diversity, equity and inclusion in our faculty and students, our history and more.

Justice, Equity, Diversity, and Inclusion

Justice, Equity, Diversity, and Inclusion are defining features of UCLA Ed&IS and we embrace them as a source of strength.

Department of Education 2023 Information Sessions

Department of Information Studies Programs

Department of Information Studies 2023 Information Sessions

Learn more about the undergraduate and graduate academic programs we offer, when program information sessions are being offered and how to apply.

Moore Hall 2019B
405 Hilgard Avenue
Los Angeles, California 90095-1521

Department of Education

Assessment

Evaluation

Research Methods

Statistics

Testing

Jose-Felipe Martinez

Advanced Quantitative Methods in Education Research Program

Education Undergraduate Program

Social Research Methodology

Associate Editor of Educational Assessment

Martinez, J. F., Schweig, J., & Goldschmidt, P. (2016) Approaches for Combining Multiple Measures of Teacher Performance:  Reliability, Validity, and Implications for Evaluation Policy. Educational Evaluation and Policy Analysis, DOI: 10.3102/0162373716666166

Martinez, J. F., Taut, S., & Schaff, K. (2016)  Classroom observation for evaluating and improving teaching: An international perspective. Studies in Educational Evaluation. 49,15-29.

Stuhlman, M., Downer, J., Schweig, J., & Martinez, J. F. (2015) Measuring effective teacher-student interactions from a student perspective: A multi-level analysis. Journal of Early Adolescence Research, 35 (5-6),

Martinez, J. F. (2014). Performance Evaluation Systems. In Dominic Brewer and Lawrence Picus (Eds), Encyclopedia of Education Economics and Finance

Martinez, J. F., Santibanez, L., & Servan, E. (2013). Exploring the Links Between Educational Opportunity and Immigration in Mexico: Exploring the Individual and Systemic Relationships. Teachers College Record, 115(10), 10.

Correnti, R., & Martinez J. F. (2012). Conceptual and Methodological Issues in the Study of Teaching: Implications for Improving Instruction at Scale. Educational Assessment, 17:2-3, 51-61.

Martinez, J.F. (2012) Consequences of omitting the classroom in multilevel models of schooling: An illustration using the effects of opportunity to learn on reading achievement. School Effectiveness and School Improvement

Martínez, J.F, Borko, H; and Stecher, B. (2011) Measuring instructional practices in middle school science using classroom artifacts. Journal for Research in Science Teaching 41(1) pp. 38-67.  DOI 10.1002/tea.20447

Martinez, J.F. (2011) La evaluación docente en Chile: Perspectivas sobre validez [Teacher Evaluation in Chile: Perspectives on Validity”. In “La Evaluación Docente en Chile” Jorge Manzi and Yulan Sun (Eds.) MIDE, Universidad Catolica de Chile. Santiago.

Goldschmidt, P., Choi, K., Martínez, J.F., and Novak, J. (2010) Using growth models to monitor school performance: comparing the effect of the metric and the assessment. School Effectiveness and School Improvement , 21: 3, 337 — 357.

Martínez, J.F; Stecher, B; and Borko, H. (2009)  Classroom Assessment Practices and Teacher Judgments of Student Achievement in Mathematics: Evidence from the ECLS.  Educational Assessment. 14:2 78-102