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GSE Profiles
Staff Contact: Ann Foley
Xiaoxia Newton
Assistant Professor
Policy, Organization, Measurement, and Evaluation
Office: 4431 Tolman
Phone: 510-643-8385
Email: xnewton at berkeley.edu
Website:
Office: 3659 Tolman Hall
Phone: 510-642-0709
Email: afoley at berkeley.edu
Xiaoxia Newton uses a variety of methodological approaches to address research and evaluation issues related to urban school reform, K-12 mathematics education and transition to university level STEM education, and teacher learning and professional development (pre-service and in-service), particularly from a cross-cultural perspective. She is the faculty advisor of the research on the Cal Teach Program at Berkeley. Cal Teach is a UC system wide effort to recruit, prepare, and support undergraduate STEM majors for teaching in urban schools.
Ph.D., University of California, Los Angeles
(Education/Social Research Methodology)M.A., Tsinghua University, Beijing, China
(English/Applied Linguistics)B.A., Tsinghua University, Beijing, China
(English)
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2007- present, University of California, Berkeley, Assistant Professor2005- 2007, Stanford University School of Education, Postdoctoral Scholar
2000-2005, Program Evaluation and Research Branch, Los Angeles Unified School District, Senior Research Analyst
1999-2000, National Science Foundation, AERA Research Fellow
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276A, Introduction to Program Evaluation
276C, Practicum in Evaluation
276D, Theoretical Issues in Evaluation
276E, Design and Methods for Program and Policy Evaluation
299E, Decision Making Based on Data Evidence
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Articles (Refereed Journals, Proceeding)Newton, X. (in press). End of high school mathematics attainment: How did students get there? Teachers College Record, 2010.Newton, X. (2007). Reflections on the U.S. Math Reforms from a Cross-National Perspective. Phi Delta Kappan International (vol. 88, no. 9, pp. 681 - 685). Reprinted in the Education Digest: Essential Readings Condensed for Quick Review (vol. 73, no. 1, p. 4 - 9).
Ai, X. & Rivera, N. (2004). Linking Ideas to Practice: Effectiveness of Coaching upon Teacher Practice. Teacher Education Yearbook XIII: Research on Alternative and Non-traditional Teacher Education.
Ai, X. (2002). Gender Differences in Growth in Mathematics Achievement: Three-Level Longitudinal and Multilevel Analyses of Individual, Home, and School Influences. Mathematical Thinking and Learning, 4(1), 1-22.
Ai, X. (1999). Creativity and academic achievement: An investigation of gender differences. Creativity Research Journal, 12(4), 329-337.
Fang, Y. and Ai, X. (1995). The relationship between thematic content and genre. Foreign Languages and Translation.
Fang, Y. and Ai, X. (1995). An analysis of thematic progression in Chinese texts. Foreign Languages Research.
Book ChaptersDarling-Hammond, L., Dieckmann, J., Haertel, E., Lotan, R., Newton, X., Philipose, S., Spang, E., Thomas, E., & Williamson, P. (in press). Studying Teacher Effectiveness: The challenges of developing valid measures. In Geoffrey Walford and Eric Tucker (eds.), The Handbook of Measurement: How social scientists generate, modify, and validate indicators and scales. Sage Publications.Alkin, M., Hofstetter, C.H., and Ai, X. (1998). Stakeholder involvement in evaluation. In Reynolds, A. & Walberg, H. (Eds.), Evaluation for Educational Productivity. Greenwich, CT: JAI press, Inc.
Monographs/Technical & Research ReportsNewton, X. (August, 2005). District Mathematics Plan Evaluation 2004-05 Evaluation Report (Planning, Assessment, and Research Division Publication No. 272). Los Angeles Unified School District.Newton, X. & White, J. (2005). The Use of Mathematics Periodic Assessments and Relationship to California Standards Test Performance (Planning, Assessment, and Research Division Publication No. 250). Los Angeles Unified School District.
Newton, X. (December, 2004). District Mathematics Plan Evaluation 2003-04 Evaluation Report (Planning, Assessment, and Research Division Publication No. 238). Los Angeles Unified School District.
Ai, X. & White, J. (2004). An Examination of Student Readiness for Algebra I: 2002 to 2003 Student Performance on Mathematics Reporting Clusters of the California Standards Test (Planning, Assessment, and Research Division Publication No. 188). Los Angeles Unified School District.
Ai, X. & White, J. (2004). Response to Board Member Questions about Math Coaches and Algebra Mandate (Planning, Assessment, and Research Division Publication No. 185). Los Angeles Unified School District.
Ai, X. & White, J. (2004). Students¡? Performance in One-Year and Two-Year Algebra Courses (Planning, Assessment, and Research Division Publication No. 184). Los Angeles Unified School District.
Ai, X. & Marsh, K. (January, 2004). District Mathematics Plan Evaluation 2002-03 Evaluation Report (Planning, Assessment, and Research Division Publication No. 182). Los Angeles Unified School District.
Ai, X. (October, 2002). District Mathematics Plan Evaluation 2001-2002 Evaluation Report (Planning, Assessment, and Research Division Publication No. 142). Los Angeles Unified School District.
Ai, X. (May, 2002). Academic English Mastery Program 2000-2001 Evaluation Report (Planning, Assessment, and Research Division Publication No. 111). Los Angeles Unified School District.
Ai, X. (January, 2002). District Mathematics Plan Evaluation Baseline Report (Planning, Assessment, and Research Division Publication No. 112). Los Angeles Unified School District.
Slayton, J., Neuhaus, R., Ai, X., and Fidler, P. (March, 2001). Evaluation of Standards-based Promotion Implementation During 1999 ¨C 2000 (Planning, Assessment, and Research Division Publication No. 102). Los Angeles Unified School District.
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American Educational Research Association
American Evaluation Association
Phi Delta Kappa International
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International Education
Mathematics Education
Policy Analysis and Evaluation
Research Methods
Teacher Education and Certification
Last Modified: 5/13/09
