Publications
Pending: AERA 2025 Virtual Paper Presentation
This paper applied LRL to help explain differences in schools' exclusionary discipline rates and will be presented virtually at AERA's April conference.
Bertoglio, K. C. (2025). Teacher Cognitive Load and Student Suspension: A Test of Load Reduction Leadership....
Council of School Supervisors and Administrators 2024 Leadership Conference Presentation
I shared some of my research, focusing on the mechanisms that lead to LRL's effectiveness, with an audience of NYC school leaders. This conference reached capacity at 1500 school leaders and partners.
Bertoglio, K. C. (2024, November 2). Load reduction leadership: A new school improvement framework that might actually work [Conference presentation]. 2024 CSA Conference, New York, NY.
AERA 2024 Paper
This paper explored some of the data from my dissertation with a focus on LRL's potential as a school improvement framework.
Bertoglio, K. C. (2024). Load reduction leadership: A novel school improvement framework based on cognitive load theory, early findings. Paper presented at the 2024 annual meeting of the American Educational Research Association. Retrieved from the AERA Online Paper Repository. https://doi.org/10.3102/2108341
AERA 2024 iPoster and e-Lightning Ed-Talk Deck
This poster and lightning talk deck shared early results from Kris's dissertation, framing LRL as a model for school improvement. Though no recordings exist, the 4-minute e-lightning talk was received as one of the most compelling from this 15,000-attendee conference.
Bertoglio, K. C. (2024, April 11-14). Load reduction leadership: A novel school improvement framework based on cognitive load theory, early findings [Ed-Talk]. 2024 AERA Annual Meeting, Philadelphia, PA. https://aera24-aera.ipostersessions.com/?s=3C-C9-97-DE-68-7B-8C-D3-88-47-BD-86-37-81-88-53
Kris's Dissertation
Kris's dissertation introduced LRL, using the framework to code public documents from schools with different longitudinal performance patterns. It found that a school's ratio of LRL-aligned to LRL-misaligned practices identified which schools did and did not consistently improve student proficiency. Changes in LRL alignment ratios coincided with changes in schools' capacity to improve student proficiency.
Between the two sites, my dissertation was downloaded ~200 times in the first 6 months. I don't know if that means anything, but I think it's neat.
Bertoglio, K. C. (2024). Load reduction leadership: A cognitive load theory-based framework differentiating performance patterns in NYC schools [Doctoral dissertation, City University of New York Hunter College]. ProQuest Dissertations & Theses. https://www.proquest.com/docview/3059220792
Mirrored at: https://academicworks.cuny.edu/hc_sas_etds/1127