I just submitted something to NERA that aspires to be what you're looking for. Please let me know if you'd like me to email a copy.

Try their COIB, too.

BTW, here's a direct link to my iPoster aera25-aera.ipostersessions.com/default.aspx...

This may close out what I can do with Load Reduction Leadership without much more involved IRB and COIB processes. So, it may be a while before I can publish another article on this theory.

This experience has not led me to abandon load reduction leadership as a theory to explain school-level performance differences. Applying the Duhem-Quine thesis has led me to reject using Quality Review documents to measure leaders' impacts on cognitive load beyond the most extreme cases.

The present study included 120+ Quality Review documents and was not limited to extreme cases. With 25% of documents analyzed, it was not on track to reach significance, even at p < .05.

Those studies analyzed 14 and 30 NYC School Quality Review documents, representing opposite ends of school impact and discipline, respectively, and both had significance p < .001.

I am abandoning this study.

The study aimed to expand on patterns identified in two smaller load reduction leadership studies that explored smaller sets of extreme examples using similar methods.

Thanks for taking the time to review this and offer feedback. Those are good ideas, and I'll incorporate them into the next iteration. So far, my work on this has been chiefly conference papers, but it's all at loadreductionleadership.com/publications.

For context, this will be embedded in my i-Presentation (lrl.short.gy/DraftPoster) and is my first attempt at making a video like this.

As someone doing research outside a university environment, I would absolutely use this.

Hi, Howie! I'm a big fan of your work. I look forward to your posts for delightful brain breaks and periodically share your content with math teachers I support.

Cognitive load while teaching has always been an implicit, vague part of load reduction leadership. It's fantastic to see folks explicitly measuring teachers' cognitive loads and how different instructional materials impact them.