Blog Posts

Julian Vasquez Heilig has been named dean of the University of Kentucky College of Education

7/12/2019

Julian Vasquez Heilig has been named dean of the University of Kentucky College of Education. Vasquez Heilig, an award-winning leader, teacher and researcher, goes to UK from California State University, Sacramento, where he was a professor of educational leadership and policy studies and director of the Doctorate in Educational Leadership program.

He will join UK in July pending approval by the UK Board of Trustees and will take over for interim Dean Rosetta Sandidge.

Professor Yin Cheong CHENG published A new book

4/1/2019

Professor Yin Cheong CHENG from Education University of Hong Kong published his new book “Paradigm Shift in Education: Towards the 3rd Wave of Effectiveness" (2019, Routledge, London/New York, 272 pages). Professor Cheng is a leading scholar in education change and school leadership. This book is one of his most important and latest publications, representing the coherent integration of his key research work and theories developed in the last decade. It aims to facilitate understanding the global trends, latest visions and burning issues in education policy, implementation and research among researchers, educators, leaders and change agents globally. It explores 3rd wave paradigm shifts in education, charting the rationales, concerns and effects. It covers key topics such as paradigm shifts in education, contextualized multiple intelligences, integrated learning for creativity, national education in globalization, multiple school functions and effectiveness, multiple teacher effectiveness, school-based management and new visions, and systemic education reforms.

Cheng, Y. C. (2019). Paradigm Shift in Education: Towards the 3rd Wave of Effectiveness. Routledge: London/New York.

Division D Graduate Student session at AERA

3/19/2019

The Division D, Measurement and Research Methodologies, Graduate Student Seminar Committee is pleased to announce an excellent panel of experts who will provide invaluable advice in the session “Ph.Diaries: Career Advice from Psychometric, Quantitative, and Qualitative Methodology Professionals.” This AERA pre-conference session will take place on Friday, April 5, from 8:00 to 11:00 a.m. at the Fairmont Royal York Hotel, Mezzanine, Room Tutor 7. Please register this session through https://surveyhero.com/c/2cee7513. This survey also collects career development-related questions that you want to know from panelists.

At the Graduate Student Seminar, panelists will be reading aloud their own letters to their “professional younger selves” and share with PhD students and graduates what they wish they would have known when they were starting out, what reassuring words they wished they would have received, and what they could have better prepared for. The panelists are at various points in their career trajectories, and their experience spans academic and applied settings and diverse methodological specialties. The seminar will also provide an extended opportunity for students and graduates to interact with members of this distinguished panel and pick their brain on topics related to completing their degrees and moving into the job market, finding out what knowledge and skills are needed for success in areas of quantitative and qualitative methodological research, application, and assessment in the future. This fantastic session will begin with a continental breakfast and include both large-group discussions and focused, small-group roundtables. You don’t want to miss this! Your older self will thank you!

Articles published on school choice

3/15/2019

Amanda Potterton published two articles during this past year that address school leaders’ experiences with, and decision-making processes in, Arizona’s long-standing market-based school choice system. Findings describe complex relationships with stakeholders, including parents, teachers, and community members, pressures to compete for students, and concerns about finances. In the Journal of Educational Administration, Amanda explains how school leaders at district public schools and charter schools spoke differently about competition and school choice. The article in Research in Educational Administration & Leadership (REAL) is part of a Special Issue about international perspectives on team leadership and shares the ways in which school leaders, parents, and other stakeholders made sense of market pressures and notions of accountability.

Potterton, A. U. (2019). Leaders’ experiences in Arizona’s mature education market. Journal of Educational Administration, 57(1), 21-35. https://doi.org/10.1108/JEA-02-2018-0043

Potterton, A. U. (2018). Market pressure and Arizona public school leaders: “That package is like a brand new Cadillac!” Research in Educational Administration & Leadership (REAL), 3(2), 284-309. http://dx.doi.org/10.30828/real/2018.2.7

New book: Financing Education in a climate of change

3/15/2019

Financing Education in a Climate of Change, (13th edition, 2020) authored by Vern Brimley, Jr., Deborah A Verstegen, and Robert C. Knoeppel, was just released by Pearson Inc. This graduate education leadership text is a user-friendly, practical examination of school finance at the local, state and federal levels. It retains the practical tone and superior presentation that made the previous editions best sellers in the field. This release adds up-to-date information on classic and current topics, including the economics of education, state finance systems, budgeting and accounting for schools and districts, court cases, state taxes, charters and vouchers. Ample tables and figures throughout, include 50-state comparison tables that illustrate concepts and information. Also available from Pearson to accompany the text are both a test bank and PowerPoint slides for each chapter. Authors Vern Brimley (Brigham Young), Deborah Verstegen (University of Nevada, Reno) and Robert Knoeppel (University of South Florida) have used the text to teach university graduate classes in finance, business management and economics. It is available on-line and for rent in addition to purchase at www.pearson.com.

V. Brimley, D A Verstegen & R Knoeppel (2020). Financing education in a climate of change. Boston, MA: Pearson Inc.

Article Award for Dr. john Heffron

3/13/2019

John M. (aka Jay) Heffron, Professor of Educational History and Culture and director of the MA Program in Educational Leadership and Societal Change at Soka University of America, was notified recently by the British Educational Leadership, Management and Administration Society (BELMAS) that an article of his published last July in its journal, Management in Education (MiE) won the MiE Best Paper Award of 2018. The article is entitled “Soka education as a theory of leadership: Implications for the preparation, practice, and for the re-structuration of the modern principalship,” Management in Education Vol. 32, No. 3 (July 2018): 102-08.

NEW POSITION ANNOUNCEMENT

3/13/2019

Dr. Steven Bingham has been appointed Professor of Education in Leadership Studies at Stout School of Education, High Point University, High Point, NC. Bingham also serves as Executive Director of North Carolina Professors of Educational Leadership and President-Elect of Consortium for Research on Educational Assessment and Teaching Effectiveness whose 28th CREATE Annual Conference will be held at HPU, October 10 and 11, 2019. He has moved from Editor-in-Chief to Founding Editor of Journal of Organizational and Educational Leadership. With Paula Egelson and Karen Sanzo, Bingham is Editor and contributor to a recent Information Age Publication on instructional leadership (citation below).

Bingham, C. S., Egelson, P. E., and Sanzo, K., Eds. (2018) Research-based instructional practices of effective principals. Charlotte, NC: Information Age Publishing.

SEED GRANT AWARDED

3/13/2019

Matthew Militello, Wells Fargo Distinguished Professor in Educational Leadership at East Carolina University, has been awarded a five-year, $9.7 million U.S. Department of Education SEED (Supporting Effective Educator Development) grant. School leaders will engage with math and science teachers in their schools to improve teaching practices and academic discourse for equitable student outcomes. Leaders will earn a nine credit Micro-credential that includes two summer Learning Exchanges at ECU, on-site facilitated learning communities, and access to math classrooms in a virtual reality environment. For more information see education.ecu.edu/projecti4

Link to full grant story on ECU website: https://news.ecu.edu/2018/10/10/research-empowers-principals/

new book: Leading in Change: Implications for School Leadership Preparation in England and the United States

3/13/2019

Leading in Change: Implications for School Leadership Preparation in England and the United States considers the ways in which school leadership, and its preparation has changed and developed in response to a rapidly changing educational scenario over the past decade. Drawing together leading thinkers, researchers, and practitioners in the field of school leadership and management this text takes an international perspective to consider what we know about school diversification, and school leadership preparation. Theoretically and conceptually informed, the contributors’ draw on recent empirical research studies and practitioner experience into school leadership preparation to examine how neoliberal and neoconservative policies are working in unison to privatize and corporatize public schools. It looks at how these policies have impacted the preparation of school leaders. In addition to information, critique, and analysis, multiple perspectives are provided that readers can draw upon to ensure aspiring school leaders are successfully prepared to lead in a diversified and corporate school context.

Storey, V. A. (Ed.). (In press). School type diversification in England and the United States of America: Implications for school leader preparation programs. Charlotte, NC: Information Age Publishing.

New book: Educational Leadership, Organizational Learning, and the Ideas of Karl Weick Perspectives on Theory and Practice

3/13/2019

Grounded in the theory of sociologist Karl Weick, this volume by Johnson and Kruse explores key concepts of educational leadership and organizational learning. The authors analyze and reflect on the implications of Weick’s thinking on leadership preparation and development. Providing a understanding of the influence of his ideas in education, this volume unpacks the ways in which Weick’s ideas influence and shape organizational learning and educational leadership and policy today.

Bob L. Johnson, Jr. and Sharon D. Kruse, editors. Educational Leadership, Organizational Learning, and the Ideas of Karl Weick Perspectives on Theory and Practice. New York: Routledge, 2019.

Professional Learning opportunity

3/13/2019

Millersville University and Shippensburg University will sponsor their 3rd Annual Symposium on Educational Leadership on Saturday, April 27 at the Dixon University Center in Harrisburg, PA. The symposium will feature a keynote speech, concurrent sessions and panel discussion. This year's keynote is Dr. David Bateman, Professor, Shippensburg University and author of ASCD books A Principal's Guide to Special Education, 3rd edition, and A Teacher's Guide to Special Education. More information can be found on the symposium website: www.edleadsymposium.org

New book: Qualitative Longitudinal Methods: Researching Implementation and Change

3/13/2019

The book, Qualitative Longitudinal Methods: Researching Implementation and Change, addresses the use of the use of this method, unique methodological features, and the challenges and benefits to this approach. This short supplemental text uses examples of published studies, and the author’s own examples, to show application of the concepts. The book will be useful to those researching change and its impact on organizations and individuals resulting from the implementation of programs and policies. ISBN-10: 1506395791

Derrington, M.L. (2019). Qualitative longitudinal methods: Researching implementation and change. Thousand Oaks CA: Sage.

Creativity under duress in education? Resistive theories, practices, and actions- New Book Announcement

3/13/2019

Creativity Under Duress in Education? introduces a new framework—creativity under duress in education. Leading creativity researchers and educational scholars discuss creative theory and practice from an educational lens that is provocative. Across international contexts, this book combines insights from creativity and educational research; rich illustrations from classrooms, schools, and other professional settings, and practical ideas and strategies for how anyone invested in education can support creative teaching and learning. Readers will encounter diverse perspectives from an international cast of authors exploring cutting-edge ideas for creativity and innovation as a foremost priority for economies in the new millennium. At the same time, they consider forces of authority, control, and constraint that impact creative education and innovation within educational systems, extending to the professions. Educators and those interested in the future of education are vitally important to this conversation around research-based and practical analyses of creativity in and beyond the classroom. Addressed are these major issues: (1) creativity frameworks of theory and action in education, (2) research investigations into creativity and education, and (3) applications of creativity theory in real-world practice. Dynamic, this book presents a bridge between draconian contexts of assessment and explosive creativity in diverse places. A key contribution of the volume is its validation and promotion of creativity and innovation for students, teachers, professors, leaders, employers, policymakers, and others seeking ways to profoundly improve learning and transform education.

Mullen, C. A. (Ed.). (2019). Creativity under duress in education? Resistive theories, practices, and actions. Switzerland: Springer. (419 pp.) (ISBN#s 10: 3319902717; 13: 978-3319902715)

Promotion to chair- Dr. Denver Fowler

3/13/2019

Dr. Denver J. Fowler has accepted a new position as Chair of the Ed.D. program and Professor of PK-12 Educational Leadership at Franklin University in Columbus, Ohio. In addition to his new appointment, Dr. Fowler has been nominated for the 2019 AERA Division A "Early Career Award" and the 2019 AERA SIG 168 "Outstanding Publication Award."

New Book- Creativity under duress in Eduction?

10/15/2018

Creativity Under Duress in Education? Resistive Theories, Practices and Actions
Carol A. Mullen, Editor

Introducing a new framework—creativity under duress in education. Leading scholars discuss creative theory and practice from an educational lens that is provocative. Across international contexts, this book combines insights from creativity and educational research; rich illustrations from classrooms, schools, and other professional settings, and practical ideas and strategies for how anyone invested in education can support creative teaching and learning.

URL: https://www.springer.com/us/book/9783319902715

Grant Awarded

10/15/2018

Sarah Winchell Lenhoff and Ben Pogodzinski at Wayne State University have been awarded a $198,500 grant from the Skillman Foundation to support the Improvement Partnership. The Improvement Partnership is a research-practice partnership between WSU's College of Education and Detroit Public Schools Community District that will produce policy-relevant research to inform educational improvement in Detroit. During the 2018-19 school year, the Partnership will produce four research reports on pressing issues of policy: student mobility, chronic absenteeism, open enrollment, and implementation of school-based strategies to reduce absenteeism.

New Book Coming- Implicit bias in schools: a practitioner's Guide

10/15/2018

Implicit Bias in Schools: A Practitioner’s Guide
Gina L. Gullo, Kelly Capatosto, and Cheryl Staats

Implicit Bias in Schools, to be released in December, provides practitioners with an understanding of implicit bias and how to address it from start to finish: what is it, how is it a problem, and how can we fix it. Grounded in an accessible summary of research on bias and inequity in schools, this book bridges the research-to-practice gap by exploring how implicit bias affects students and what school leaders can do to mitigate the effects of bias in their schools. Covering issues of discipline, instruction, academic achievement, mindfulness, data collection, and
culturally relevant practices and full of rich examples and strategies, Implicit Bias in Schools is a must-have resource for educators today.

Gullo, G., Capatosto, K., & Staats, C. (2018). Implicit Bias in schools: A practitioner's guide. New York, NY: Routledge.

New article on stakeholder engagement in Policy design

6/9/2018

Elizabeth Leisy Stosich

The Every Student Succeeds Act gives states greater flexibility in designing educational policy, but questions remain about whether and how states will use this opportunity to design truly innovative new policies to support higher levels of student learning. In a recently published article, Elizabeth Leisy Stosich and Soung Bae describe how educational leaders in four states — California, Iowa, New Hampshire, and Vermont — worked collaboratively with diverse stakeholders to design ambitious and forward-looking educational policies prior to the passage of ESSA. Policy makers in all four states described engaging in an extensive process of stakeholder engagement, which influenced policy design and fostered support for implementation.

Stosich, E. L. & Bae, S. (2018). Engaging diverse stakeholders to strengthen policy. Phi Delta Kappan, 99(8), 8-12.

New leadership program coordinator

6/9/2018

Dr. Denver J. Fowler has been named the new Program Coordinator of the Master's in Educational Leadership and Policy Studies program in collaboration with the Association of California School Administrators at California State University, Sacramento .

EMAL publishes special issue on school leadership in latin America

6/9/2018

Educational Management Administration & Leadership (EMAL) is a peer reviewed journal associated with the British Educational Leadership, Management, & Administration Society (BELMAS). Volume 46, Issue 2, is a Special Issue on Latin America, Guest Edited by Professors Joseph Flessa of OISE/University of Toronto and Jose Weinstein, Universidad Diego Portales in Santiago, Chile. It is the first special issue published in English examining school leadership in the region and includes several regional overviews as well as articles exploring school leadership in Argentina, Chile, Cuba, and Mexico.

See for example: Flessa, J. & Weinstein, J. (2018). School leadership in Latin America: New research from an emerging field of study. Educational Management Administration & Leadership, Vol. 46, Issue 2, Special Issue on Latin America, pp. 179-181. Article first published online January 18, 2018. DOI: 10.1177/1741143217751728

New project manager at policy firm

6/9/2018

Daniel J. Quinn has taken a position as project manager for Public Policy Associates, Inc. PPA (publicpolicy.com) is a Lansing (Mich.) based public policy, research, and evaluation firm. Quinn was previously executive director of the Great Lakes Center for Education Research and Practice. He recently completed his Ph.D. in Education Leadership at Oakland University.

Outstanding Book Award

6/9/2018

Dr. Carol A. Mullen received the 2018 Society of Professors of Education Outstanding Book Award Honorable Mention for her book Creativity and Education in China: Paradox and Possibilities for an Era of Accountability (Routledge, 2017). She is also recipient of the National Distinction Pool Award from Virginia Tech (where she works), a doctoral-granting, research-intensive, UCEA member institution.

Dr. Mullen's new peer-reviewed journal articles are:

Mullen, C. A. (2018). Creative learning: Paradox or possibility in China’s restrictive preservice teacher classrooms? Action in Teacher Education, 40(2).

Mullen, C. A., & Eadens, D. W. (2018). “Quality leadership matters”: A research-based survey of graduate programming. Journal of Research on Leadership Education, 13(2).

Contemporary Issues in Transformative & Innovative (CITI) Leadership Conference.

4/3/2018

The Department of Leadership Studies and Adult Education at North Carolina Agricultural and Technical State University will host its fourth annual Contemporary Issues in Transformative and Innovative (CITI) Leadership Conference on Friday, October 19, 2018. The title of the conference is: "Moral and Ethical Leadership in the 21st Century." The goal of this conference is to address leadership challenges, strategies, and delivery systems in our local and global societies through research, scholarship, and praxis – which is timely considering the continued injustices witnessed around the world. Recent political and societal events in the United States and abroad have reinforced the need for scholars and practitioners to think globally and act locally. To transcend the differences that divide us as a society and as global citizens, the voices of many – not just a few – must have a seat at the table. This year’s conference will address the importance of moral and ethical leadership that is representative of our diverse cultural, economic, educational, and political demographics. We invite graduate students, community members, and professionals to submit proposals for paper and poster presentations based on original research, innovative teaching, professional practices, and community based activities. The submission deadline is Tuesday, September 11, 2018. For more information, click here.

Publication Announcement: Principal Turnover

4/3/2018

Dr. Virginia Snodgrass Rangel has published an extensive literature review on principal turnover. It can be found in Review of Education Research in January of this year.

Snodgrass Rangel, V. (2018). A review of the literature on principal turnover. Review of Educational Research, 88(1), 87-124.

new book: Evoking Greatness

4/3/2018

Megan Tschannen-Moran’s new book Evoking Greatness: Coaching to Bring out the Best in Educational Leaders (2017, Corwin) equips those who coach educational leaders to host coaching conversations that are engaging, inspiring, and productive. Evocative coaching is a person-centered, no-fault, strengths-based coaching model, which is a refreshing change from the deficit mindset that has disheartened and demoralized so many educators in this era of accountability. This model invites people to explore and dream together, in a judgment-free space, in order to awaken a new and higher interest for change. Resting on strong, evidence-based practices, the evocative coaching model offers coaches the help they need to foster the capacities of educational leaders they coach. Leadership coaches are introduced to the evocative coaching model, structured around the acronym LEAD: Listen, Empathize, Appreciate, and Design. The evocative coaching model starts with the stories that coachees bring to their work as educational leaders and to the coaching context. By spending time with these stories, skillful coaches unearth the values and fears that both motivate and block educational leaders from achieving all that they hope to achieve. The evocative coaching model then incorporates a concrete, skills-based process for expressing empathy. Once connection, trust, and rapport have been established, coach and coachee engage in a search for strengths on which to build, and together design an experiment for moving forward. Through collaborative dialogue, people enhance not only their performance but also their enjoyment and engagement with their work.

Tschannen-Moran, M. & Tschannen-Moran, B. (2017). Evoking greatness: Coaching to bring out the best in educational leaders. Thousand Oaks, CA: Corwin.

Division A Scholar Share

Julian Vasquez Heilig has been named dean of the University of Kentucky College of Education

Professor Yin Cheong CHENG published A new book

Division D Graduate Student session at AERA

Articles published on school choice

New book: Financing Education in a climate of change

Article Award for Dr. john Heffron

NEW POSITION ANNOUNCEMENT

SEED GRANT AWARDED

new book: Leading in Change: Implications for School Leadership Preparation in England and the United States

New book: Educational Leadership, Organizational Learning, and the Ideas of Karl Weick Perspectives on Theory and Practice

Professional Learning opportunity

New book: Qualitative Longitudinal Methods: Researching Implementation and Change

Creativity under duress in education? Resistive theories, practices, and actions- New Book Announcement

Promotion to chair- Dr. Denver Fowler

New Book- Creativity under duress in Eduction?

Grant Awarded

New Book Coming- Implicit bias in schools: a practitioner's Guide

New article on stakeholder engagement in Policy design

New leadership program coordinator

EMAL publishes special issue on school leadership in latin America

New project manager at policy firm

Outstanding Book Award

Contemporary Issues in Transformative & Innovative (CITI) Leadership Conference.

Publication Announcement: Principal Turnover

new book: Evoking Greatness

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