James Spillane
PROJECT AFFILIATION:
- Developing Distributed Leadership
- Roles: PI
- Access: Project Admin, Project Contact
- Distributed Leadership for Middle School Mathematics Education: Content Area Leadership Expertise in Practice
- Roles: PI
- Access: Project Admin, Project Contact
PROFESSIONAL ROLES
- Researcher
BIO
James Spillane's work explores the policy implementation process at the state, school district, school and classroom levels, focusing on intergovernmental relations and policy-practice relations. While building on the policy implementation research tradition, Spillane has worked to develop a cognitive perspective on the implementation process, exploring the substantive ideas about reforming instruction that local policy-makers, both administrators and teachers, come to understand from state and national reforms. Spillane is also interested in organizational leadership and change and is currently undertaking an empirical investigation of the practice of leadership in urban elementary schools that are working to improve mathematics, science and literacy instruction. In this work, Spillane conceptualizes organizational leadership as a distributed practice involving formal and informal leaders, followers and a variety of organizational tools and artifacts.EXPERTISE
Policy implementation; educational policy; organizational change; school leadership; relations between policy and teachers' and administrators' practice.
RECENT PUBLICATIONS
Spillane, J. P., & Hunt, B. (2010). Days of their lives: A mixed-methods, descriptive analysis of the men and women at work in the principal's office. Journal of Curriculum Studies, 42(3), 293-331.Spillane, J. P., Pareja, A. S., Dorner, L. M., Barnes, C. A., May, H., Huff, J., Camburn, E. (2010). Mixing methods in randomized controlled trials (RCTs): Validation, contextualization, triangulation, and control. Educational Assessment, Evaluation and Accountability, 22(1), 5-28.
Parise, L. M., & Spillane, J. P. (2010). Teacher learning and instructional change: How formal and on-the-job learning opportunities predict changes in elementary school teachers' instructional practice. Elementary School Journal, 110(3), 323-346.
Sherer, J. Z., & Spillane, J. P. (2010). Constancy and change in school work practice: Exploring the role of organizational routines. Teachers College Record, 113(3).
Spillane, J. P. (2009). Leading and managing instruction: Adopting a diagnostic and design mindset. Voices in Urban Education, 25, 16-25.
Spillane, J. P. (2009). Managing to lead: Reframing school leadership and management. Phi Delta Kappan, 91(3), 70-73.
Spillane, J. P., Healey, K., & Mesler Parise, L. (2009). School leaders' opportunities to learn: A descriptive analysis from a distributed perspective. Educational Review, 61(4), 407-432.
Spillane, J. P., Hunt, B., & Healey, K. (2009). Managing and leading elementary schools: Attending to the formal and informal organization. International Studies in Educational Administration, 37(1), 5-28.
Spillane, J. P., White, K. W., & Stephan, J. (2009). School principal expertise: Putting expert-aspiring principal differences in problem solving processes to the test. Leadership and Policy in Schools, 8(2), 128-151.
Spillane, J. P., & Zuberi, A. (2009). Designing and piloting a leadership daily practice log: Using logs to study the practice of leadership. Educational Administration Quarterly, 45(3), 375-423.
Goldring, E., Huff, J., Spillane, J. P., & Barnes, C. A. (2009). Measuring the learning-centered leadership expertise of school principals. Leadership and Policy in Schools, 8(2), 197-228.
Pitts, V., & Spillane, J. P. (2009). Using social network methods to study school leadership. International Journal of Research and Method in Education, 32(2), 185-207.
Pustejovsky, J., & Spillane, J. P. (2009). Question-order effects in social network name generators. Social Networks, 31(4), 221-229.
Pustejovsky, J., Spillane, J. P., Heaton, R. M., & Lewis, W. J. (2009). Understanding teacher leadership in middle school mathematics: A collaborative research effort. The Journal of Mathematics and Science: Collaborative Explorations, 11, 19-40.
