PEER-REVIEWED JOURNAL PUBLICATIONS

Published Manuscripts

• Anderson, E., Budhwani, S.*, & Perrone, F. (Accepted, September 2020). The State of United States University-based Pathways to Public School Principalship. Submitted to Journal of School Leadership
• Davis, B. & Anderson, E. (Accepted, September 2020). Visualizing differential principal turnover. Submitted to Journal of Educational Administration.
• Davis, B. W., & Anderson, E. (2020). The use of alluvial diagrams in understanding education research trends and changes. Teachers College Record. https://www.tcrecord.org ID Number: 23356
• Perrone, F., Rice, M., Anderson, E. and Budhwani, S.* (2020). Fully online principal preparation: prevalence, institutional characteristics, geography, Journal of Educational Administration, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/JEA-05-2019-0088
• Korach, S., Anderson, E., Hesbol, K., Tabron, L., Candelarie, D., Kipp, P., & Miller-Brown, E. (2019). Interdependence and Reciprocity: Partnership Ethos at the University of Denver. Journal of Research on Leadership Education, 14(1), 31–50. https://doi.org/10.1177/1942775118819679
• Anderson, E., & Young, M. D. (09 October 2018) If they knew then what we know now, why haven’t things changes: An examination of district effectiveness literature.(9), rontiers in Education, Leadership in Education. doi.org/10.3389/feduc.2018.00087
• Anderson, E., Winn, K. M., Groth, C., Korach, S., Pounder, D., Rorrer, A., & Young, M. D. (2017). Examining university leadership preparation: An analysis of program attributes and practices. 13(4), 375–397. Journal of Research on Leadership Education. doi: 10.1177/1942775117735873
• Young, M. D., Anderson, E., & Nash, A. (2017). Preparing school leaders: Standards-based curriculum in the United States. 16:2, 228-271. Leadership and Policy in Schools, doi: : 10.1080/15700763.2017.1298812
• Tucker P., Anderson, E., Reynolds, A. L. & Mawhinney, H. (April 2016). Analysis of evidence supporting the Education Leadership Constituent Council (ELCC) 2011 program preparation standards for school and district leadership. 11(1), 91-119. Journal of Research on Leadership Education. doi.org/10.1177/1942775116641664
• Anderson, E., & Reynolds, A. (December 2015). State of state policies for principal preparation program approval and candidate licensure. 10(3), 93-221 Journal of Research on Leadership Education. doi.org/10.1177/1942775115614292

BOOKS AND ROOK CHAPTERS

• Anderson, E., Cunningham, K., & Eddy-Spicer, D. (Proposed for 2022). PSEL/NELP leadership preparation UCEA series on data use and continuous improvement. New York: NY, Routledge
• Hinnant-Crawford, B. & Anderson, E. (Proposed for 2021). Improvement-focused educational research action: Scholars, scholarship, and setting. In D. Peurach (Ed.) Handbook of Improvement Focused Educational Research.
• Anderson, E. (2021). District effectiveness. In. Fisher, D. (Ed.), Routledge Encyclopedia of Education Online. New York: NY, Routledge
• Anderson, E. & Korach, S. (2020). Collaborating on problems of practice: A university/district partnership model. In D. Griggs, F. Kochan, & E. Reames (Eds.), Creating Partnerships that Work: A Guide for Practice and Research. Charlotte: NC, Information Age Publishing
• Anderson, E. & Pounder, D. & (2018). Using supervision to shape the school-wide learning environment. In S. J. Zepeda & J. A. Ponticell (Eds.), Handbook of Educational Supervision (np). Hoboken, NJ: Wiley-Blackwell
• Eddy-Spicer, D., Anderson, E., & Perrone, F. (2017). Neither urban core nor rural fringe: “In-between” districts and the shifting landscape of school performance in the United States. In C. Meyers & M. Darwin (Eds.), Enduring Myths of School Turnaround (np). Charlotte, NC: Information Age Publishing

I have developed expertise as a mixed methodologist. The focus of my research has been three-fold: 1) planning, implementing, and supporting school improvement, 2) district effectiveness, and 3) educational leadership preparation.  My dissertation research, which reflects the first area, was a cross-case comparison study exploring the experience of an urban, secondary school, with a history of academic decline, as they underwent a school improvement effort, both before and after the first year of the implementation of a $3 million federal School Improvement Grant (SIG). For this research, I was selected as a David L. Clark Scholar in 2014, along with 40 other rising scholars, an honor in the field of educational leadership and policy. My work on this particular project continues, including the collection of additional data capturing the school’s experience during the second and third year of the grant implementation. 

In the second area of my research agenda, district effectiveness, my mentor, Dr. Michelle Young, and I have conducted research focused on how effective districts support student learning and school improvement. Using a narrative synthesis methodology, we have developed a district effectiveness framework. Moreover, we have explored the characteristics and quality of the current district effectiveness research, making an argument that the research base may not represent the experiences and needs of the majority of districts in the US.  I plan to seek funding to conduct a large-scale study of district practices that support school success in an effort to both explore the impact of districts on student learning and to articulate the practices that are most effective within and across various contexts, including geographic regions, size, and urbanicity.

With regard to the third area of my research agenda, I have worked on projects focused on leadership standards, leadership preparation programs and state level policies that support effective leadership preparation. Specifically, in my capacities as a research assistant and as a postdoctoral research associate with the University Council for Education (UCEA), I worked on research teams engaged in revising the 2008 Interstate School Leaders Licensure Consortium (ISLLC) standards, updating the 2011 Education Leadership Constituent Council (ELCC) standards, and managing a UCEA project for the Wallace Foundation. Along with service on the ISLLC standards revision committee, I was asked to conduct and write the accompanying literature review. This work has the potential to be published in a book or report summarizing the standards. My work with the ELCC standards committee resulted in a report for the Wallace Foundation and an accepted submission to the Journal of Research on Leadership Education (JRLE). I will also be a member of the 2015 ELCC Revision Committee, led by Michelle Young. As UCEA project manager for a grant-funded Wallace Foundation project, I helped to develop the criteria for measuring principal preparation program quality and the data collection and analysis strategy, serving the primary role in the presentation and reporting of these data.  

Also within the third area of my research agenda, I have led a multi-year state policy analysis project focused on principal preparation program approval and licensure. The findings of the initial analyses of legal code and accompanying rules and regulations for the 50 states and D.C. are published in the December 2016 issue of the Journal of Research on Leadership Education (JRLE) and will be released as a UCEA publication in early November 2015 during a National Governor’s Association-Council of Chief State School Officers meeting in Washington, DC. The 160-page report is a guide for policymakers and practitioners to assess and compare the research-based and regulatory policies present in each state to those policies legislated in all states. My research agenda in the next five years will build upon these three interrelated research strands– school improvement, district effectiveness, and leadership program preparation and standards.