Profile

Profile

Matthew Shirrell

Matthew Shirrell

Postdoctoral Fellow, School of Education and Social Policy
MPES 2 Cohort 2


Biography

Matthew Shirrell is a Postdoctoral Fellow for the Distributed Leadership Study. His research focuses on the intersection of policy, school working conditions, and teacher retention at various stages of teachers' careers. His work has examined the role of accountability policy in shaping student-teacher assignments and teacher attrition; student teaching experiences and the role of student teaching in shaping teachers' early careers; and new principals' efforts to build relationships with teachers in struggling urban schools. Most recently, his research explores the social aspects of the school workplace, using social network analysis to examine patterns of advice- and information-seeking within schools. Matthew has been awarded an Albert Shanker Institute Research Grant, a National Academy of Education/Spencer Foundation Dissertation Fellowship, and an IES Predoctoral Fellowship. He is a National Board-certified early childhood teacher with more than nine years of experience in public schools in Oakland and Chicago. 

Curriculum Vitae

Adobe Acrobat PDF View Matthew Shirrell's CV.

Awards/Honors

  • 2014 - Albert Shanker Institute Research Grant
  • 2013 - National Academy of Education/Spencer Foundation Dissertation Fellowship
  • 2009 - Institute for Education Sciences Predoctoral Fellowship

Research/Scholarship

Education

Year Degree Institution
2014 PhD, Human Development and Social Policy Northwestern University
2007 MS, Early Childhood Education Erikson Institute
1998 BA, English Grinnell College

Dissertation

Year Title  
2014 School working conditions and teacher attrition: The roles of policy, teacher preparation, and school principals

Selected Publications

Shirrell, M. (Working Paper/In Press/Under Review). New principals, accountability, and commitment in low-performing schools. Journal of Educational Administration.

Shirrell, M. (Working Paper/In Press/Under Review). The effects of subgroup-specific accountability on teacher turnover and attrition.

Spillane, J. P., Shirrell, M., & Hopkins, M. (Working Paper/In Press/Under Review). Designing and deploying a Professional Learning Community (PLC) organizational routine: Bureaucratic and collegial structures in tandem. Les Dossiers des Sciences de l'Education.

Selected Presentations

Shirrell, M. (2016). What predicts the dissolution of advice and information ties between teachers?. Paper presented at the meeting of the Association of Education Finance and Policy, Denver, CO.

Shirrell, M. (2016). What predicts the dissolution of advice and information ties between teachers?.  Paper presented at the Sunbelt Conference of the International Network for Social Network Analysis, Newport Beach, CA.

Shirrell, M. (2015). The effect of subgroup-specific accountability on the working conditions, turnover, and attrition of Black teachers in North Carolina. In Y. Sealey-Ruiz (Chair), School working conditions and teacher turnover: Implications for diversifying the teacher workforce. Symposium presented at the meeting of the American Educational Research Association, Chicago, IL.

Shirrell M. (2015). Engaging the "black box" of teacher peer effects: Do teachers seek out higher-performing peers for advice and information about teaching?. Paper presented at the meeting of the Association for Education Finance and Policy, Washington, D.C.

Shirrell, M. (2015). Managing under pressure: New principals, accountability, and commitment in low-performing urban schools. Paper presented at the meeting of the American Educational Research Association, Chicago, IL.

Shirrell, M. (2014). New principals, accountability, and relationships in low-performing urban schools. In Promising scholarship in education: Dissertation fellows and their research. Poster session presented at the meeting of the American Educational Research Association, Philadelphia, PA.

Shirrell, M. (2014). The effects of subgroup-specific accountability on teacher attrition. Paper presented at the meeting of the Association for Education Finance and Policy, San Antonio, TX.

Shirrell, M. (2013). The effects of subgroup-specific accountability on teacher attrition. Paper presented at the meeting of the Association for Public Policy Analysis and Management, Washington, D.C.

Shirrell, M. (2012). Do student teachers' career plans change during student teaching? Evidence from an urban district. In L. M. Anderson (Chair), Student teaching in urban districts: Implications for teacher quality, career paths, and policy. Symposium presented at the meeting of the American Educational Research Association, Vancouver, B.C.

Shirrell, M. (2011). Do student teachers' career plans change during student teaching? Evidence from an urban district. Paper presented at the meeting of the Association for Education Finance and Policy, Seattle, WA.

Shirrell, M. (2011). Early differences: Student teaching, career plans, and teacher hiring. Poster session presented at the meeting of the American Educational Research Association, New Orleans, LA.

Shirrell, M. (2010). Student teaching placements in a large urban district. Poster session presented at the Institute for Education Sciences Research Conference, Washington, D.C.

Shirrell, M. (2010). Student teaching placements in a large urban district. Paper presented at the meeting of the American Education Finance Association, Richmond, VA.

Research Interests

School working conditions; teacher recruitment, turnover, and attrition; teachers' social networks; student teaching.  

Last Updated: 2016-01-15 14:41:28