Profile
James Spillane

James P. Spillane

Spencer T. and Ann W. Olin Professor in Learning and Organizational Change
Professor, Human Development and Social Policy
Professor, Learning Sciences
Faculty Associate, Institute for Policy Research

Annenberg Hall
Room 208
2120 Campus Drive
Evanston, IL 60208-0001
Phone: (847) 467-5577
Biography

James P. Spillane is the Spencer T. and Ann W. Olin Professor in Learning and Organizational Change at the School of Education and Social Policy at Northwestern University. He is also professor of Human Development and Social Policy, professor of Learning Sciences, professor of Management and Organizations, and faculty associate at Northwestern’s Institute for Policy Research. Spillane has published extensively on issues of education policy, policy implementation, school reform, and school leadership. His work explores the policy implementation process at the state, district, school, and classroom levels, focusing on intergovernmental and policy-practice relations. He also studies organizational leadership and change, conceptualizing organizational leadership as a distributed practice. Recent projects include studies of relations between organizational infrastructure and instructional advice-seeking in schools and the socialization of new school principals. His work has been supported by the National Science Foundation, Institute of Education Sciences, Spencer Foundation, Sherwood Foundation and Carnegie Corporation of New York. He has authored several books including Standards Deviation: How Local Schools Misunderstand Policy (Harvard University Press, 2004), Distributed Leadership (Jossey-Bass, 2006), Distributed Leadership in Practice (Teachers College Press, 2011) Diagnosis and Design for School Improvement (Teachers College Press, 2011), and numerous journal articles and book chapters. In 2013 he was awarded the Ver Steeg Research Fellowship at Northwestern University.



Curriculum Vitae
Adobe Acrobat PDF View James Spillane's CV.

Websites
Distributed Leadership Study

Principal Policy and Practice Research
Awards/Honors
2013 - Ver Steeg Research Fellowship

2006 - Outstanding Professor Award, SESP

Research/Scholarship

Education
Year Degree Institution
1993 PhD, Curriculum, Teaching and Education Policy Michigan State University
1984 BA, Education and Geography St. Patrick's College, National University of Ireland


Selected Publications
Spillane, J. P., & Anderson, L. M. (In Press/Under Review). The architecture of anticipation at the intersection of individual, organization, & institution: Novices' emerging understandings of the principal position. Teachers College Record.

Hopkins, M., Spillane, J. P. (In Press/Under Review). Schoolhouse teacher educators: Structuring beginning teachers' opportunities to learn about instruction. Journal of Teacher Education.

Spillane, J. P., & Lee, L. C. (2014). Novice school principals' sense of ultimate responsibility: Problems of practice in transitioning to the principal's office. Educational Administration Quarterly, 50(3): 431-465.

Spillane, J. P., & Hopkins, M. (2013). Organizing for instruction in education systems and school organizations: How the subject matters. Journal of Curriculum Studies, 45(6): 721-747.

Hopkins, M., Spillane, J. P., Jakopovic, P., & Heaton, R. M. (2013). Infrastructure redesign and instructional reform in mathematics: Formal structure and teacher leadership. Elementary School Journal, 114(2): 200-224.

Spillane, J. P., Kim, C. M., & Frank, K. A. (2012). Instructional advice and information seeking behavior in elementary schools: Exploring tie formation as a building block in social capital development. American Educational Research Journal, 49(6): 1112-1145.

Spillane, J. P. (2012). Data in practice: Conceptualizing the data-based decision-making phenomena. American Journal of Education, 118(2): 113-141.

Spillane, J. P., & Kim, C. M. (2012). An exploratory analysis of formal school leaders’ positioning in instructional advice and information networks in elementary schools. American Journal of Education, 119(1): 73-102.

Spillane, J.P., Parise, L.M. & Sherer, J.Z. (2011). Organizational Routines as Coupling Mechanisms: Policy, School Administration, and the Technical Core. American Educational Research Journal: 48(3): 586-620.
( Adobe Acrobat PDF Logo Download )


Spillane, J. P., & Healey, K. (2010). Conceptualizing school leadership and management from a distributed perspective. The Elementary School Journal, 111(2): 253-281.

Spillane, J.P., Pareja, A., Dorner, L., Barnes, C., May, H., Huff, J. Camburn, E. (2010). Mixing methods in randomized controlled trials (RCTs): Validation, contextualization, triangulation, and control. Educational Assessment, Evaluation and Accountability.
( Adobe Acrobat PDF Logo Download )


Spillane, J.P. and Zuberi, A. (2009). Designing and piloting a leadership daily practice log: Using logs to study the practice of leadership. Educational Administration Quarterly: 375-423.
( Adobe Acrobat PDF Logo Download )


Spillane, J.P. and Diamond, J. (2007). Distributed Leadership in Practice. Teachers College Press.

Spillane, J.P. (2006). Distributed Leadership. Jossey-Bass.

Selected Presentations
Spillane, J.P. (March, 2010). Policy in Practice: Instruction and the School Administrative Infrastructure. Plenary opening session at the National Association of Research on Science Teaching . Philadelphia, PA.

Spillane, J.P. (March, 2010). Education Policy and Classroom Practice: Rethinking School Administration. Annual Lecture in Leadership at the London Centre for Leadership on Learning at the Institute of Education, University of London. London, United Kingdom.

Spillane, J.P. (November, 2008). The Practice of Leading and Managing: Taking a Distributed Perspective. University of Pennsylvania, School of Education. Philadelphia, PA.

Spillane, J.P. (October, 2008). Leading and Managing Our Schools: Taking a Distributed Perspective. University College Cork, National University of Ireland. Cork, Great Britain and Northern Ireland.

Spillane, J.P. (October, 2008). Engaging Practice: School Leadership & Management From a Distributed Perspective. Solution Tree International Summit on School Leadership. Toronto, Ontario, Canada.

Spillane, J.P., Hunt, B. & Healy, K. (September, 2008). Managing and Leading Elementary Schools: Attending to the Formal and Informal Organization. Paper presented at the annual meeting of the European Educational Research Association. Gottenburg, Sweden.

Spillane. J.P. (September, 2008). Classroom Instruction, School Administrative Practice, and Government Policy: Taking a Distributed Perspective. Institute of Education, University of London, England. London, Great Britain and Northern Ireland.

Spillane, J.P. (March, 2008). Using Qualitative Methodologies and Mixed-Method Analysis Techniques to Study Change in Principal Expertise: The Promises and the Problems. Paper presented at AERA annual conference. New York, NY.

Spillane, J.P. & Hunt, B. (March, 2008). School Principals’ Work Practice: Days of Their Lives. Paper presented at American Educational Research Association Conference. New York, NY.


Projects
Distributed Leadership Study
Learning Leadership Study
NebraskaMATH
Principal Policy and Practice Study


Research Interests
Policy implementation; educational policy; organizational change; school leadership; relations between policy and teachers' and administrators' practice.

Teaching/Advising


Courses
HDSP 401 Proseminar in Human Development and Social Policy This course aims to introduce graduate students to core theoretical and empirical work in human development and social policy. It is designed to offer first-year students in the Doctoral Program in Human Development and Social Policy (HDSP) an in-depth overview of the intellectual foundations of the program and introduce students to the programs of research of HDSP faculty. HDSP focuses on lifespan development and the life course from multiple perspectives, emphasizing the influence of historical periods, the timing of events, changing roles, and how individuals shape their own pathways in addition to being influenced by individuals around them, by social institutions, and by public policy. HDSP is a multidisciplinary program bringing to bear anthropology, biology, education, economics, political science, psychobiology, psychology, social epidemiology, sociology, and other disciplines to understand human development and policy. HDSP focuses on those contexts that are essential in shaping life trajectories and opportunities—families, neighborhoods, schools, the workplace, and the realm of local, state, federal, and international policies. Students will examine the entailments of taking human development and social policy frameworks to examine social phenomena. They will also consider what makes a human development and social policy framework unique in the study of key social policy issues. Students will also consider the core disciplinary perspectives that inform research in HDSP. Each week students will consider the entailments of a particular disciplinary perspective (e.g., economics, sociology) in framing research in human development and social policy. A central part of this work will involve discussing with core HDSP faculty their research as framed from a particular disciplinary perspective. Our goal in this class is to develop students’ ability to think about pressing social issues (e.g., inequality) from a multi-disciplinary perspective that attends both to human development and social policy.
HDSP 435 Advanced Qualitative Methods This course in advanced qualitative research is designed for students who have taken an introductory graduate course in qualitative research methods and are in the process of analyzing qualitative data for their trial research, dissertation, or some other research project. The course will focus chiefly on: a) Analyzing qualitative data to develop and justify assertions. b) Epistemological underpinnings of various qualitative approaches. c) Issues of reliability, validity, and making generalizations. The course will be conducted as a seminar with class work organized around prescribed readings on a particular issue as well as data and other materials from researchers’ and students’ qualitative studies.
HDSP 451 Topics: Advanced Qualitative Methods This course in advanced qualitative research is designed for students who have taken an introductory graduate course in qualitative research methods and are in the process of analyzing qualitative data for their trial research, dissertation, or some other research project. The course will focus chiefly on: a) Analyzing qualitative data to develop and justify assertions. b) Epistemological underpinnings of various qualitative approaches. c) Issues of reliability, validity, and making generalizations. The course will be conducted as a seminar with class work organized around prescribed readings on a particular issue as well as data and other materials from researchers’ and students’ qualitative studies.
LRN_SCI 451 Topics: Advanced Qualitative Methods This course in advanced qualitative research is designed for students who have taken an introductory graduate course in qualitative research methods and are in the process of analyzing qualitative data for their trial research, dissertation, or some other research project. The course will focus chiefly on: a) Analyzing qualitative data to develop and justify assertions. b) Epistemological underpinnings of various qualitative approaches. c) Issues of reliability, validity, and making generalizations. The course will be conducted as a seminar with class work organized around prescribed readings on a particular issue as well as data and other materials from researchers’ and students’ qualitative studies.
SESP 391 Advanced Research Methods Overview of research methods that may be used to design and implement the honors thesis. Prerequisites: 210 and 372 recommended.


Service/Recognition


Professional Organizations
2005 - 2008 Institute for Education Sciences, Education Systems and Broad Reform Review Panel
Grant Review Panel
 
2005 - 2008 National Academy of Sciences
Board on Science Education
2005 - 2008 Institute for Education Sciences, Education Systems and Broad Reform Review Panel
2008 Spencer Foundation, NSF
Reviewed for the Spencer Foundation
2005 - 2006 National Academy of Sciences
Board on Science Education
2006 - Present Society for Research on Educational Effectiveness
 
2006 - Present Steering Committee for the Consortium for Chicago School Research
2006 - Present Spencer Large Grants Program
Reviewer
2006 - Present Education Development Center
Advisory Board
2008 - Present Spencer Foundation, NSF
Grant Review Panel Participation


Professional Service
Year Organization Position Description
2008 Sociology of Education, Educational Researcher, Educational Evaluation and Policy Analysis, Journal of Research on Science Teaching, Science Education, Journal of School Leadership, Teaching and Teacher Education Manuscript Reviewer
2006 Leadership Model for Improving Adolescent Literacy, Florida State University Advisory Board Member
2006 Journal of School Leadership Manuscript Reviewer
2006 Journal of Research on Science Teaching Manuscript Reviewer
2006 Educational Researcher Manuscript Reviewer
2006 Educational Evaluation and Policy Analysis Manuscript Reviewer
2005 Spencer Large Grants Program Reviewer
2005 Science Education Manuscript Reviewer
2005 Journal of Research on Science Teaching Manuscript Reviewer
2005 Educational Researcher Manuscript Reviewer
2005 Educational Evaluation and Policy Analysis Manuscript Reviewer


Editorial Boards
Year Journal Name Position
2006 School Leadership and Management Member
2006 Leadership & Policy in Schools Member
2006 Journal of Research on Science Teaching Member
2005 Journal of School Leadership Member
2005 Irish Educational Studies Member
2005 Cognition and Instruction Member





Last Updated: 2014-10-02 12:10:33