Chapters

Below are chapters published by faculty in the Center for Educational Leadership and Policy at Western Michigan University.

Beach, A.L., Worthy-Dawkins, P., Rozman, S. L., and Grant, J. (2008).  Faculty eevelopment at historically black colleges and universities (HBCUs): Current Priorities and Future Directions.  In M. Gasman, B. Baez, and C. Sotello Turner (eds.),Understanding Minority Serving Institutions. Albany, NY: SUNY Press.

Bichelmeyer, B.A. and Horvitz, B.S. (2006). Comprehensive performance evaluation: using logic models to develop a theory-based approach for evaluation of HPT interventions. In J.A. Pershing (Ed.), Handbook of Human Performance Technology (pp. 1165-1189). San Francisco, CA: Pfeiffer.

Bierlein Palmer, L. (2013). Distributive and empowering leadership. In J. Shen (Ed.), A Resource Book for Improving Principals' Learning-Centered Leadership (pp. 101-121). New York: Peter Lang Publisher/USA.

Burt, W. (2013). Passion and commitment for school renewal.  In J. Shen and V.E. Cooley (Eds.), A resource book for improving principals’ learning-centered  leadership. New York, NY: Peter Lang Publishers.

Cooley, V.E. and Shen, J. (2013). Data-informed decision-making. In J. Shen and V.E. Cooley (Eds.), A resource book for improving principals’ learning-centered leadership. New York, NY: Peter Lang Publishing.

Coryn, C.L.S. (2008). Research governance by evaluation: a meta-evaluation of international systems for evaluating government-funded research. In A.C. Besley (Ed.), Assessing the quality of educational research in higher education (pp. 59-82). Rotterdam, Netherlands: Sense.

Gau, R., and Bierlein Palmer, L. (2006). Why so many Arizona certified teachers are not in the classroom. In M. Kayes and R. Maranto (Eds.), A guide to charter schools: Research and practical advice for educators (pp. 63-68). Lanham, MD: ScarecrowEducation.

Green, D.O. and Meraz Lewis, R. B. (forthcoming). It’s my prerogative: black women administrators share their challenges of race and gender at predominately white Michigan institutions. In Zamani-Gallaher, E.M., and Polite, V.C. (Eds.), Pride, pain and promise: Addressing challenges and nurturing the future of African American females. Lansing, MI: Michigan State University Press. 

Henderson, C., Beach, A.L., and Finkelstein, N. (2012) Four categories of change strategies for transforming undergraduate instruction. In Päivi Tynjälä, Marja‐Leena Stenström and Marjatta Saarnivaara (eds.), Transitions, Transformations and Transgressions in Learning and Education.

Lu, X., Shen, J. and Poppink, S. (2009). Are teachers qualified? A national study of secondary public school teachers using the SASS 1999-2000. In J. Shen and Associates (Ed.), School teachers: Professional and demographic characteristics. (pp. 3-28 )New York: Peter Lang.

Mansberger, N. (2010). ... And I brought donuts: the politics of devotion and resistance in school/university partnership building. In Building Bridges: Inventing and Sustaining School/University Partnerships that Nurture Professional Growth.  L. Nations Johnson (Ed.). Deer Park: New York: Linus Publications.

McCrumb,D.C., and Leneway, R. (2013). Real-time and embedded instructional assessment. In J.Shen and V.E. Cooley (Eds.), Resource Book for School Principals. New York: Peter Lang Publishing.

McCrumb,D.C., and Leneway, R. (2013). Safe and orderly school operations. In J. Shen and V.E.Cooley (Eds.), Resource Book for School Principals. New York: Peter Lang Publishing. 

Meraz Lewis, R. B., Zamani-Gallaher, E. M., and Bonapace, C. (in press). Older adult learning in community colleges: a new wave of adult learners. In L. Kelsey and Zamani-Gallaher, E.M. (Eds.), Holistic approaches to assisting students in community colleges: Contemporary strategies for bridging theory, research, and practice. ACPA/Stylus Publishing.

Miron, G., Wilder Linkow, T. and Wilson, K. (forthcoming). Parent voice: An international study of regulations and structures that promote parents’ influence in the schooling oftheir children. Paris: OECD.
 
Miron, G. (2010). Performance of charter schools and implications for policy makers. In C.A. Lubienski and P.C. Weitzel (eds.) The Charter School Experiment: Expectations,Evidence and Implications. Cambridge, MA: Harvard Education Press.

Miron, G. (2008). Charter schools. In: S. Mathison and E.W. Ross (Eds.), Battleground schools: An encyclopedia of conflict and controversy. Westport, CT: Greenwood/ Praeger.

Miron, G. (2008). Educational management organizations. In: H. Ladd and T. Fiske (Eds.), Handbook of research in education finance and policy. New York: Routledge.

Miron, G. (2008). The shifting notion of ‘publicness’ in public education. In: B. Cooper, J. Cibulka, and L. Fusarelli (Eds.), Handbook of education politics and policy. New York: Routledge.

Miron, G. and Nelson, C. (2004). Student achievement in charter schools: what we know and why we know so little. In K. Bulkley and P. Wohlstetter (Eds.), Taking account of charter schools (pp. 161-175). New York: Teachers College Press.

Nelson, C. and Miron, G. (2004). Professional opportunities for teachers: a view from inside charter schools. In K. Bulkley and P. Wohlstetter (Eds.). Taking account of charter schools (pp. 32-59). New York: Teachers College Press.

Miron, G. (2003). Multiple approaches and objects for school-based evaluation. In D. Stufflebeam and T. Kellaghan (Eds.), International handbook of educational evaluation. Dordrecht, The Netherlands: Kluwer Academic Publishers.

Miron, G. (2003). (section editor). Evaluation in schools. In D. Stufflebeam and T. Kellaghan (Eds.), International handbook of educational evaluation. Dordrecht, The Netherlands: Kluwer Academic Publishers.

Pepin, S., and Talbot, D.M. (in press). Negotiating the complexities of Asian American and LGB cultures. In S.D. Museus, D.C. Maramba, and R.T. Teranishi, Emerging voices of the silent minority: Asian Americans in higher education. Sterling, VA: Stylus Publishing.

Poppink, S., and Shen, J. (2005). School principals’ salaries. In J. Shen and Associates (Ed.),School principals. (pp. 80-95). New York: Peter Lang.

Reeves, P. (In Press).  School leaders thinking and acting interdependently: a new paradigm.  In Thinking and Acting Interdependently. Costa, A. and Wilson-O’Leary P. (Eds.) New York, NY. Teachers College Press. 

Shen, J. and Cooley, V.E. (2013). Introduction. In J. Shen and V.E. Cooley (Eds.),  A resource book for improving principals’ learning-centered leadership. New York, NY: Peter Lang Publishing.

Shen, J. and Cooley, V.E. (in press). Learning-centered leadership development program for practicing and aspiring principals. In K.L. Sanzo, S. Myran, A.H. Nomoore, A.H. (Eds.), Successful School Leadership Preparation and Development: Lessons Learned from US DoE School Leadership Program Grants. UK: Emerald Group Publishing.

Shen, J. (2012). The need for tools to improve principalship: an introduction. In J. Shen (Ed.), Tools for improving school principals’ work (pp. 1-12). New York: Peter Lang. 
            
Shen, J., Cooley, V., Ma, X., Reeves, P., Burt, W., Rainey, M., and Yuan, W. (2012). Data-informed decision-making on high-impact strategies: an instrument for improving principalship.  In J. Shen (Ed.),  Tools for improving principals’ work. Peter Lang Publisher, New York: 107-135.

Shen, J., Cooley, V.E., Marx, G., Kirby, E., Whale, D.E. (2012). Data-informed decision-making: a guidebook for data points and analyses for the school improvement team. In J. Shen (Ed.), Tools for improving school principals’ work (pp. 137-168). New York: Peter Lang. 
            
Shen, J., Poppink, S., Cui, Y. and Fan, G. (2010). Lesson planning: a practice of professional responsibility and development. In G. Goodman (Ed.) Educational psychology reader. (pp. 460-468) New York: Peter Lang.

Shen, J., Zhen, J., and Poppink, S. (2010). Open lessons: a practice to develop a learning community for teachers. In G. Goodman (Ed.) Educational psychology reader (pp. 451-459). New York: Peter Lang.

Shen, J., and Bierlein Palmer, L. (2009). Inadequate preparation does impact teacher attrition. In J. Shen (Ed.). School Teachers (pp. 125-140). New York: Peter Lang Publisher/USA.

Shen, J., and Poppink, S. (2009). The certification process of the public school teaching force: national, longitudinal and comparative perspectives. In J. Shen and Associates (Ed.). school teachers: Professional and demographic characteristics. (pp. 30-44)New York: Peter Lang.

Shen, J., and Bierlein Palmer, L. (2005). Attrition patterns of inadequately prepared teachers. In J. Rainer Dangel and E.Guyton (Eds.), Research on alternative and non-traditional education, teacher educators yearbook XIII (pp. 143-157). Lanham, MD: ScarecrowEducation. [special edition of this journal].            

Shen, J., Bierlein Palmer, L., and Crawford, C. (2005). The importance of educational goals as perceived by principals. In J. Shen (Ed.), School principals (pp. 46-60). New York: Peter Lang Publisher/USA.

Shen, J. (2001). Confucius. In J. Palmer (Ed.), Fifty major thinkers on education: from Confucius to Dewey (pp.1-5). London: Routledge.

Shen, J. (2001). John I. Goodlad. In J. Palmer (Ed.), Fifty modern thinkers on education: from Piaget to the present (pp. 122-127). London: Routledge.

 Shen, J. (2000). The impact of the alternative certification policy: multiple perspectives. In J.D. McIntyre and D.M. Byrd (Eds.), Research on effective models for teacher education: Teacher Education year book VIII (pp. 235-247). Thousand Oaks, CA: Corwin.

Signorile, J.F. and Applegate, B. (2000). Three-dimensional mapping. In L.E. Brown (ed.).Isokinetics in human performance, Champaign, IL: Human Kinetics.

Smith, K.M., Bichelmeyer, B.A., Monson, J., and Horvitz, B.S. (2007). Integrating computers in the schools: a review of criticisms. In M. Orey, V.J. McClendon, and R.M. Branch (Eds.), Educational Media and Technology Yearbook 2007 (pp. 3-19). Littleton, CO: Libraries Unlimited, Inc.

Spybrook, J. (2008). Power and sample size for classroom and school-level interventions. In O’Connell, A., and McCoach, B. (Eds.), Multilevel Analysis of Educational Data. Greenwich, CT: Information Age Publishing. 

Talbot, D.M. (2008). Exploring the experiences and self-labeling of mixed race individuals with two minority parents. In K.A. Renn and P. Shang, Biracial and multiracial students [New Directions for Student Services, no. 123] (pp. 23-31). San Francisco: Jossey-Bass.

Talbot, D.M., and Anderson, D. (2013). Questions of spirituality on college campuses: to engage or not engage? Practitioner Reflection. In A.B. Rockenback, and M.J. Mayhew (Eds.), Spirituality in College Students’ Lives: Translating Research into Practice (pp. 194-198). New York: Taylor and Francis/Routledge 

Talbot, D.M., and Viento, W.L.E. (2005). Incorporating LGBT issues into student affairs graduate education. In R. Sanlo (Ed.), Gender identity and sexual orientation: Research, policy, and personal perspectives [New Directions for Student Services, no. 111] (pp. 75-80). San Francisco: Jossey-Bass.
      
Talbot, D.M. (2003).  Multiculturism (chapter 19). In S.R. Komives and D. Woodard (Eds.), Student services: a handbook for the profession (4th ed.). San Francisco: Jossey-Bass.

Xia, J., Shen, J., and Cooley, V.E. (2013). Coherent curriculum. In J. Shen and V.E. Cooley (Eds.), A resource book for improving principals’ learning-centered leadership. New York, NY: Peter Lang Publishing.