Educational Leadership & Policy
The aim of Educational Leadership and Policy (EDL) is to prepare the next generation of culturally diverse professional field (practitioner) and academic thinkers, researchers, and change agents to be social justice leaders and policy advocates. The goal is to address persistent issues and emerging problems of educational leadership and policy practices in order to improve the human condition, particularly for children, through education in schools and communities of the Southwest and the Nation. Our graduates go on to serve as professors, researchers, superintendents, principals, and district-level leaders.
In an enriched intellectual environment, a more diverse faculty and graduate students understand and approach educational challenges with profound implications for 21st Century leaders. Leaders’ and policymakers’ challenges include taking on new demands of educating multicultural and transnational children and youth in which non-whites make-up the majority of K-12 public school enrollment and no ethno-racial group will be the majority enrollment by mid-century. Concomitantly, faculty and graduate students focus on success and effectiveness models of leadership and policy in schools that create contexts that improve equity of educational opportunities for children from different family backgrounds, socioeconomic groups, ethnicity, race, gender, language, disability, religion, gifted and talented, immigrant status, and sexual orientation.
***With faculty, graduate students practice and study the charge for leaders’ and policymakers’ democratic, justice, and moral purpose. The charge is to help address educational equity; to confront schisms between segregated and desegregated PK-12 schools, separate and unequal schools, private and charter public schools, unequal school resources and teacher effectiveness; and to interrogate consequences of intergenerational divisions between the rich and the poor, the privileged and disadvantaged, challenges which are tenacious in schools, and echoed in families and children’s unequal social mobility.
Please read more about the EDL’s vision: Toward a New Generation of Educational Leadership: White Paper
Our faculty is engaging with our communities to inform policy with research through our Education Policy Center, the only university-based center in the state dedicated to policy issues of PK-20 education.
Educational Leadership Faculty
Dr. Laura K. Bosworth, Professor and Smith Endowed Chair
Dr. Lynnette Brunderman, Professor of Practice
Dr. Kevin Henry, Assistant Professor
Dr. DeMarcus Jenkins, Assistant Professor
Dr. Jill Koyama, Associate Professor
Dr. Francesca Lopez, Professor
Dr. John Taylor, Professor
Dr. Jill Koyama. See Institute for LGBT Studies
Dr. Kris Bosworth. See $4.9 Million Grant for Improving School Climate
Dr. DeMarcus Jenkins initiated The Collaborative on Race, Equity and Justice (CREJ). Also see Spaces of Hope: Exploring Racial and Academic Identity Formation in Black Male Affinity Groups
Faculty Publications, click here!
Educational Leadership EdD, Student
Julie Kasper is pursuing an Educational Leadership Doctorate in Education (EdD). As an undergraduate at the University of Arizona, she earned degrees in Sociology and Women’s Studies. She attended Columbia University’s Teacher College and graduated with a Master of Arts in Teaching English to Speakers of Other Languages (TESOL) in 2002, and is a National Board Certified Teacher in English as a New Language. Julie taught English as a Second Language in K-12 schools in Japan, New York City, and Tucson for 16 years before focusing on research related to immigrant and refugee education with nonprofits, colleges, and school districts. Her research interests include equitable access to high-quality, culturally responsive educational opportunities, especially for migrant and refugee populations. She plans to investigate how educational policy - both as written by policymakers and as implemented by administrators and teachers - includes and excludes particular communities of learners and what this means within larger systems of oppression or inequity and within fields of empowerment and agency. She looks forward to analyzing how education in the US and around the world can be more accessible and responsive to the needs and interests of all students.