Janet Chrispeels, professor in Education Studies, is the UCSD director for the Joint Doctorate in Educational Leadership,
offered in collaboration with California State University, San Marco and San Diego State University. She is delighted to be working with the first
cohorts of outstanding San Diego County educators as they pursue their doctoral studies.
Her research in the past six years has focused on the issues of organizational change and school improvement. This broad agenda encompasses
three specific research strands: 1) investigating models and theories of whole system change, 2) exploring practice and policy issues related to
professional development of administrators and teachers, especially through school teams (leadership, grade level, administrative teams and
multi-shareholder district teams), and 3) developing conceptual and empirical knowledge about school-home collaboration, especially in regard to
Latino families. She recently moved from University of California, Santa Barbara, where she served on the faculty from 1993-2006 and directed the
Gevirtz Graduate School of Education Center for Educational Leadership and Effective Schools.
CURRICULUM VITA
DEGREES AND CREDENTIALS
- Ed.D. Educational Leadership, Unversity of San Diego, San Diego, CA, May, 1990
- MA Management, California American University,
Escondido, CA, 1983
- MA Political Science, San Diego State University,
San Diego, CA, 1969
- BA Political Science, Michican State University,
East Lansing, MI, 1966
- Political Science,
University of Redlands, Redlands, CA 1962-1965
- Certified Trainer in Situational Leadership, 1983 California Community College Standard Teaching Credential, 1969.
RECENT PUBLICATIONS
- Harris,
A. & Chrispeels, J. H. (Eds.). (2006). Improving
Schools and Educational Systems: International
Perspectives. London: Routledge
- Chrispeels, J. H. & González, M. (2006).
The challenge of systemic change in complex educational
systems: A district model to scale up reform. In
A. Harris & J. H. Chrispeels, Improving Schools
and Educational Systems: International Perspectives,
pp. 242-273. London: Routledge.
- Daly, A. J. & Chrispeels, J. H. (2005). From problem
to possibility: Leadership for implementing and
deepening Effective schools processes. Journal for Effective
Schools, 4.
- Chrispeels, J. H. (Ed.) (2004). Learning to lead together: The challenge
and promise of sharing leadership. Thousand Oaks, Sage.
- Shiu, S. & Chrispeels, J. H. (2004). An analysis
of the habitual routines and effectiveness of collaborative teacher
grade level teams
in an elementary
school. Journal for Effective Schools, 3(2), 81-94.
- Morris, M. Chrispeels, J. H. & Burke, P. H. (2003).
The Power of Two: Linking External with Internal Teachers'
Professional Development. Phi
Delta Kappan, 84(10), 764-767.
- Chrispeels, J. H. (2002, October). An emerging conceptual and practical
framework for implementing districtwide effective
schools reform, Journal of Effective Schools, 1(1).
- Chrispeels, J. H. & Martin, K. J. (2002). Four
school leadership teams define their roles within organizational
and political structures to improve student learning. School Effectiveness and School Improvement, 9(1),
1-19.
- Chrispeels, J. H. and Rivero, E. (2001). Engaging Latino families
for student success: How parent education can reshape
parents' sense of place in the education of their
children. Peabody Journal of Education 76(2), 119-169.
- Chrispeels, J. H., Brown, J. H. & Castillo, S.
(2000). School Leadership Teams: Factors that influence their
development and effectiveness. Understanding Schools as Intelligent Systems, Vol. 4, 39-73, JAI Press.
- Chrispeels, J.H., Castillo, S., & Brown, J.H.
(2000). School Leadership Teams: A process model of team development. School Effectiveness
and School Improvement, 11(1), 22-56.
- Chrispeels, J. H. (1997). Educational Policy Implementation in a
Shifting Political Climate. American Journal of Education Research,
34 (3), 453-481.
- Chrispeels, J.H. (1996). Effective schools and home-school-community
partnership roles: A framework for parent involvement. School Effectiveness
and School Improvement, 7 (4), 297-323.
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