Publications and Research

Kim, T. & Weiner, J.

Negotiating incomplete autonomy: Portraits from three school principals.

Donaldson, M., Weiner, J. & Kershen, J.K

Walkout: Teacher Militancy, Activism, and School Reform

Weiner, J.

Parenting in a Pandemic: The Collision of School, Work and Life at Home.

Lamb, A & Weiner, J.

Technology as infrastructure for change

Cyr, D., Weiner, J. & Burton, L

Daily microaggressions and resilient leadership

Weiner, J., Cyr, D., & Burton, L.

Black female principals leading twin pandemics.

Virella, P. & Weiner, J.

Reinventing Pedagogy of the Oppressed

Virella, P. & Weiner, J.

"The network runs the schools": From a loose to tightly coupled school district

Elliot Major, L. & Weiner, J.

Rethinking social mobility in education: Looking through the lens of professional capital

Connery, C. & Weiner, J.

Teachers making sense of undocumented

students’ lived experiences and pertinent policy: A critical perspective.

Montrosse-Moorhead, B., Dougherty, S. M., La Salle, T. P., Weiner, J. M., & Dostal, H. M.

Datasets from an impact evaluation of a targeted prekindergarten program

Weiner, J. & Lamb A.

Exploring the possibilities and limits to transfer and learning: Examining a teacher leadership initiative using the theory of action framework

Higgins, M., Riza, S., Weiner, J. & Liu, H.

When is psychological safety helpful? A longitudinal study

Stone-Johnson, C. & Weiner, J.,

Principal Professionalism in the Time of COVID-19

Burton L., Cyr D., & Weiner, J.

Gendered racism in school leadership

Stevenson, I & Weiner, J.

The Strategy Playbook for Educational Leaders.

Weiner, J.

Re)Considering educator professionalism and its impacts

Weiner, J., Francois, C. Stone-Johnson, & Childs, J.

Keep safe, keep learning: principals’ role in creating psychological safety and organizational learning during the COVID-19 pandemic

Golden, M., Holder, S., Anagnostopoulos, D., & Weiner, J.

Who’s missing from school choice research?

Montrosse-Moorhead, B., Dougherty, S. M., La Salle, T. P., Weiner, J. M., & Dostal, H. M.

The overall and differential effects of a targeted prekindergarten program: Evidence from Connecticut

Weiner, J., Cyr, D. & Burton, L.

How “identity-blindness” and other microaggressions shape the experiences of black women in principal preparation programs

Kershen, J., Weiner, J. & Torres, A.C.

Control as care: How teachers in “No Excuses” charter schools position their students and themselves.

Weiner, J. & Woulfin, S.

Sailing across the divide: Challenges to the transfer of teacher leadership.

Torres, A. C., & Weiner, J.

The new professionalism? Charter teachers’ experiences and qualities of the teaching profession.

Lamb, A. & Weiner, J.

Institutional factors in iPad rollout, adoption, and implementation:

Brigandi, C. B., Weiner, J., Siegle, D., Gubbins, E. J., & Little, C. A.

Environmental perceptions of gifted secondary school students engaged in an evidence-based enrichment practice.

Donaldson, M. & Weiner, J.

The science of improvement: Responding to external and internal threats in a complex school environment.

Weiner, J. & Burton, L.

Enduring myth: Turnaround leadership is identity neutral

Woulfin, S. L. & Weiner, J.

Triggering change: An investigation of the multiple logics of turnaround.

Cobb, C., Weiner, J. & Gonzales, R.

Historical trends and patterns in the scholarship on leadership preparation

Weiner J. & Woulfin, S.

Controlled autonomy: novice principals’ schema for district control and school autonomy.

Weiner J. & Higgins, M.

Where the two shall meet: Exploring the relationship between teacher professional culture and student learning culture

Dougherty, S. & Weiner, J.

On the Rhode to school turnaround: Estimating the impact of being just labeled as low-performing in the era of Race to the Top

Connery, C. & Weiner, J.

Direct democracy’s threat to democratic schools: Ron Unz and the case of bilingual education

Weiner, J. , Donaldson, M. & Dougherty S.

Missing the boat--Impact of just missing identification as a high performing school

Brigandi, C. Siegel, D, Weiner, J. , Gubbins, J. & Little, C.

Gifted secondary school students: The perceived relationship between enrichment and goal valuation.

Weiner, J. & Burton, L.

The double bind for women: Exploring the gendered nature of turnaround leadership

Weiner, J. & Dougherty, S.

An investigation of the unintended consequences of ESEA Waivers.

Weiner, J.

Under my thumb: Principals’ difficulty releasing decision-making to their Instructional Leadership Team.

Burton, L. & Weiner, J.

Gender, identity and principal preparation, a comparative case study

Weiner, J.

Paradoxes or possibilities?: How aspiring “turnaround” principals conceptualize reform and their role within it.

Edmondson, A.C.,** Higgins, M.C., Singer, S.J. and Weiner, J.

Understanding psychological safety in healthcare and education organizations: A comparative perspective

Weiner J. & Torres, C

Different location or different map?: Investigating charter school teachers’ professional identities.

Weiner, J.

Response 2: The censorship crisis.

Weiner, J.

Disabling Conditions: Investigating instructional leadership teams in action.

Higgins, M., Weiner, J., & Young, L

Implementation teams: A new lever for change

Weiner, J.

Finding common ground: Teacher leaders and principals speak out about teacher leadership.

Higgins, M., Hess, F., Weiner, J., & Robison, W.

Creating a corps of change agents

Higgins, M., Young, L., Weiner, J., & Wlodarczyk, S.

Leading teams of leaders: What helps team member learning?