My scholarship re-frames educational leadership. The goal is to make educational leadership more inclusive, equitable, and oriented towards uplift people and improve schooling experiences. This includes addressing issues of racial and gender discrimination in educational leadership. I aim to move the conversation and activities of policymakers, practitioners and researchers towards seeing and using leadership as a mechanism for people to do their best work in schools. Consistent with this commitment, I draw on organizational behavior, organizational theory, and social psychology to investigate leadership and change issues (i.e., organizational change, inclusivity, and equity) on all levels.
Gender, Race, and Leadership
Weiner, J., Cyr, D., & Burton, L. (2021). Black female principals leading twin pandemics. Journal of Education Human Resources. Online First.
*Cyr, D., Weiner, J. & Burton, L. (2021). “I want to speak to a white person”: Daily microaggressions and resilient leadership. Journal of Cases in Educational Leadership. Online First.
*Golden, M., Holder, S., Anagnostopoulos, D., & Weiner, J. (Accepted). Who’s missing from school choice research? Journal of African American Women and Girls in Education.
Burton L., Cyr D., & Weiner, J. (2020). “Unbroken, but bent”: Gendered racism in school leadership. Frontiers in Education.
Weiner, J., Cyr, D. & Burton, L. (2019). How “identity-blindness” and other microaggressions shape the experiences of black women in principal preparation programs. Journal of Research on Leadership Education. Online First.
Burton, L. & Weiner, J. (2016). “They were really looking for a male leader for the building”: Gender, identity and principal preparation, a comparative case study. Frontiers in Psychology. 7.
Weiner, J. & Burton, L., (2016). The double bind for women: Exploring the gendered nature of turnaround leadership. Harvard Educational Review. 86(3), 339-365.
Educator Professionalism and Practice
Kim, T. & Weiner, J. (Conditional Accept). Negotiating incomplete autonomy: Portraits from three school principals. Education Administration Quarterly. Online First.
*Connery, C. & Weiner, J. (2020). Teachers making sense of undocumented
students’ lived experiences and pertinent policy: A critical perspective. Teaching and Teacher Education.
Stone-Johnson, C. & Weiner, J., (2020). Principal Professionalism in the Time of COVID-19. Journal of Professional Capital and Community.
Weiner, J. (2020). From new to nuanced: (Re)Considering educator professionalism and its impacts. Journal of Educational Change. Online First.
Kershen, J., Weiner, J. & Torres, A.C. (2019). Control as care: How teachers in “No Excuses” charter schools position their students and themselves. Excellence and Equity in Education. Online First.
Weiner, J. & Holder, S. (2018). Why lead?: Exploring the motivations of aspiring principals. International Journal of Leadership in Education. 1-18.
Torres, A. C., & Weiner, J. (2018). The new professionalism? Charter teachers’ experiences and qualities of the teaching profession. Education Policy Analysis Archives, 26, 19.
*Connery, C. & Weiner, J. (2017). Direct democracy’s threat to democratic schools: Ron Unz and the case of bilingual education. Education in a Democracy: A Journal of the NNER (National Network for Educational Renewal). 9, 6-29.
Woulfin, S. L. & Weiner, J. (2017). Triggering change: An investigation of the multiple logics of turnaround. Education and Urban Society. 1-25.
Weiner J. & Woulfin, S. (2017). Controlled autonomy: novice principals’ schema for district control and school autonomy. Journal of Educational Administration. 55(3), 334-350.
Weiner, J. (2016a). Paradoxes or possibilities?: How aspiring “turnaround” principals conceptualize reform and their role within it. School Leadership and Management, 36(5), 471-492.
Weiner J. & Torres, C. (2016). Different location or different map?: Investigating charter school teachers’ professional identities. Teaching and Teacher Education, 53, 75-86.
Higgins, M., Hess, F., Weiner, J., & Robison, W. (2011). Creating a corps of change agents. Education Next, 11(3), 18-25.
Weiner, J. & Lamb A. (2020). Exploring the possibilities and limits to transfer and learning: Examining a teacher leadership initiative using the theory of action framework. Journal of Educational Change. 21, pp. 267-297.
Weiner, J. & Woulfin, S. (2018). Sailing across the divide: Challenges to the transfer of teacher leadership. Journal of Research on Leadership Education. 1-25.
Weiner, J. (2016). Under my thumb: Principals’ difficulty releasing decision-making to their Instructional Leadership Team. Journal of School Leadership, 26(2), 149-180.
Weiner, J. (2014). Disabling Conditions: Investigating instructional leadership teams in action. Journal of Educational Change, 15(3), 253-280.
Higgins, M., Weiner, J., & Young, L (2012). Implementation teams: A new lever for change. Journal of Organizational Behavior, 33(3), 366-388.
Weiner, J. (2011). Finding common ground: Teacher leaders and principals speak out about teacher leadership. Journal of School Leadership. 21(1), 7-41.
Higgins, M., Young, L., Weiner, J., & Wlodarczyk, S. (2009). Leading teams of leaders: What helps team member learning? The Phi Delta Kappan. 91(4). 41-45.
Teacher Leadership & Teams
Organizational Improvement, Culture, and Policy
Lamb, A & Weiner, J. (2021). Technology as infrastructure for change: District leader understandings of 1:1 educational technology initiatives and educational change. Journal of Educational Administration. Online First
Weiner, J., Francois, C. Stone-Johnson, & Childs, J. (2021) Keep safe, keep learning: principals’ role in creating psychological safety and organizational learning during the COVID-19 pandemic. Frontiers in Education.
Elliot Major, L. & Weiner, J. (2020). Rethinking social mobility in education: Looking through the lens of professional capital. Journal of Professional Capital and Community.
Higgins, M., Riza, S., Weiner, J. & Liu, H. (2020). When is psychological safety helpful? A longitudinal study. Academy of Management Discoveries.
*Virella, P. & Weiner, J. (2020). "The network runs the schools": From a loose to tightly coupled school district. Journal of Cases in Educational Leadership.
Montrosse-Moorhead, B., Dougherty, S. M., La Salle, T. P., Weiner, J. M., & Dostal, H. M. (2020). Datasets from an impact evaluation of a targeted prekindergarten program. Data in brief, 28, 104881.
Montrosse-Moorhead, B., Dougherty, S. M., La Salle, T. P., Weiner, J. M., & Dostal, H. M. (2019). The overall and differential effects of a targeted prekindergarten program: Evidence from Connecticut. Early Childhood Research Quarterly, 48, 134-145.
*Lamb, A. & Weiner, J. (2018) Extending the research on 1:1 technology integration in middle schools: A call for using institutional theory in educational technology research. Middle Grades Review, 4(1).
*Lamb, A. & Weiner, J. (2018). Institutional factors in iPad rollout, adoption, and implementation: Isomorphism and the case of the Los Angeles Unified School District’s iPad initiative. International Journal of Education in Mathematics, Science and Technology (IJEMST), 6(2), 136-154. DOI:10.18404/ijemst.408936
*Brigandi, C. B., Weiner, J., Siegle, D., Gubbins, E. J., & Little, C. A. (2018). Environmental perceptions of gifted secondary school students engaged in an evidence-based enrichment practice. Gifted Child Quarterly.
Dougherty, S. & Weiner, J. (2017). On the Rhode to school turnaround: Estimating the impact of being just labeled as low-performing in the era of Race to the Top. Educational Policy. Online First.
Donaldson, M. & Weiner, J. (2017). The science of improvement: Responding to external and internal threats in a complex school environment. Journal of Cases in Educational Leadership. 20(3), 65-75.
*Brigandi, C. Siegel, D, Weiner, J. , Gubbins, J. & Little, C. (2016). Gifted secondary school students: The perceived relationship between enrichment and goal valuation. Journal for the Education of the Gifted. 39(4), 263-287.
Weiner, J. & Dougherty, S. (2016). Is the federal government in the business of improving charter schools?: An investigation of the unintended consequences of ESEA Waivers. Planning and Changing Journal. 47(1/2), 101-117.
Weiner, J. , Donaldson, M. & Dougherty S. (2016). Missing the boat--Impact of just missing identification as a high performing school. Leadership and Policy in Schools. 16(1), 80-105.
Weiner J. & Higgins, M. (2017). Where the two shall meet: Exploring the relationship between teacher professional culture and student learning culture. Journal of Educational Change.18 (1), 21-48.
Edmondson, A.C.,** Higgins, M.C., Singer, S.J. and Weiner, J. (2016). Understanding psychological safety in healthcare and education organizations: A comparative perspective. Research in Human Development. 13(1), p. 65-83. [** Authorship alphabetical]
Weiner, J. & Burton, L. (2017). Enduring myth: Turnaround leadership is identity neutral. In C. Meyers & M. Darwin (Eds.). Enduring Myths that Inhabit School Turnaround, pp. 233-253. Information Age Publishing.
Cobb, C., Weiner, J. & Gonzales, R. (2017). Historical trends and patterns in the scholarship on leadership preparation. In G. Crow, & Young, M. (Eds.), Handbook on the Education of School Leaders, pp. 15-39. New York, NY: Routledge/Taylor & Francis.
Weiner, J. (2015). Response 2: The censorship crisis. In L. Sadeghi, & K. Callahan
(Eds.), Educational Leadership in Action: A Casebook for Aspiring Educational Leaders, pp. 101- 102. New York, NY: Routledge/Taylor & Francis.
Edited Book Chapters
Weiner, J. (2021). For Everything There is a Season. In R. Lowenhaupt & G. Theoharis (Eds.) Parenting in a Pandemic: The Collision of School, Work and Life at Home. Information Age Publishing.
*Virella, P. & Weiner, J. (2020). Ley de Reforma Educativa de Puerto Rico: A Freirean Perspective. In. J. Kirylo (Ed.). Reinventing Pedagogy of the Oppressed. Bloomsbury Publishing.
Donaldson, M., Weiner, J. & Kershen, J.K. (In press). Who Speaks for Teachers? Teachers’ Voice and Teacher Unions in a New Era. In D. D'Amico Pawlewicz (Ed.) Walkout: Teacher Militancy, Activism, and School Reform. Information Age Publishing.
Stevenson, I & Weiner, J. (2020). The Strategy Playbook for Educational Leaders. Routledge.