Erin Anderson

Associate Professor

Faculty

erin.anderson249@du.edu

303-871-2149 (Office)

http://portfolio.du.edu/Erin.Anderson

Personal

Katherine A. Ruffatto Hall, 1999 E. Evans Ave. Denver, CO 80208-1700

What I do

Erin Anderson (Ph.D., University of Virginia, Administration and Supervision) is an Associate Professor of Educational Leadership and Policy Studies at the Morgridge College of Education at the University of Denver.

Specialization(s)

- Leading, planning

Professional Biography

I am the program manager for a professional learning program for leadership teams that integrates liberatory design and improvement science into school improvement work. I am also a member of the Carnegie Foundation for the Advancement of Teaching Improvement Leadership Education and Development (iLEAD) Steering Committee. My experience in K-12 middle and high schools initiated her interest in how to make schools more equitable and inclusive spaces for students historically marginalized by the education system and how to improve schools to ensure student and educator well-being. My research focuses on planning, leading, and implementing continuous school and district improvement as well as leadership preparation. I teach courses in educational leadership and policy as well as applied education research including action research, doctoral research planning and design, and design improvement.

Degree(s)

Ph.D., University of Virginia, Curry School of Education, 2015
Certificate, Adult Degree Program in Social Studies Education, Mary Baldwin College, 2005
M.Ed., University of Virginia, Curry School of Education, 2004
BA, Sociology, University of Virginia, 2000

Professional Affiliations

American Educational Research Association
University Council for Educational Administration (UCEA),

Media Sources

Colorado News 9

Research

My research focuses on planning and leading school improvement and policy and practice for leadership preparation programs.

Featured Publications

Hinnant-Crawford, B., & Anderson, E. (2022). 5S framework for defining problems addressed through improvement research in education. In D. J. Peurach, J. L. Russell, L. Cohen-Vogel, & W. R. Penuel (Eds.), The foundational handbook on improvement research in education (pp. 297-324). Lanham, MD: Rowman & Littlefield.

Korach, S., & Tabron, L. A. (1969). An asset-based partnership model for supporting schools in turnaround. In Collaborative Partnerships for School Leadership Development and Student Success: Models and Strategies for Change. Charlotte, NC, USA: Information Age.

Anderson, E., Budhwani, S., & Perrone, F. (2022). State of states: Landscape of university-based pathways to the principalship. Journal of School Leadership, 32(2), 103-125. Retrieved from https://doi.org/10.1177/1052684620980360

Anderson, E., & Young, M. D. (2018). If they knew then what we know now, why haven't things changed? An examination of district effectiveness research. Frontiers in Education , 3, 87. Retrieved from https://doi.org/10.3389/feduc.2018.00087

Korach, S., Anderson, E., Hesbol, K., Tabron, L. A., Candelarie, D. E., Kipp, P. L., & Miller-Brown, E. (2019). Interdependence and reciprocity: Partnership ethos at the University of Denver. Journal of Research on Leadership Education, 14(1), 31-50. Retrieved from https://doi.org/10.1177/1942775118819679

Anderson, E. (2022). School improvement does not take place in a vacuum. In S. Chitpin & R. E. White (Eds.), Leading under pressure: Educational leadership in neoliberal times (pp. 99-120). Bingley, UK: Emerald.