Assistant Professor of Educational Leadership
ED.D, Educational Policy Leadership and Instructional Practice, Harvard Graduate School of Education, 2012
M.Ed, Administration, Planning and Social Policy, Harvard Graduate School of Education, 2003
B.A., American Studies, Amherst College, 2000
Areas of Expertise:
Jennie M. Weiner is an Assistant Professor of Educational Leadership at the Neag School of Education at the University of Connecticut. Her scholarship focuses on issues of educational leadership and organizational change particularly in chronically underperforming schools and districts. She is also interested in gender bias in educational leadership as well as issues of educational infrastructure at the local, district and state levels.
Prior to coming to UConn, she has worked for Rhode Island Department of Education on issues of school turnaround and capacity building. She was a senior research associate for the Teacher Advancement Program (TAP) at the Milken Family Foundation. Dr. Weiner holds a Master’s in Education in Administration, Planning and Social Policy and a Doctorate of Education from Harvard Graduate School of Education.
“Rhode Island Partners with Low-Performing Schools to Help them Improve.” US Department of Education Progress Blog
Weiner, J. (2016). Paradoxes or possibilities?: How aspiring “turnaround” principals conceptualize reform and their role within it. School Leadership and Management.
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), p. 101-117.
Weiner, J. & Burton, L., (2016). The double bind for women: Exploring the gendered nature of turnaround leadership. Harvard Educational Review. 86(3), 339-365.
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.
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.
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. (2016). Under my thumb: Principals’ difficulty releasing decision-making to their Instructional Leadership Team. Journal of School Leadership, 26(2), 149-180.
Weiner J. & Torres, C. (2016). Different location or different map?: Investigating charter school teachers’ professional identities. Teaching and Teacher Education, 53, 75-86.
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.
|Phone||860 486 4491|
|Mailing Address||Unit 3093|
|Office Location||Gentry 242C|