Expertise: Policy Implementation, Organizational Theory, Instructional Coaching, Reading Instruction, Qualitative Methods
Ph.D. in Education, University of California-Berkeley
M.A. in Education, University of California-Berkeley
B.A. in Biochemistry, Brown University
Areas of Expertise:
Coaching & Administration
Urban Districts & Schools
Sarah Woulfin is an assistant professor in Neag’s department of Educational Leadership who studies the relationship between education policy, leadership, and instructional reform. Using lenses from organizational sociology, she investigates how leaders affect teachers’ responses to school reform. Dr. Woulfin’s work has been published in AERJ, AJE, EAQ, RRQ, and other outlets. In her doctoral work at the University of California-Berkeley, she focused on policy implementation and institutional theory.
Dr. Woulfin is an associate editor for Educational Administration Quarterly. She is on Reading Research Quarterly’s editorial review board and reviews for AERJ, AJE, and EPAA. She is the co-chair of AERA’s Districts in Research in Reform SIG and the secretary of the Organizational Theory SIG. In Neag’s department of Educational Leadership, she is the lead instructor for the UCAPP PLUS program, which develops aspiring leaders in Hartford Public Schools.
As a former urban public school teacher and reading coach, she was dedicated to strengthening students’ literacy skills to promote educational equity. As a scholar, her commitment to raising the quality of instruction motivates her research on how policy influences—and is influenced by—administrators, coaches, and teachers.
Featured Article in Journal of School Leadership’s 25th Anniversary Issue, 2015
Neag School of Education- Outstanding Early Career Scholar, 2015
Best Paper Award- AERA Organizational Theory SIG, 2013
Associations, Committees, & Outreach:
Center for Education Policy Analysis- Steering Committee
Teacher Leadership Committee
Hartford Public Schools- Professional Learning Partner
|Mailing Address||Unit 3093|
|Office Location||Gentry 226|