Global Educators Cohort Program - Teacher Education

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Printy, S. M. (forthcoming). Leadership levers: The principal’s influence
on ambitious instruction. In W. Hoy & M. DiPaola (Eds.) Research in
Educational Administration, Vol. 9.

Printy, S. M. (forthcoming). Connecting the dots: Choosing the
dissertation topic. In R. L. Calabrese & P. Smith (Eds.) The dissertation
advisor & mentor: Sage advice for doctoral students. Lanham, MD:
Rowman & Littlefield Education.

Printy, S. M., Marks, H. M. & Bowers, A. (forthcoming). Integrated
leadership: How principals and teachers share instructional influence. In
print at Journal of School Leadership.

Kang, Y. T. & Printy, S. M. (2009). Leadership and school community
in Korean high schools. Asia Pacific Education Review, 10 (2), 237-
245.

Printy, S. M. (2009). How do principals influence teaching practices that
make a difference for student achievement? Supporting Teacher
Research: Inquiry, Dialogue, and Engagement Conference Proceedings.
Available at:
http://www.vancouver.wsu.edu/stride/May2009ConferenceProceedings.h
tml

Printy, S. M. (2008). Leadership for teacher learning: A community of
practice perspective. Educational Administration Quarterly, 44(2), 187-
226.

Printy, S. M. & Marks, H. M. (2006). Integrated leadership for teacher
and student learning. Theory into Practice, 45(2), 125-132.

Printy, S. M. & Marks, H. M. (2004). Communities of practice and
teacher quality. In W. Hoy & C. Miskel (Eds.) Educational
administration, policy and reform: Research and measurement. Research
and theory in educational administration, 3 (pp. 91-122). Greenwich, CT:
Information Age.


Marks, H.M. & Printy, S. M. (2003). Principal leadership and school
performance: Integrating transformational and instructional leadership.
Educational Administration Quarterly, 39(3), pp. 370-397.

Marks, H. M. & Printy, S. M. (2002). Organizational learning in highstakes
accountability environments: Lessons from an urban school
district. In W. Hoy & C. Miskel (Eds.). Theory and research in
educational administration, 1 (pp. 1-33). Greenwich, CT: Information
Age.
Marks, H. M., Louis, K. S., & Printy, S. M. (2000). The capacity for
organizational learning: Implications for pedagogical quality and student
achievement. In K. Leithwood, (Ed.), Understanding Schools as
Intelligent Systems (pp. 239-266). Stamford, CT: JAI Press.

Manuscripts in Review:

Printy, S. M. (2009). Hiring the superintendent: A strategic framework to
guide decision making. A chapter for a book prospectus using Voices 3
superintendent data. G. Ivory, M. Aker-Hocava, R. McClellan (Eds).

Manuscripts in Preparation:
Printy, S.M. (in preparation). District reform leadership: A shared model
of mindfulness.

Unpublished Sykes, G., Printy, S., & Bowers, A. (2007). We are “Big Red”:
Manuscripts: Community pride, leadership, and Success for All in a working
class community. Case study prepared for the Hewlett Foundation.
Study of instructionally effective school districts.

Sykes, G., Printy, S. & Bowers, A. (2006). We are “Big Red”:
Community pride, leadership, and Success for All in a working class
community. Interim report to the Hewlett Foundation. Study of
instructionally effective school districts.

Printy, S. M. (2002). Communities of practice: Participation patterns and
professional impact for high school mathematics and science teachers.
Unpublished dissertation. Columbus, OH: The Ohio State University.

Juried Printy, S. M. (upcoming). Integrated coursework in school leadership
Presentations: preparation. Presentation at the annual meeting of University Council
for Educational Administration, Anaheim, CA.

Bohl, J. & Printy, S. M. (2009). Sensemaking and state educational
reform. Paper presented at the annual meeting of American Educational
Research Association, San Diego, CA.

Printy, S. M. (2007). District reform leadership: A shared model
of mindfulness. Paper presented at the annual meeting of the
University Council for Educational Administration, Washington, D. C.
Marks, H. M., & Printy, S. M. (2007). Shared instructional leadership
in U. S. public schools: Administrator and teaching practice and its
implications. Paper presented at the annual meeting of American
Educational Research Association, Chicago, IL.

Sykes, G., Printy, S. & Bowers, A. (2007). We are “Big Red”:
Community pride, leadership, and Success for All in a working class
community. Study of instructionally effective school districts.
Symposium presented at the annual meeting of the American
Educational Research Association, Chicago, IL.

Sykes, G., Printy, S. & Bowers, A. (2006). We are “Big Red”:
Community pride, leadership, and Success for All in a working class
community. Study of instructionally effective school districts.
Symposium presented at the annual meeting of the American
Educational Research Association, San Francisco, CA.

Printy, S.M. (2005). Integrated leadership and instructional quality:
Re-conceiving transformational and transactional leadership forms.
Paper presented at the annual meeting of the University Council for
Educational Administration, Nashville, TN.

Printy, S. M. & Markle, B. (2005). Coaching as a helping relationship:
Can process consultation really work in high-priority schools? Paper
presented at the annual meeting of the University Council for
Educational Administration, Nashville, TN

Printy, S. M. (2004). Symposium convener and presenter. Using
External Coaches to Build Capacity: Two States Responses to the Needs
of High Priority Schools. The Principal: Becoming an instructional
leader. Paper presented as part of the symposium at the annual meeting
of the University Council for Educational Administration, Kansas City,
MO.

Printy, S. M. (2004). Using the competing values framework to guide
data-based decision making: A simulation. Paper presented as part of a
symposium on preparing administrators to facilitate data-driven
decisions making at the annual meeting of the University Council for
Educational Administration, Kansas City, MO.

Printy, S. M. & Marks, H. M. (2004). Who Participates? An
Investigation of the Relationship between Meaning and Identity in
Productive Communities of Practice. Paper presented at the annual
meeting of American Educational Research Association, San Diego, CA.
Printy, S. M. (2003). Leadership for learning: A community of practice
perspective. Paper presented at the annual meeting of University
Council for Educational Administration, Portland, OR.

Printy, S. M. & Smith, B. A. (2003). Does data-use lead to school
improvement? Investigating principals’ roles. Paper presented at the
annual meeting of University Council for Educational Administration,
Portland, OR.

Militello, M., Murakami, B., Piert, J., Printy, S. & Benham, M. (2003).
Learning through practice, learning toward community. Paper presented
at the annual meeting of University Council for Educational
Administration, Portland, OR.

Trenta, L, Cunningham, L., Kruse, S. & Printy, S. (2003). Characteristics
of higher and lower performing urban school districts in Ohio: Furthering
the development of criteria useful in evaluating urban school governance.
Paper presented at the annual meeting of the Eastern Educational
Research Association, Hilton Head, SC.

Printy, S. M. (2002). Communities of practice: Their professional
impact. Paper presented at the annual meeting of University Council for
Educational Administration, Pittsburgh, PA.

Trenta, L, Cunningham, L., Kruse, S., Printy, S., Griswold, P., Hunn, D.,
& Aquila, F. (2002). The governance of learning: An exploration of
governance issues related to student achievement in Ohio’s urban school
districts. Paper presented at the annual meeting of the Midwestern
Educational Research Association, Columbus, OH.

Printy, S. M. (2001). Teachers and principals in collaboration:
Mobilizing parents to become involved in schools. Paper presented at
the annual meeting of University Council for Educational
Administration, Cincinnati, OH.

Printy, S. M. & Marks, H. M. (2001). The contested terrain of highstakes
testing. Paper presented at the annual meeting of the American
Educational Research Association, Seattle, WA.

Printy, S. M. & Marks, H. M. (2000). Internal or external systems:
Accountability and the professional practice of principals. Paper
presented at the annual meeting of the American Educational Research
Association, New Orleans, LA.

Printy, S. M. (2000). The benefit of a positive school climate: Reducing
the impact of prior learning and socioeconomic status on science
achievement. Paper presented at 2000 Diversity Forum and Graduate
Student Symposium. College of Education. The Ohio State University,
Columbus, OH.

Printy, S. M. (1999). Internal and external accountability systems. Paper
presented at 1999 Diversity Forum and Graduate Student Symposium.
College of Education. The Ohio State University, Columbus, OH.

Invited Publications: Printy, S. M. (2004). The professional impact of communities of
practice. UCEA Review (Winter), pp. 20-23.