Curriculum Vitae · Web viewSpring, 2016. Designed and teach the second in the core research sequence for students in the Executive Studies in Educational Leadership (ExSEL) Ed.D.

DAVID H. EDDY SPICER1515 East Market Street

Charlottesville, Virginia 22902 USA+1 434 249 6418 (mobile)+1 434 243 6417 (office)

[email protected]

David Eddy Spicer’s teaching and scholarly interests lie in the processes through which schools as organizations and persons learning and working within schools mutually shape one another. His current research explores the interconnections of professional and organizational development in urban school-to-school partnerships. He has over twenty years of experience in qualitative and mixed-methods research and has developed an extensive body of case studies in public sector administration. He is passionate about teaching and has won several grants to develop innovative learning environments for educational practitioners at all levels. He is an Associate Professor at the Curry School of Education in the Administration and Supervision Area. He has designed and taught courses in educational leadership, innovation in education, and applied research and evaluation. He finds deep satisfaction in supervising doctoral students and takes particular pride in his support of mid-career, urban educational leaders as practitioner-scholars, moving from passive recipients of others’ research to active agents in developing and disseminating systematic knowledge of their own.

EDUCATION

Ed.D. Harvard Graduate School of Education, Cambridge, MA 2006Concentration in Learning and Teaching. Dissertation Committee: Dr. David Perkins, Ph.D. (advisor); Dr. Christopher Dede, Ed.D.; Dr. Helen Elizabeth Haste, Ph.D. Awarded Teaching Fellowship in Cognition and the Art of Instruction. Invited guest lecturer and workshop facilitator in HGSE master’s and doctoral courses in qualitative research methods, professional development, instructional technology, and program evaluation with Profs. John Collins, Eleanor Drago-Severson, Martha Stone Wiske, David N. Perkins, and Carol Weiss. Awarded Spencer Advanced Doctoral Apprenticeship Grant (2000-2001). Mentor to incoming doctoral students (2 years). Research assistant for Profs. Perkins, Dede, and Wiske (3 years).

Ed.M. Boston University, Boston, MA 1984International Educational Development Program. One of three students selected to take part in the inaugural cohort of a program that focused on adult and non-formal education in international contexts. Awarded Teaching Fellowship in international educational development (Prof. Karen Boatman). Selected for Research Assistant positions that afforded opportunity for intensive work with program’s core faculty (Profs. Karen Boatman, Alan Gaynor, Albert Medvitz, and Jaime Wurzel) to develop sequence of courses on education and development in international contexts. Mentored newly arrived international students from Africa, Middle East, and Asia.

A.B. Harvard College, Cambridge, MA 1980English Literature (cum laude)

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DISSERTATION, QUALIFYING PAPER & THESIS

Eddy Spicer, D. H. (2006). Collective Inquiry in the Context of School-wide Reform: Exploring Science Curriculum and Instruction through Team-based Professional Development. Unpublished Doctoral dissertation, Harvard University, Cambridge, MA.

Eddy Spicer, D. H. (2003). Learning by contradiction: Two developmental perspectives on learning in the midst of work. Unpublished Qualifying Paper, Harvard University, Cambridge, MA.

Eddy, D. H. (1984). Expanding the practice of literacy among the urban poor: A draft proposal for a collaboration between the Association pour la Renaissance du Pulaar and World Education International. Unpublished Master's thesis, Boston University, Boston, MA.

UNIVERSITY APPOINTMENTS AND RESEARCH EXPERIENCECurry School of Education, University of Virginia, United States (August 2014—present)Associate ProfessorFaculty member in the Administration and Supervision Program Area, Department of Educational Leadership, Foundations, and Policy. Elected Curry School Representative to the University of Virginia Faculty Senate (2015-2020). Supervise 5 PhD and 2 EdD students. Teach core research courses in the EdD ExSEL program and courses on organizational and professional development in the initial principal licensure (M.Ed.) program. Research areas include the dynamics of authority in change management, collaborative inquiry in professional settings, organizational change and the role of new technologies in these areas. Research explores the connections among organizational structure, professional accountability, innovative educational practice and collective knowledge-building of staff in public schools.

UCL Institute of Education, London, United Kingdom (January 2013—July 2014)Senior Lecturer in Educational LeadershipFaculty member in the London Centre for Leadership in Learning (LCLL) with teaching responsibilities on 3 MA Leadership programs and research methods in the Doctoral School. Supervised 3 PhD and 1 EdD students. Program co-leader for the MA Leadership (TeachFirst) and the Applied Educational Leadership and Management (Distance Learning) MA. Departmental representative on the Research, Consultancy and Knowledge Transfer Committee of the Faculty of Policy and Society. Coordinator of the departmental Research Group.

UCL Institute of Education, London, United Kingdom (October 2013—July 2014)Postgraduate Research Tutor, LCLLAppointed through a competitive, internal process to oversee all aspects of graduate research education within the department, including matching applicants for the degrees of Master of Research (MRes), EdD and PhD with potential supervisors; developing supervisors; and sustaining a robust community of researchers and research students within the department. Liaise with the Doctoral School and with colleagues in similar roles across the Institute to identify best practice and assure the integrity of the doctoral student experience.

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University of Virginia (2014 to present) and UCL Institute of Education (March 2013—August 2014)Principal Investigator: Systematic review of school accountability policies in low- and middle-income countries.Principal Investigator of an international systematic review funded by the UK Department for International Development on the conditions under which inspection, monitoring and assessment improve system efficiency, service delivery and learning outcomes for the poorest and most marginalized children in low- and middle-income countries.

Institute of Education, University of London, London, United Kingdom (January 2013—2015)Principal Investigator: Effectively Managing Headteacher PerformancePrincipal Investigator of a national study funded by the UK Department for Education on school governance and the effective management of headteacher performance in state schools, including charter schools and CMOs. Lead a team of 7 experienced researchers in producing a comprehensive literature review, expert interviews, two national surveys and 20 case studies of schools and school groups around the country.

Institute of Education, University of London, London, United Kingdom (September 2012—Present)Principal Investigator: Organizational Socialization through Data Use Study funded by the British Educational Leadership and Management Society (BELMAS) on development of professional identity and uses of pupil data in formal interorganizational relationships between urban schools in areas of high depravation.

University of Bath, Bath, United Kingdom (August 2008—December 2012)Lecturer in EducationFaculty member in Educational Policy, Globalization and Organization in the Department of Education with teaching responsibilities in the areas of school improvement and educational leadership and management. Taught educational leadership and research methods courses in the EdD and Master’s programs. Supervised EdD and PhD research students. As Director of Studies for the EdD Program, oversaw the University’s largest professional doctorate with 160 students, most of whom were school leaders from countries around the world. Member of the Steering Committee for the Research Centre for Sociocultural and Activity Theory Research (CSAT).

University of Bath, Bath, United Kingdom (April 2011—December 2012)Principal Investigator: The Role of the Chair of the School Governing Body in England Co-developed and conducted a national survey of Chairs of School Governing Bodies and Headteachers in state-run schools in England with Professors Chris James and Steve Brammer. Coordinated the work of a team of 4 experienced researchers. Funded by a research grant from the CfBT Education Trust.

University of Bath, Bath, United Kingdom (July 2011—June 2012)Principal Investigator: The Interplay of Authority and Professional LearningConducted an in-depth study of the emergence of new forms of professional identity in a school-to-school support partnership that involved five state-run primary schools in challenging circumstances and a non-profit sponsor. Funded by a Structural Reform research grant from the British Educational Leadership, Administration and Management Society (BELMAS).

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University of Bath, Bath, United Kingdom (November 2008—June 2009)Program Evaluator: Wiltshire Leadership Succession Strategy. Developed and conducted survey of 250 headteachers in Wiltshire County, United Kingdom, around attitudes towards leadership development and planning for succession. Co-authored report based on survey findings that is serving as the basis for elaborating local authority’s leadership succession strategy. Funded by research grant from the Wiltshire County Council.

Harvard Graduate School of Education, Cambridge, MA (2003—July 2008). Research Director (2006—2008), Research Manager (2003—2006), WIDE World Project. Established research and evaluation strategy, including overseeing program monitoring, quality assurance, program outcome, and dissemination of results for WIDE World Online Professional Development. WIDE World (http://wideworld.gse.harvard.edu/) is a teacher professional development initiative at the Harvard Graduate School of Education that offers online and on-site programs to K-12 schools and districts in the U.S. and around the world. Served as lead researcher/evaluator, supervisor of research team of one full-time researcher/statistician and 4 part-time research assistants, and coordinator of external researchers, including doctoral and master’s students as well as external evaluators affiliated with client programs. Designed and led action research initiatives for educational leaders in China, Australia, Singapore, and U.S. Member of WIDE World Leadership Team and contributed to development of organizational strategy.

Harvard Graduate School of Education, Cambridge, MA (2003—2008). Program Evaluator. Designed and carried out evaluations of school district instructional leadership development programs in New York and Massachusetts, including a two-year evaluation for Project Zero (Principal Investigator: Lois Hetland) of Project COOL (Collaborative Online/Offline Learning), Cambridge Public School District, a Massachusetts Department of Education grant-funded program of professional development helping teachers to design exemplary curriculum units in collaborative teams through face-to-face mentoring and online learning.

Harvard Graduate School of Education, Cambridge, MA (2000—2002). Research Assistant. Under direction of Principal Investigator Prof. Chris Dede (http://www.gse.harvard.edu/~dedech/joyce/researchers.html), invited to conduct participant observation, interviews, analysis of multimodal communication (videoconference, synchronous chat, asynchronous discussion), leading to the development of a case study of team interaction for the Milwaukee Public Schools Research Project, funded by the Joyce Foundation.

Harvard Graduate School of Education, Cambridge, MA (1999—2000). Research Assistant. Conducted data collection and analysis for a study of an experimental course on computer-enabled collaborative design at the Harvard Graduate School of Design. Lead writer for project funded by Microsoft Research, "Stretching time and space: using new technologies to improve design education,” under the direction of Principal Investigator Prof. Martha Stone Wiske.

John F. Kennedy School of Government, Harvard University, Cambridge, MA (1995—2003)Assistant Director, Case Program. Established and managed the operations of Case Lab, the Kennedy School’s first multimedia curriculum design lab. Responsible for overseeing and designing, developing, and using multimedia, web-based, and video curricular materials to support graduate and executive programs in public sector leadership. Supervised research and technical assistants, including master’s and doctoral students. Managed independent contractors,

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including videographers, web and software designers, content experts. Managed budget and obtained grant funds for special projects. Traveled domestically and internationally to conduct on-site research and documentation. Taught and supported senior and junior faculty from a wide range of academic disciplines on how to provide effective case teaching with multimedia and other technologies, including Profs. Xavier de Souza-Briggs, John Donahue, Jane Fountain, Peter Frumkin, David King, Jerry Mechling, Mark Moore, Jeffrey Sachs, and Kenneth Winston. Expertise in applying new media to data collection, analysis, and presentation, including production management, management of creative team, web site design and development, digital video production.

COURSES DESIGNED & TAUGHT

UNIVERSITY OF VIRGINIA, CURRY SCHOOL OF EDUCATION

Fundamentals of Research for Leaders in Education. Spring, 2016. Designed and teach the second in the core research sequence for students in the Executive Studies in Educational Leadership (ExSEL) Ed.D. program.

The Practice of School Evaluation. Fall, 2015. Designed and taught the introductory research course for students in ExSEL Ed.D. program.

Schools as Professional Learning Communities. Spring 2015, 2016; Summer 2016. M.Ed.Leadership for Low-performing Schools. Fall 2014, 2015. M.Ed.

UCL INSTITUTE OF EDUCATION, LONDON

Values, vision and moral purpose in educational leadership. Spring, 2014. Primary responsibility for this online course in the Institute of Education’s distance learning Master’s program, Applied Educational Leadership and Management (AELM).

The Learning Sciences. Spring, 2014. Responsibility for sessions on sociocultural theory for this core course in the Institute of Education’s undergraduate program, BA (Honours) Education Studies.

MA Dissertation Module. 2013-2014. Primary responsibility for design and teaching of a required course on research methods and developing a dissertation proposal for students in the MA Leadership (TeachFirst) program.

Leading and Managing Change and Improvement (LMCI). 2013-2014. LMCI is the core module for all MA Leadership programs at the Institute of Education. Co-design and co-teach this course for two of the three MA programs.

Educational Leadership. 2013-2014. Design and teach two sessions on exploring schools as organizations for this doctoral-level (EdD and PhD) course.

Doctoral School Advanced Course – Case Studies Workshop. 2013-2014. Teach a specialist workshop on case study research to first and second year PhD and EdD students.

Doing and Using Educational Research. 2013-2014. Teach two sessions on qualitative research designs and ethics of this MA course.

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UNIVERSITY OF BATH

Leading and Managing Educational Innovation. 2008-2012. Unit Leader. Responsible for teaching and overseeing development of one of two core units for master’s students in the Educational Management and Leadership (EMAL) strand of the Department’s MA program. Revisions included a substantial updating of the curriculum, introduction of case teaching and integration of blended learning activities through the unit website.

Intervention, organization and practice. Spring 2011. Responsible for sessions on programme evaluation for this core undergraduate course in the Department of Education’s BA (Honours) Childhood, Youth and Education program.

Educational Management, Leadership and Administration. July 2009, July 2010, July 2012. Co-taught and supervised student research for this week-long, intensive EdD unit. Contributed to substantial revision of the unit curriculum. Primary responsibility for online learning activities, including introducing Virtual Learning Circles. Oversaw major curricular revision to develop an online version of the unit.

Educational Research: Policy and Practice. July & January, 2009-2012. Lectured on Research Design, Qualitative Methods, Collaborative and Collective Inquiry, as well as supervised student research assignments for this week-long, intensive core unit for EdD research students.

Distance Learning. 2008-2012. Provided individual, technology-mediated tutorials for master’s students in 4 Distance Learning units (Leading and Managing Human Resources, Leading and Managing Educational Innovation, Leading and Managing Schools and Colleges and Educational Enquiry).

Learning about Headship Program. October 2008—June 2009. Co-designed, developed and taught an exploratory seminar unit (master’s equivalent) created for Wiltshire County Council and funded through UK’s Teacher Assistance Program (TAP) for Assistant and Deputy Headteachers in secondary schools in Wiltshire. Introduced the use of group process protocols; developed new protocol for team learning based on the work of the group. Liaised with secondary school headteachers who served as mentors to group members. Documented group process through participant observation.

Leading and Managing Schools and Colleges and Leading and Managing Human Resources in Education. Fall 2008. Co-taught these existing units for master’s students in the EMAL strand of the MA program in the Department of Education, University of Bath.

Fundamentals of Effective Collaboration. Developed and taught mini-course for educational leaders. Project Zero Classroom, Harvard Graduate School of Education (July, 2008). Council of English Speaking Schools in Benelux (CESSIB) (February, 2010 & 2011)

HARVARD UNIVERSITY AND ELSEWHERE

Action Research for Instructional Leaders. 2006-2007; 2007-2008. Developed and led an online seminar in collaborative action research with teacher leaders, school and district officials in the United States, China, Singapore, and Australia. WIDE World, Harvard Graduate School of Education.

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Action Research and Leadership for Learning. October 2007. Designed and co-facilitated two-day workshop in action research approaches in support of teacher learning and evaluation of student-centered, inquiry-oriented, constructivist pedagogies for 10 teacher-researchers, teacher trainers, and applied researchers at the Jing An College of Education, Shanghai, China.

Applied Qualitative Research and Evaluation in the Social Sciences. Fall 2007. Designed and taught master’s-level course in theoretical and methodological approaches to applied qualitative research and evaluation in diverse settings of professional practice. Harvard University Extension School.

Applied Research Methods and Data Analysis in the Social Sciences. Fall 2006. Co-developed and co-taught master’s-level course in applications of empirical research in the social sciences. Harvard University Extension School.

Cultivating Cultures of Learning: The Role of Instructional Improvement and Distributed Leadership in Building Effective Learning Communities. July 2007. Created and co-taught professional development workshop for educational leaders at National Staff Development Council (NSDC) Summer Conference.

Initiated and co-developed cross-institutional, year-long doctoral seminar, 2002-2003, in Cultural Historical Activity Theory with Profs. William Barowy (Lesley University), Catalina Laserna (Harvard University), and Judith Diamondstone (Clark University).

Moderator, Spring 2002-2005. Moderated Harvard Graduate School of Education qualitative methods listserv: “qr_turtles.”

Case Teaching with Technology. Fall 2002, Course at American Political Science Association Meeting, Computers and Multimedia Section.

Teaching Fellow, Spring 2000. Cognition and the Art of Instruction. Prof. David Perkins.

Virtual Study Circles. Spring 2000. Harvard University’s John F. Kennedy School of Government. Designed and facilitated case-based learning through online collaboration between engaged philanthropy professionals in the field and students in the classroom in connection with the semester-long course, “Philanthropy: Policy and Practices” taught by Profs. Peter Frumkin and Christine Letts.

STUDENT SUPERVISION AND EXAMINING

Doctoral Thesis Supervisor. Ongoing. Currently supervising or co-supervising 3 PhD students and 4 EdD students, University of Virginia, Curry School of Education. Supervised or co-supervised 10 PhD students and 7 EdD students while at the UCL Institute of Education and the University of Bath.

MA Dissertation Supervisor. At UCL Institute of Education, supervised 12 master’s students in the MA-Leadership programs. Supervised 42 master’s students from 2009-2013 at the University of Bath and Institute of Education.

External PhD Examiner. January 2014; August 2015. Appointed by the University of Sussex.

Internal PhD Examiner. July 2009. Appointed by the University of Bath.

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External EdD Examiner. 1) June 2009, February 2011 (2nd viva). Appointed by the University of Birmingham. 2) December 2011. Appointed by the Institute of Education, University of London.

Internal EdD Examiner. December 2010; February 2011; May 2011; December 2011 (2nd viva). Appointed by the University of Bath.

Internal DBA Examiner. June 2011. Appointed by the University of Bath.

Panelist, PhD Transfer Seminars. University of Bath: May 2009, January 2010, April 2011, March 2012; Institute of Education: January 2013, March 2013.

OTHER PROFESSIONAL EXPERIENCE

John F. Kennedy School of Government, Harvard University, Cambridge, MA (1990—2003)Case Writer, Case Program. Researched and wrote case studies in public policy and administration for use in graduate and professional education at Harvard University and other universities across the country. The Case Program (http://ksgcase.harvard.edu/) at the Kennedy School is the world’s foremost producer and distributor of case studies designed for documenting and teaching about the workings of government and the development of public policy. Developed focus of studies and conducted intensive field and archival research. Supported faculty use of cases in graduate courses and executive programs to facilitate discussion-based, interactive learning about policy issues and management strategies in the public and not-for-profit sectors.

David Eddy/Writing, Cambridge, MA (1989—1998) Writer. Operated writing business, meeting a spectrum of clients’ needs from conceptualizing overall themes and goals of new projects to assessing and revising existing publications. Projects included annual reports, magazines, manuals, proposals, newsletters, and fundraising materials. A selected list of clients includes: Harvard Community Health Plan, Dana Farber Cancer Institute, Harvard AIDS Institute, Ministry of Health/Philippines, UNICEF, Unitarian Universalist Association, John Snow, Inc., U.S. Agency for International Development.

World Education, Inc., Boston, MA (1985—1989)Coordinator of Publications. Conceptualized, secured funding for, and managed the publications of an international nonprofit organization, including a semiannual 24-page magazine on adult education in international development (circulation: 6,000); “Focus on Basics,” an eight-page, quarterly newsletter for teachers of adult literacy (circulation: 10,000); annual reports; and numerous successful proposals.

World Education, Inc., Boston, MA (1984—1988)Project Manager. Won funding for and coordinated adult literacy program in Senegal working in conjunction with local groups. Managed U.S. offices for multi-million dollar adult literacy and small-scale business development programs in Kenya and Nepal.

Center for English Language and Orientation Programs, Boston University, Boston, MA (1983)International Student Advisor. Managed program matching incoming third-world students with families of returned Peace Corps Volunteers in the Boston area for the university’s Center for English Language and Orientation Programs.

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Boston University School of Education, Boston, MA (1983—1984)Assistant Coordinator, International Educational Development Program.Developed and produced informational and recruitment materials for new program training education professionals to work in third world settings. Initiated seminar series on international development and education delivered to master’s and doctoral students, faculty, and staff.

United States Peace Corps, Democratic Rep. of the Congo (DRC, formerly Zaire), Africa, (1980—1982)Peace Corps Volunteer and Assistant Coordinator of ESL Instructor-Training. Taught English, geography, and history in a village secondary school (Mushenge, Kasai Occidental). Directed academic and business affairs of the school in the absence of the headmaster. Fluent in French, knowledge of Tshiluba, Kiswahili and Bushoong. Summer 1981 and 1982 helped establish program goals and structure of Peace Corps English language instructor-training program in DRC. Supervised ten instructor-trainers and 55 apprentice instructors. Developed ESL learning materials for DRC schools.

PROFESSIONAL QUALIFICATIONS AND MEMBERSHIPSPost Graduate Certificate in Academic and Professional Practice (PGCAPP),

University of Bath, 2012Fellow of the UK Higher Education Academy (HEA) (2011-present)American Educational Research Association (AERA) (1998-present)British Educational Leadership, Management and Administration Society (2008-present)British Educational Research Association (2009-present)International Society for Cultural and Activity Research (2006-present)

PROPOSAL/ARTICLE REVIEWERBELMAS & UCEAAmerican Educational Research Association. AERA proposal reviewer for Administration, Organization & Leadership (Division A); Learning & Instruction (Division C); Social Context of Education (Division G); Teaching and Teacher Education (Division K); Cultural Historical Research SIG; Language and Social Processes SIG; Learning Sciences SIG; Organizational Theory SIG; Qualitative Research SIG. Summers 2003-2007, 2009-2013.

International Conference of the Learning Sciences, 2006, 2008. ICLS proposal reviewer.

Sage Publications. Book proposal reviewer, 2015, 2006. Book chapter reviewer, 2008.

Article reviewer for the journals Educational Assessment, Evaluation, and Accountability (2012-present), Learning, Culture and Social Interaction (2012-present), Management in Education (2008-present), Journal of Education and Work (2010-present), Journal of Applied Research in Higher Education (2009-present), Journal of Research in International Education (2011-present), Language and Education (2011-present), Journal of Curriculum Studies (2007-present); Journal of Educational Media (June 2004-present).

PROFESSIONAL/COMMUNITY SERVICE

CURRY SCHOOL OF EDUCATION, UNIVERSITY OF VIRGINIA

Curry School Representative, University of Virginia Faculty Senate. (2015—ongoing)

INSTITUTE OF EDUCATION, UNIVERSITY OF LONDON

Postgraduate Research Tutor, LCLL. (October 2013—July 2014)

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Program Co-director, MA Leadership (TeachFirst). (June 2013—July 2014) Program Co-director, Applied Educational Leadership and Management (Distance

Learning) MA. (June 2013—July 2014) Departmental representative, Research, Consultancy and Knowledge Transfer

Committee of the Faculty of Policy and Society. (September 2013—July 2014) Research Group Coordinator, London Centre for Leadership in Learning. (September

2013—July 2014)

UNIVERSITY OF BATH

Director of Studies, EdD Research Students (August 2010—December 2012). Appointed by Head of Department to ensure academic integrity and oversee operations of the University’s largest professional doctoral program, with 160 mid-career, part-time students. Students included teachers, school leaders and other educational professionals working in schools around the world. Developed strategic vision for and mission of program, marketing and recruitment, e-learning strategy.

Founding Member, Faculty of Humanities and Social Sciences Flexible Learning Program (October 2010—December 2012). Invited to join an 8-person team to develop and implement a plan to re-envision the Faculty’s approach to graduate teaching through the use of new technologies.

Member, Steering Committee of the University’s Centre for Sociocultural and Activity Theory (CSAT) (November 2008—December 2012). Invited by Prof. Daniels, Centre Director, to serve with three more senior colleagues on the Centre’s first Steering Committee. Discern strategic direction, including articulating the Centre’s mission; elaborating the roster of seminars, reading groups and workshops sponsored by the Centre; and evaluating applications for the Centre’s studentships.

Member, Faculty of Humanities and Social Sciences Doctoral Supervision Working Group(November 2011—December 2012). Invited by Prof. James Copestake, Associate Dean of the Faculty of Humanities and Social Science, to serve on a working group charged with ensuring the integrity and quality of doctoral supervision in the Faculty. Overseeing development of guidelines for faculty.

Research Liaison, Postgraduate Certificate in Education programme (PGCE) (2009-2010). Appointed to develop and fill new role to help strengthen integration of research into initial teacher training program.

Panelist, Degree Scheme Reviews. February 2011. University of Bath, Department of Health, Doctor of Health. Invited to serve as internal examiner of a hybrid (low residency) professional doctorate program. March 2010. University of Bath, Department of Education, FdSc/BSc Sport (Sport Performance). Invited to serve as internal examiner on review of innovative undergraduate degree.

Member, MA Program Task Force (October—December 2009). Invited to join a 5-person team charged with restructuring the Department’s master’s program in response to internal University review that demanded rapid response. Report completed in six weeks with recommended actions now being taken forward.

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Member, E-learning Strategy Committee (November—December 2009). Contributed to development of strategic vision for Department’s E-learning plan.

Convener, Organisational Research in Education reading group (2009-2012). Initiated and convened monthly reading group for academic staff, doctoral and master’s students and practitioners interested in uses of organisational theory in education. Includes technology-mediated, synchronous (Skype) participation from overseas colleagues.

SHORT COURSES

Understanding and Working Effectively in Organizational Hierarchy. Developed and taught short course for middle and senior level school division leaders as part of a series of Key Instructional Leaders Symposia for central office leaders throughout Virginia under the aegis of the K-12 Advisory Council.

Collaborative Capacity for School Improvement. Developed and taught short course for school leaders from Beijing, China, as part of a Beijing Institute of Education study tour hosted by the University of Virginia’s School of Continuing and Professional Studies.

Performance management and educational leadership. Developed and taught short course for Ministry of Education officials from Montenegro on a study visit to the UCL Institute of Education, London.

Challenges of Leadership: Interorganisational Development. Developed and taught short course for educational leaders from Thailand visiting the UCL Institute of Education, London, through Chulalongkorn University (March, 2013).

Fundamentals of Effective Collaboration. Developed and taught mini-course for educational leaders. Project Zero Classroom, Harvard Graduate School of Education (July, 2008). Council of English Speaking Schools in Benelux (CESSIB) (February, 2010 & 2011).

Learning about Headship Program. October 2008—June 2009. Co-designed, developed and taught an exploratory seminar unit (master’s equivalent) created for Wiltshire County Council and funded through UK’s Teacher Assistance Program (TAP) for Assistant and Deputy Headteachers in secondary schools in Wiltshire. Introduced the use of group process protocols; developed new protocol for team learning based on the work of the group. Liaised with secondary school headteachers who served as mentors to group members. Documented group process through participant observation.

Action Research for Instructional Leaders. 2006-2007; 2007-2008. Developed and led an online seminar in collaborative action research with teacher leaders, school and district officials in the United States, China, Singapore, and Australia. WIDE World, Harvard Graduate School of Education.

Action Research and Leadership for Learning. October 2007. Designed and co-facilitated two-day workshop in action research approaches in support of teacher learning and evaluation of student-centered, inquiry-oriented, constructivist pedagogies for 10 teacher-researchers, teacher trainers, and applied researchers at the Jing An College of Education, Shanghai, China.

Cultivating Cultures of Learning: The Role of Instructional Improvement and Distributed Leadership in Building Effective Learning Communities. July 2007. Created and co-taught

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professional development workshop for educational leaders at National Staff Development Council (NSDC) Summer Conference.

OTHER CONTRIBUTIONS

Council Member, British Educational Leadership, Management and Administration Society (July 2013-2015). Invited to provide specialist advice and support to the organizing committee of BELMAS, a UK-based association of practitioners and academics interested in educational leadership and management, comprising 890 members in the UK and 75 countries worldwide.

Chair, Collaborative Learning (2013-2014) and Chair, Awards Committee (2009-2013), American Educational Research Association Organisational Theory Special Interest Group.

Co-organizer, International Society for Cultural and Activity Research (ISCAR) UK and Ireland Regional Seminar.

Organizer and Co-chair, Invited Symposium on Studying Change in and across Institutions. Biennial meeting (2011) of the International Society for Cultural and Activity Research (ISCAR).

Member, Wiltshire Leadership Development Group (2008-2011). Participate in quarterly meetings of advisory group convened by the Wiltshire County Council to consult on strategic issues related to school leadership succession.

Advisor, Beyond Current Horizons Research Challenge: Identities, Citizenship, Communities. (September 2008—May 2009). Participated in meetings, reviewed chapter manuscripts and provided feedback on final report for this initiative led by Prof Helen Haste and sponsored by FutureLab and the Department for Children, Schools and Families.

Session Chair. British Educational Leadership, Management and Administration Society (BELMAS) 2009, 2010, 2011 annual meetings.

Recorder (2008, 12 November). Researching Academies Conference at the University of Gloucestershire, funded by the British Academy and BELMAS.

Faculty member (2007, 2008). Invited to serve on the faculty of the Project Zero Summer Institute. Designed and will lead (July 2008) workshops in the fundamentals of effective collaboration for teacher-leaders and school leaders. Designed and piloted observation protocol for Institute workshops. Coached Institute faculty on workshop design and instruction.

Panel Discussant (2007, April 10). Invited to serve as discussant for the American Educational Research Association’s Division K Paper Session, “The Impact of Three Large-Scale Technology Implementation Programs in the U.S., New Zealand, and Malaysia,” at the American Educational Research Association annual conference in Chicago, IL.

Symposium Organizer (2006, April 11). Organized the Division K symposium, “Beyond self-report: analyzing shifts in teaching practice following innovative professional development,” presented at the American Educational Research Association’s annual conference in San Francisco, CA.

Consultant (Spring 2005). Invited to serve as program evaluation consultant to Coordinator of Instructional Technology, Cambridge Public School District, Cambridge, MA.

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Co-developer and Co-facilitator (Spring 2005). Convened regular discussion group of doctoral discussion group on language and social context in educational settings, focusing on the works of B. Bernstein, M.A.K. Halliday, R. Hasan, D. Hymes, and G. Wells.

Panel Discussant (2005, April 14). Invited to serve as discussant for the American Educational Research Association’s Division K Paper Session, “Lesson Study and Literacy in Professional Development,” at the American Educational Research Association annual conference in Montreal, Canada.

Panel Discussant (2005, February 25). Invited to serve as discussant for the session, “The Benefit and Potential of Technology in Teacher Professional Development,” at the Harvard Graduate School of Education Student Research Conference and International Forum in Cambridge, MA.

Book Reviews Co-Editor (July 1999 to June 2003). Education, Communication & Information, Cambridge, MA. Identified material for reviews section of a major, international peer-reviewed journal. Assigned and edited reviews along with editorial counterpart at the Open University/UK. Created web-enabled database to track assignments.

Admissions Committee Member (2004-2005). HGSE Technology in Education Master’s Program. Spring 2005.

Moderator (1997-2005). Founded parent and staff listserv for Cambridge Public School District’s Amigos School, a bilingual, two-way immersion school. Listserv enabled parents and staff to preserve and strengthen this nationally-recognized program in the face of school closures across this Cambridge, MA, district.

JOURNAL PAPERS, REPORTS & CHAPTERS

Bubb, S., Crawford, M, Earley, P., Eddy-Spicer, D.H., James, C. (2016). Governing bodies and headteacher performance: the role of external advisers. Educational Review.

Eddy Spicer, D. H., & Daniels, H. (2014). Living and working within the institution of schooling: Authority as pedagogy of the everyday. In Y. Omi, L. P. Rodriguez, M. C. Peralta & J. Valsiner (Eds.), Lives and relationships: Culture in transitions between social roles. Charlotte, NC: Information Age Publishing.

Eddy Spicer, D. H. (2013). “Soft Power” and the Negotiation of Legitimacy: Collective Meaning Making in a Teacher Team. Mind, Culture, and Activity, 20(2), 150-169. doi: 10.1080/10749039.2012.718849

Eddy Spicer, David H. (2012). Modalities of authority and the socialisation of the school in contemporary approaches to educational change. In H. Daniels (Ed.), Vygotsky and sociology (pp. 114-134). Abingdon, Oxon; New York, NY: Routledge.

Eddy Spicer, D. H. (2012). Rhetoric, reality and research: The rhetoric of systemic reform, the reality of leadership development and current trends in school leadership research in the United States. Italian Journal of the Sociology of Education, 10(1), 305-320. Retrieved from http://www.ijse.eu/index.php/ijse/article/view/138

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Eddy Spicer, D. H. (2011). From artefact to tool : The development of teachers' collective agency in the enactment of reform. Pedagogies: An international journal, 6(4), 359-380. doi: 10.1080/1554480X.2011.614798

Eddy Spicer, D. H. (2011). Power and knowledge-building in teacher inquiry: negotiating interpersonal and ideational difference. Language and Education, 25(1), 1-17. doi: 10.1080/09500782.2010.504853

Eddy Spicer, D. H. (2010). The Ingenuity Gap Revisited. Innovations: Technology, Governance, Globalization, 5(2). doi: 10.1162/inov_a_00016

Wiske, M. S., & Eddy Spicer, D. (2010). Teacher Education as Teaching for Understanding with New Technologies. In P. L. Peterson & E. L. Baker (Eds.), International Encyclopedia of Education (3rd ed., pp. 635-641). Oxford: Elsevier.

Eddy Spicer, D. H. (2010). [Review of the book The Future of Educational Change: International Perspectives, edited by Ciaran Sugrue]. Journal of Research in International Education, 9(1), 100-102. doi: 10.1177/14752409100090010603

Eddy Spicer, D. H., & Dede, C. (2006). Collaborative Design of Online Professional Development: Building the Milwaukee Professional Support Portal. Journal of Technology and Teacher Education, 14(4), 679-699.

Wiske, M. S., Perkins, D. N., & Eddy Spicer, D. H. (2006). Piaget Goes Digital: Negotiating Accommodation of Practice to Principles. In C. Dede (Ed.), Online Teacher Professional Development. Cambridge, MA: Harvard Education Press.

Eddy Spicer, D. H., Stark, R., & Wiske, M.S. (2006) The three-step assessment tango: Nurturing and measuring learning in online professional development. The Evaluation Exchange, 11(4).http://tinyurl.com/assessment-tango

Eddy Spicer, D. H., & Huang, J. (2002). Of gurus and godfathers: Learning design in the networked age. Education, Communication & Information, 1(3), 325-358.http://www.open.ac.uk/eci/spicer/femoset.html

Eddy Spicer, D. H., & Fountain, J. E. (2001). A virtual agency for business. In J. E. Fountain, Building the virtual state (pp. 147-166). Washington, DC: The Brookings Institute.

Eddy Spicer, D. H., & Husock, H. (2000). New media for an old method: Producing and using hypermedia case studies at the Kennedy School of Government. Journal of Policy Analysis and Management, 19(3).

CONFERENCES & PRESENTATIONS

Eddy Spicer, D. (November 2015) In pursuit of excellence, efficiency… and equity? School-to-school development in England. Paper presented at the annual convention of the University Council for Educational Administration, San Diego, CA, USA.

Eddy Spicer, D., Crawford, M., Earley, P., James, C., Bubb, S., Jones, J., Nelson, R., Wood, E. (November 2015) Performing governance: managing the performance of principals in England. Paper presented at the annual convention of the University Council for Educational

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Administration, San Diego, CA, USA.

Eddy Spicer, D., Ehren, M., Bangpan, M., Perrone, F. (July 2015) Accountability and social cohesion— reconsidering the role of performance information: what can Europe and North America learn from low- and middle-income countries? Paper presented at the annual meeting of the British Educational Leadership, Management and Administration Society (BELMAS). Reading, UK.

Eddy Spicer, D., Ehren, M., Bangpan, M., Khatwa, M. (April 2015) Designing a Theory-Building Systematic Review to Explain the Organizational Effects of Policy. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL, USA. 17 April. [awarded Organizational Theory SIG Best 2015 AERA Annual Meeting Paper Award]

Eddy Spicer, D.H. (April 2015) Modalities of organizational control and teachers’ use of pupil data in school-to-school development in England. Paper presented at the annual meeting of the American Educational Research Association, Chicago, Illinois, USA.

Eddy Spicer, D.H. (February 2015) The Institutional Logics of School-to-School Improvement: Bottom-up Organizational Change in a Top-down World? Invited lecture, Dean’s New Faculty Lecture Series, Curry School of Education, University of Virginia, Charlottesville, VA, USA

Eddy Spicer, D.H. (December 2014) Institutional climate change & organizational efficacy. “Ed-Talk” presentation at the Faculty Meeting, Curry School of Education, University of Virginia, Charlottesville, VA, USA. 12 December.

Eddy Spicer, D.H. (December 2014) Wrangling with realist synthesis: Evolving practice in the development of a systematic, qualitative review of school accountability in developing countries. Presentation to the Field Methods Workshop, University of Virginia, Clark Hall, Charlottesville, VA, USA. 12 December.

Eddy Spicer, D.H., Crawford, M., Earley, P., and James, C. (November 2014). Performing Governance: Managing the Performance of Principals in England. Paper presented at the annual convention of the University Council for Educational Administration, Washington, DC, USA.

Eddy Spicer, D.H. (November 2014). In Pursuit of Excellence, Efficiency… and Equity? School-to-School Development in England. Paper presented at the annual convention of the University Council for Educational Administration, Washington, DC, USA.

Ehren, M.*, Eddy Spicer, D.H., Bangpan, M. (October 2014). Wrangling with realist synthesis: A case study of evolving practice in the development of a systematic review of school accountability. Paper presented at the first annual Centre for Advancement in Realist Evaluation and Synthesis (CARES) Conference 2014. University of Liverpool, Institute of Psychology, Health and Society, Liverpool, UK. 30 October. (*presenting author)

Eddy Spicer, D.H. (2014, October 1). Education Reform in England. [Blog post] Retrieved from: http://internationalednews.com/2014/10/01/education-reform-in-england/

Eddy Spicer, D.H., Crawford, M., Earley, P., and James, C. (July 2014). Effectively Managing the Performance of Headteachers in England. Paper presented at the annual meeting of the British Educational Leadership, Management and Administration Society (BELMAS). Stratford-upon-Avon, UK.

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Eddy Spicer, D.H. (April 2014) Modalities of organizational control and teachers’ use of pupil data in school-to-school development in England. Paper presented at the annual meeting of the American Educational Research Association, Philadelphia, Pennsylvania, USA.

Eddy Spicer, D.H. (February 2014) The dynamics of accountability in school turnaround: School-to-school relationships and system-wide reform in England. Invited presentation to faculty and doctoral students, Department of Educational Leadership, Foundations and Policy, Curry School of Education, University of Virginia, USA. 6 February.

Eddy Spicer, D.H. (October 2013) Organisational socialisation and data-use. Paper presented at the final workshop of the Structural Reform, Governance and Leadership Research Programme, British Educational Leadership, Management and Administration Society (BELMAS). Birmingham, UK. 18 October.

Eddy Spicer, D.H., Crawford, M., Earley, P., and James, C. (July 2013) Managing the leader: School governing bodies and the performance management of headteachers in England. Paper presented at the annual meeting of the British Educational Leadership, Management and Administration Society (BELMAS). Birmingham, UK. 13 July.

Eddy Spicer, D.H. (May 2013) Performing the work of institutions: performance management as tool in institutionalised organisations. Invited seminar at the Oxford Centre for Sociocultural and Activity Theory (OSAT), University of Oxford. 8 May.

Eddy Spicer, D.H. (April 2013) Re-positioning the professional in the formation of an academy chain. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, California, USA. 29 April.

James, C., & Eddy Spicer, D.H. (April 2013) Theorizing the role of the chair of the school governing body in England from a boundary perspective. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, California, USA. 28 April.

Eddy Spicer, D. H. (October 2012) . First links: Exploring the interplay of authority and professional learning in the formation of an academy chain. Paper presented at the 2nd annual workshop of the Structural Reform, Governance and Leadership Research Programme, British Educational Leadership, Management and Administration Society (BELMAS). Birmingham, UK. 15 October.

Eddy Spicer, D. H. (July 2012) Exploring control in the emergence of a chain of primary schools in England. Annual meeting of the British Educational Leadership, Management and Administration Society (BELMAS). Birmingham, UK.

Eddy Spicer, D.H. (July 2012). School-to-school support as inter-organisational pedagogy: An explanatory framework. European Group for Organisational Studies annual meeting, Helsinki Finland.

Eddy Spicer, D.H. (2012) The emergent logics of organisational socialisation: A review of recent literature on interorganisational networks in education in England. Paper presented at the annual meeting of the American Educational Research Association, Vancouver, British Columbia, Canada. 14 April.

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Eddy Spicer, D.H. (2012) Exploring authority in action: School-to-school relationships and systemic change. Department of Education Research Seminar. 18 January 2012.

Eddy Spicer, D. H. (2011) A case study of organisational socialisation in the formation of an academy chain. Paper presented at the inaugural workshop of the Structural Reform, Governance and Leadership Research Programme, British Educational Leadership, Management and Administration Society (BELMAS). Manchester, UK. 5 December.

Eddy Spicer, D. H. (2011) Global/national/local in school-to-school support: A systematic review of the dynamics of interorganisational learning in education. Paper presented at the 2011 annual meeting of the British Educational Leadership, Management and Administration Society (BELMAS). Milton Keynes, UK. 5 July.

Eddy Spicer, D. H. & Daniels, H. (2011). Pedagogic relations in institutional dyads: An explanatory framework. Paper presented at the International Society of Cultural and Action Research 2011 Conference, Rome, Italy. 7 September.

Eddy Spicer, D.H. (2010) The Teacher-leader’s dilemma: Authority and knowledge building in collaborative practice. Paper presented at the annual meeting of the American Educational Research Association, Denver, Colorado, 30 April – 4 May, 2010.

Eddy Spicer, D.H. & James, C. (2010) The development of an organisational boundary analytical framework for the study of educational organisations. Paper presented at the annual meeting of the American Educational Research Association, Denver, Colorado, 30 April – 4 May, 2010.

Eddy Spicer, D. H. (2010) Developing professional knowledge through school interrelationships. Paper presented at the 2010 annual meeting of the British Educational Leadership, Management and Administration Society (BELMAS).

Eddy Spicer, D.H. (2009, 13 November) Leaders and leadership succession in Wiltshire. Opening presentation, Wiltshire Leadership Festival, a regional daylong workshop sponsored by the Southern Educational Leadership Trust (SELT) and Wiltshire County Council, UK.

Eddy Spicer, D.H. & Daniels, H. (2009, 17 July) Exploring modalities of control: Epistemicauthority in collaborative practice. Poster presented at the International Society for Cultural and Activity Research/UK-Ireland Conference, University of Worcester, UK.

Eddy Spicer, D.H. (2009, 18 May). The state of educational leadership research in the United States. Paper presented to the Standing Conference for Research on Educational Leadership and Management (SCRELM), University of Birmingham, UK.

Eddy Spicer, D. H. (2009, July 5). Rhetoric, reality and research: School leadership research in the United States. Paper presented at the annual meeting of the British Educational Leadership, Management and Administration Society, Sheffield, England.

Eddy Spicer, D. H. (2008, September 15). Ideational authority in collective inquiry:A conceptual framework with application to a university-district action research initiative. Paper presented at the International Society of Cultural and Action Research 2008 Conference, San Diego, CA

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Eddy Spicer, D. H. (2008, March 17). In pursuit of "knowledge equity" through action research and networked technologies. Paper presented at the Comparative & International Education Society Conference, New York, NY

Eddy Spicer, D. H. (2008, March 26). Collective inquiry and the language of teacher teams: A systemic functional approach. Paper presented at the 2008 American Educational Research Association Annual Meeting, New York, NY.

Eddy Spicer, D. H. (2008, March 28). Locating epistemic agency in professional learning: The role of third generation activity theory in a university – school collaborative action research initiative. Paper presented at the 2008 American Educational Research Association Annual Meeting, New York, NY.

Eddy Spicer, D. H. (2007, October 11). Towards a social model of professional learning. Invited presentation to graduate students and faculty in international comparative education and learning sciences at East China Normal University, Shanghai, China.

Eddy Spicer, D. H. (2007, April 10). Inquiry beyond the classroom: Artifacts and discourse as mediational means in a science teacher team. Paper presented at the American Educational Research Association Annual Meeting, Chicago, IL.

Eddy Spicer, D. H. (2007, April 11). The dynamics of authority in team-based professional development: Teacher leader as arbiter of reform. Paper presented at the American Educational Research Association Annual Meeting, Chicago, IL.

Eddy Spicer, D. H. (2006, May 24). Teachers’ continuous learning and school-wide reform. Presentation at Learning Sciences Laboratory, National Institute of Education, Nanyang Technological University, Singapore.

Eddy Spicer, D. H. (2006, May 22). Lessons from Project COOL: Using online learning and on-site teacher teams to support innovative curriculum. Presentation at Learning Sciences Laboratory, National Institute of Education, Nanyang Technological University, Singapore.

Eddy Spicer, D. H. (2006, April 9). Collegial interaction in the context of school-wide reform: A functional analysis of science teacher discourse across three team settings in an urban high school. Paper presented at the American Educational Research Association Annual Meeting, San Francisco, CA.

Eddy Spicer, D. H., & Stark, R. (2006, April 11). A mixed-methods study of shifts in classroom practice related to online professional development courses. Paper presented at the American Educational Research Association Annual Meeting, San Francisco, CA.

Wiske, M. S., Perkins, D. N., & Eddy Spicer, D. H. (2005, September 8). Piaget goes digital: negotiating accommodation of practice to principles. Paper presented at the Usable Knowledge Conference on Online Teacher Professional Development, Cambridge, Massachusetts.

Eddy Spicer, D. H., Hetland, L., Stark, R., Viens, J., & Wiske, M. S. (2005, April 14). Quality assurance “middleware” for gauging learning effectiveness in online teacher professional development. Paper presented at the American Educational Research Association Annual Meeting, Montreal, Canada.

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Wiske, M. S., & Eddy Spicer, D. H. (2005, April 13). Fostering expertise through collaborative ongoing assessment. Paper presented at the American Educational Research Association, Montreal, Canada.

Hetland, L., Eddy Spicer, D. H., Krepelka, J., & Soble, J. (2005, April 14). Bridging the gap between schools and universities: Networked technologies as support for better teaching. Paper presented at the American Educational Research Association, Montreal, Canada.

Eddy Spicer, D. H., Dede, C., & Nelson, R. (2004, April 15). Collaborative design of online professional development: Building the Milwaukee professional support portal. Paper presented at the American Educational Research Association Annual Meeting, San Diego, CA.

Beach, R., & Eddy Spicer, D. H. (2004, April 12). Subject/system: Issues in research on identity and agency in developmental transformations. Paper presented at the American Educational Research Association Annual Meeting, San Diego, CA.

Eddy Spicer, D. H. (2003, February 28). Learning as contradiction: Understanding innovation in collaborative work with activity theory. Paper presented at the Harvard Graduate School of Education Student Research Conference and International Forum, Cambridge, MA.

Eddy Spicer, D. H. (2002, April 2). Contacts and context: How three professionals understand the collegial environment of an online course as an aspect of meaningful professional engagement. Paper presented at the American Educational Research Association Annual Meeting, New Orleans, LA.

Eddy Spicer, D. H. (1998, September 3-6). Crafting "one law, one nation": The development and use of a hypermedia case study. Paper presented at the American Political Science Association, Boston, MA.

King, D. C., David Eddy Spicer, Howard Husock. (1997, August 29). Riding a dark horse: Exploring the dynamics of national campaigns via hyperspace. Paper presented at the American Political Science Association, Washington, D.C.

RESEARCH MONOGRAPHS

Eddy Spicer D, Ehren M, Bangpan M, Khatwa M (2014) Under what conditions do inspection, monitoring and assessment improve system efficiency, service delivery and learning outcomes for the poorest and most marginalised? A realist synthesis of school accountability in low- and middle-income countries. Protocol. London: EPPI-Centre, Social Science Research Centre, Institute of Education, University of London. Retrieved from: http://eppi.ioe.ac.uk/cms/LinkClick.aspx?fileticket=x-3hzguBXhY=&tabid=3174

Eddy Spicer, D. H., Crawford, M., Earley, P., James, C. (2014). Effectively managing headteacher performance: Final report. Nottingham, UK: National College for Teaching and Leadership, Department for Education. Retrieved from: https://www.gov.uk/government/publications/headteacher-performance-effective-management

James, C., Brammer, S., Connolly, M., Eddy Spicer, D., James, J., & Jones, J. (2013). The chair of the school governing body in England: roles, relationships and responsibilities. Reading, UK: CfBT Education Trust. Retrieved from:

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http://www.cfbt.com/en-GB/Research/Research-library/2013/r-the-chair-of-the-school-governing-body-2013.

James, C., Brammer, S., Connolly, M., Eddy Spicer, D., James, J., & Jones, J. (2012). The chair of the board: A review of the literature. Bath, UK: University of Bath, Department of Education.

Eddy Spicer, D.H., James, C., & Sisum, C. (2009). Wiltshire Leadership Succession Survey: Final Report. Bath, UK: University of Bath, Department of Education.

Eddy Spicer, D. H., Hetland, L., Stark, R., & Power, C. (2004). Project COOL (Collaborative Onling/Offline Learning): Year One Evaluation Report (Massachusetts DOE Fund 170B). Cambridge, MA: Harvard Graduate School of Education.

Wiske, M., Eddy Spicer, D. H., Joo, J., & Moore, J. (November 2000). Stretching Time and Space: Using New Technologies to Improve Professional Education. Harvard Graduate School of Education, Educational Technology Center Monograph Series. Retrieved fromhttp://e-collection.ethbib.ethz.ch/eserv/eth:24403/eth-24403-01.pdf

Eddy Spicer, D. H. (1999). From "novelty" to "community": Exploring new roles for technology in a law school seminar. Retrieved from http://h2oproject.law.harvard.edu/is98.pdf

SELECTED CASE STUDIES (PRINT)

Eddy Spicer, D. H., & Husock, H. (2003). Financing slum rehabilitation in Mumbai: A nonprofit caught in the middle (Case Study No. 1688). Cambridge, MA: John F. Kennedy School of Government, Harvard University.

Eddy Spicer, D. H. (2002). Subject to appropriations: Funding for tobacco control in Massachusetts, 1993-2003 (Case Study No. 1667). Cambridge, MA: John F. Kennedy School of Government, Harvard University.

Eddy Spicer, D. H. (1998). Mental health, Medicaid, and managed care: Building a unified system in Massachusetts (Case Study No. 1421). Cambridge, MA: John F. Kennedy School of Government, Harvard University.

Eddy Spicer, D. H. (1996). FDA, blood donor policy, and the advent of AIDS (Case Study No. 1358). Cambridge, MA: John F. Kennedy School of Government, Harvard University.

Eddy Spicer, D. H. (1995a). Managing success: Partners for Development reorganizes the Dongola office (Case Study No. 1282). Cambridge, MA: John F. Kennedy School of Government, Harvard University.

Eddy Spicer, D. H. (1995b). Managing the underground city: The New York City transit authority reclaims its subway stations (Case Study No. 1275). Cambridge, MA: John F. Kennedy School of Government, Harvard University.

Eddy Spicer, D. H. (1994a). A day's work for a day's wages: boosting worker productivity in New York's Department of Sanitation (Case Study No. 1495). Cambridge, MA: John F. Kennedy School of Government, Harvard University.

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Eddy Spicer, D. H. (1994b). Public conversations and legislative deliberations: Oregon's Governor Barbara Roberts takes on fiscal reform (Case Study No. 1235). Cambridge, MA: John F. Kennedy School of Government, Harvard University.

Eddy Spicer, D. H. (1991a). `Affective response': Market pressures and medical practice in the career of a young nurse (Case Study No. 1089). Cambridge, MA: John F. Kennedy School of Government, Harvard University.

Eddy Spicer, D. H. (1991b). Beyond mama management: Operating room cutbacks at the California multispeciality center (Case Study No. 1086). Cambridge, MA: John F. Kennedy School of Government, Harvard University.

SELECTED CASE STUDIES AND MULTIMEDIA COURSEWARE (WEB/CD/VIDEO)

Saltrick, S., & Eddy Spicer, D. H. (Writers) (2003). The e-government agenda: Imperatives for a networked world, workbooks 1-4 (CD-ROM). In J. Mechling & L. Applegate (Producers). Cambridge, MA: Executive Programs, John F. Kennedy School of Government, Harvard University.

Eddy Spicer, D. H. (2001a). The constitutional right to housing in South Africa: The 'Grootboom' community (Video Case Study No. 1627.9). Cambridge, MA: John F. Kennedy School of Government, Harvard University.

Eddy Spicer, D. H. (2001b). A non-profit's quest for profitability: The National Initiative for Child Health Care Quality's first year (Web-based Case Study No. 1614.9). Cambridge, MA: John F. Kennedy School of Government, Harvard University.http://www.ksg.harvard.edu/case/nic/nichq/index.htm

Eddy Spicer, D. H. (2000). Good neighbours? The Africa Centre and the local community in rural KwaZulu-Natal South Africa (Video Case Study No. 1584.9). Cambridge, MA: John F. Kennedy School of Government, Harvard University.

Eddy Spicer, D. H. (1999b). One law, one nation? Customary law and the South African constitution (CD-ROM Case Study No. 1496.9). Cambridge, MA: John F. Kennedy School of Government, Harvard University.

Eddy Spicer, D. H. (1999c). Rebuilding Los Angeles: A public, private and nonprofit partnership (Web-based and Video Case Study No. 1542.9). Cambridge, MA: John F. Kennedy School of Government, Harvard University.http://www.ksg.harvard.edu/case/rla/rebuild/index.html

Eddy Spicer, D. H. (1999d). Www.Business.Gov: Building an interagency website (Web-based Case Study No. 1497.9). Cambridge, MA: John F. Kennedy School of Government, Harvard University.http://www.ksg.harvard.edu/case/ncbattle/

Eddy Spicer, D. H. (1999e). The Debate Over Clinical Trials of AZT to Prevent Mother-to-Infant Transmission of HIV in Developing Nations (Web-based Case Study No. 1535.9)http://www.ksg.harvard.edu/case/azt/ethics/home.html

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Bier, W., Eddy Spicer, D. H., & Wei, S.-J. (1998). Exchange rate analysis: The case of Poland (CD-ROM Case Study No. 1403.9). Cambridge, MA: John F. Kennedy School of Government, Harvard University.

Eddy Spicer, D. H., & de Souza Briggs, X. (1998). Yeoville and the new South Africa (CD-ROM & Web-based Case Study No. 1405.9). Cambridge, MA: John F. Kennedy School of Government, Harvard University.http://www.ksg.harvard.edu/case/yeoville/

Eddy Spicer, D. H., & Husock, H. (1995). The New York City Transit Authority Station Manager Program: The problem at 231st st. (CD-ROM Case Study No. 1275.9). Cambridge, MA: John F. Kennedy School of Government, Harvard University.

Eddy Spicer, D. H., & King, D. (1995). Campaign '96: Third-party time? (Web-based Case Study). Cambridge, MA: John F. Kennedy School of Government, Harvard University.http://www.ksg.harvard.edu/3pt/

WORKS IN PROCESS

Eddy Spicer, D.H., Crawford, M., Earley, P., & James, C. (in preparation). Managing the performance of Headteachers in England: the dynamics of change and accountability. To be submitted to: Educational Management Administration & Leadership.

Eddy Spicer, D.H. (in preparation). First links: Exploring control in the emergence of a chain of primary schools in England. To be submitted to: Journal of Educational Change.

Eddy Spicer, D. H. (in preparation). Organizational socialization and the middle-tier in educational organizing. To be submitted to: Educational Administration Quarterly

Eddy Spicer, D.H., Ehren, M., Bangpan, M. (in preparation). School Accountability and Educational Change in Developing Countries: A Realist Review. To be submitted to: Comparative Education Review.

Eddy Spicer, D.H. (in preparation) The emergent logics of organisational socialisation: A systematic review of interorganizational networks in education in England. To be submitted to: Cambridge Journal of Education.

Eddy Spicer, D. H. & James, C. (in process). Organisational boundaries and organizing in education. To be submitted to: Human Relations.

RESEARCH FUNDING & GRANTS

Principal investigator of educational development grant from the Jefferson Trust, University of Virginia for Integrated Learning for the Next Generation of School Leaders. $43,500 (March 2015-February 2017)

Principal investigator of research grant from UK Department for International Development for Systematic Review of School Accountability Systems. £110,00/$180,750 (February 2014-January 2016)

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Principal investigator of research grant from UK Department for Education for Effectively managing headteacher performance. £70,535/$112,856 (December 2012-January 2014).

Principal investigator of research grant from the Structural Reform, Governance and Leadership Research Programme, BELMAS, for Organisational socialization through data use in the expansion of an academy chain. £4,000/$6,400 (September 2012-ongoing).

Awarded Faculty of Grant to attend 2013 annual meeting of the American Educational Research Association, San Francisco, California. £500/$800 (April 2013).

Principal investigator of research grant from CfBT Educational Trust for Chairs of School Governing Body Research in England. £30,000/$48,000 (February 2011- December 2012).

Principal investigator of research grant from the Structural Reform, Governance and Leadership Research Programme, BELMAS, for Exploring the interplay of authority and professional learning in the formation of an academy chain. £3,000/$4,800 (June 2011-September 2012).

Principal investigator of knowledge transfer grant from the University of Bath for The role of the partnership broker in school-to-school support. £1,250/$2,000 (July 2011-June 2012)

Awarded Faculty Travel Grant to attend 2012 annual meeting of the American Educational Research Association, Vancouver, British Columbia. £1,000/$1,600 (April 2012).

Awarded Departmental Research Award by the Department of Education, University of Bath, UK, for a pilot study of knowledge building in school interrelationships £1,500/$2,400 (2009-2010).

Principal investigator of research grant by the Wiltshire County Council, UK, for the development, analysis, and reporting of the Wiltshire Leadership Succession Survey £13,000/$20,800 (2008-2009).

Awarded Harvard Division of Continuing Education grant (Instructional Innovation Fund) for the design of a new graduate-level course, Applied Qualitative Research and Evaluation in the Social Sciences. $500 (Fall 2007).

Principal investigator of grant from Harvard Club of New York Foundation for WIDE World professional development and evaluation of teacher learning in three New York City public schools. $15,000 (Summer 2007).

Awarded HGSE grant (Dissertation Support Fund) for expenses related to the final phase of completing dissertation work (Spring 2005).

Awarded Spencer Advanced Doctoral Apprenticeship Grant to analyze the design and use of hypermedia in case-based teaching (Spring 2000).

Awarded Harvard University grant from the Provost’s Fund for Distance Learning to plan and prototype the development of a distance learning course, "History and Theory of Economic Development," taught by Professor Jeffrey Sachs (Spring 2000).

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Awarded Harvard University grant from the Provost’s Fund for Instructional Computing to extend case-based learning through online collaboration between engaged professionals in the field and students in the course, NPS-401: Philanthropy: Policy and Practices (Fall 2000).

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HONORS, AWARDS, & DISTINCTIONS

2015 Best Paper Award, AERA Organizational Theory Special Interest Group. Awarded best paper for the conference paper, “Designing a Theory-Building Systematic Review to Explain the Organizational Effects of Policy,” co-authored with Melanie Ehren, Mukdarut Bangpan, and Frank Perrone.

Spencer Advanced Doctoral Apprenticeship Grant, Harvard Graduate School of Education Cambridge, MA, June 2000 through May 2001 with Prof. David N. Perkins.

Stephen Ballinger Hitchner Case Study Prize, Harvard University, John F. Kennedy School of Government, Cambridge, MA, January 1996, for the outstanding Kennedy School case study of 1995, “The New York City Transit Authority Station Manager Program: The Problem at 231st St.” (Case 1275.9), the school’s first multimedia case study.

Top 5% of the Web, Point Survey, “Campaign '96: Third Party Time?” web-based case study January 1996. Developed for the Kennedy School of Government’s core course on political advocacy (PAL-201) with Prof. David King, this case was among the first web-based political science cases in the United States and continues to be used as a resource for high-school, undergraduate, and graduate courses in electoral politics.

SPECIAL INTERESTS

Leadership of educational change in urban schools, collaborative inquiry in professional settings, organizational learning, and the role of new technologies in these areas. Cultural-historical and social-semiotic perspectives on the relationships of society, institution, organization and person. Design of learning environments and leadership development for K-12 leaders through new technologies and in organizations undergoing structural reform. Non-academic interests include: Biking. Long distance walking. Running. Artisanal baking, storytelling, writing travel essays, viewing contemporary art and independent films, reading history and natural history. Musical tastes include contemporary music of central and southern Africa, international folk and traditional music. Travel (North America & Mexico, Democratic Republic of the Congo, Kenya, Mali, South Africa, Niger, Senegal, Philippines, China, Singapore, Spain, Germany, France, Italy, Turkey).

SUMMARY

Thirty years teaching and working in adult education and professional development in formal and non-formal settings. Students have included secondary pupils in Africa, master’s and doctoral students, and mid-career professionals.

Twenty-five years conducting qualitative research and mixed-methods evaluation studies of public-sector organizations, job-embedded professional learning and leadership

Author of over four dozen published journal articles, research reports, and text and multimedia case studies

Managing and directing innovatory research and development initiatives in education, including research and evaluation teams, international educational development projects, professional production teams for educational multimedia