@article{fusarelli_fusarelli_2023, title={What do excellent school leader preparation programs look like?}, volume={105}, ISSN={["1940-6487"]}, DOI={10.1177/00317217231219398}, abstractNote={ Principal leadership is a crucial element in high-performing schools. Research reveals that principals are second only to teachers in impacting student achievement at school. Accordingly, how school leaders are prepared has received increasing attention in recent years. Drawing from the findings of recent reports highlighting exemplary programs and best practices, authors Bonnie C. Fusarelli and Lance D. Fusarelli identify several research-based best practices for improving principal preparation. They include recommendations to scale up best practices nationwide. }, number={4}, journal={PHI DELTA KAPPAN}, author={Fusarelli, Bonnie C. and Fusarelli, Lance D.}, year={2023}, month={Dec}, pages={8–13} }
 @article{fusarelli_ayscue_2019, title={Is ESSA a retreat from equity?}, volume={101}, ISSN={["1940-6487"]}, DOI={10.1177/0031721719879152}, abstractNote={ The passage of ESSA has ushered in a new era of educational governance and leadership, but questions remain regarding how well the new law will protect students’ rights to an equitable education. Lance Fusarelli and Jennifer Ayscue examine key provisions of the law, provide an update of states’ implementation, and speculate about whether ESSA will encourage states to create policies to reduce disparities or whether the return to state and local control will further exacerbate inequities. They encourage educators and policy makers to pay close attention to what is happening in their states and share examples of how states are and are not making equity part of their ESSA plans. }, number={2}, journal={PHI DELTA KAPPAN}, author={Fusarelli, Lance D. and Ayscue, Jennifer B.}, year={2019}, month={Oct}, pages={32–36} }
 @article{fusarelli_fusarelli_drake_2018, title={NC State’s Principal Leadership Academies: Context, Challenges, and Promising Practices}, volume={14}, ISSN={1942-7751 1942-7751}, url={http://dx.doi.org/10.1177/1942775118819678}, DOI={10.1177/1942775118819678}, abstractNote={Developing effective educational leaders is fundamentally and irrevocably an interpersonal, relational process—one that requires face-to-face contact, deep thought, deliberation, reflection, engagement, and interaction. It requires cultivation of the habits of heart, mind, and soul. For nearly a decade, the faculty at North Carolina State University (NCSU) have focused on dramatically improving principal preparation. This article explores the initial design of the program, its key features and how they have evolved, processes established for continuous improvement, major challenges faced and approaches to addressing these challenges, and recent program initiatives.}, number={1}, journal={Journal of Research on Leadership Education}, publisher={SAGE Publications}, author={Fusarelli, Bonnie C. and Fusarelli, Lance D. and Drake, Timothy A.}, year={2018}, month={Dec}, pages={11–30} }
 @article{fusarelli_fusarelli_riddick_2018, title={Planning for the Future: Leadership Development and Succession Planning in Education}, volume={13}, ISSN={["1942-7751"]}, DOI={10.1177/1942775118771671}, abstractNote={ Superintendents leading school districts, particularly in hard-to-staff areas, face immense challenges in recruiting and retaining high-quality, well-trained teachers, principals, and district leaders. Many large urban areas as well as their rural counterparts have high concentrations of intergenerational poverty and unemployment. Rural areas are further disadvantaged by the lack of social and cultural attractions as well as fewer health care resources. In North Carolina, many of the lowest performing schools in the state are disproportionately clustered in rural areas. Superintendents leading districts in such areas face serious problems of high teacher and school leader turnover. As a result, superintendents are constantly engaged in an ongoing cycle of hiring new teachers, assistant principals, and district-level leaders. The graying of the school leadership profession further compounds the problem. For example, over the next 4 years in rural, high-poverty schools in North Carolina, an estimated 50% of principals will be eligible for retirement—making succession planning for quality school leadership a critical issue. In this article, we review the research and best practices on succession planning in education as well as in other sectors. Utilizing the theoretical framework of human capital theory, we illustrate how forward-thinking superintendents can partner with universities and other organizations to address the leadership challenges they face by creating strategic, long-term, leadership growth plans that build leadership capacity and potentially yield significant returns in improved student outcomes. }, number={3}, journal={JOURNAL OF RESEARCH ON LEADERSHIP EDUCATION}, author={Fusarelli, Bonnie C. and Fusarelli, Lance D. and Riddick, Fran}, year={2018}, month={Sep}, pages={286–313} }
 @article{saultz_fusarelli_2017, title={Online Schooling: A Cautionary Tale}, volume={11}, ISSN={1558-2159 1558-2167}, url={http://dx.doi.org/10.1080/15582159.2016.1272928}, DOI={10.1080/15582159.2016.1272928}, abstractNote={ABSTRACT In this controversy piece, we portray online learning as growing too fast for existing regulatory structures to oversee and generally as having failed to live up to its potential. Operators, particularly for-profit operators, have generally not produced successful schools. We urge reforms of cyber schooling funding mechanisms, data systems, and oversight.}, number={1}, journal={Journal of School Choice}, publisher={Informa UK Limited}, author={Saultz, Andrew and Fusarelli, Lance D.}, year={2017}, month={Jan}, pages={29–41} }
 @article{saultz_fusarelli_mceachin_2017, title={The Every Student Succeeds Act, the Decline of the Federal Role in Education Policy, and the Curbing of Executive Authority}, volume={47}, ISSN={["1747-7107"]}, DOI={10.1093/publius/pjx031}, abstractNote={This article analyzes the Every Student Succeeds Act of 2015 and the evolving role of the federal government in educational policy. We rely on John Kingdon’s policy window framework to evaluate how key political constituencies on both the political right and left pressured Congress to limit both the executive branch and federal roles in educational policy. We find that policies during the Obama Administration shifted political attitudes on key issues and within key constituencies that had previously supported a stronger federal role. We conclude with a discussion of how this shift in federal education policy can yield insights applicable to other policy areas and also how this informs the current direction of federal–state relations.}, number={3}, journal={PUBLIUS-THE JOURNAL OF FEDERALISM}, author={Saultz, Andrew and Fusarelli, Lance D. and McEachin, Andrew}, year={2017}, pages={426–444} }
 @article{egalite_fusarelli_fusarelli_2017, title={Will Decentralization Affect Educational Inequity? The Every Student Succeeds Act}, volume={53}, ISSN={["1552-3519"]}, DOI={10.1177/0013161x17735869}, abstractNote={Purpose: In December 2015, President Obama signed the Every Student Succeeds Act, which was a long overdue reauthorization of the Elementary and Secondary Education Act. What is remarkable about this new federal legislation is that it explicitly reverses the decades-long federal effort to more tightly couple the U.S. educational system. While not removing testing requirements, the legislation dramatically reduces the federal role in shaping education policy, returning significant power to the states to design educational systems as they best see fit. The law places sharp limits on the use of federal executive power over education and has the potential to remove the federal government from oversight and accountability over schools, raising questions about the equity implications of this policy change. Research Method: Utilizing public documents, including legislation, speeches by federal officials, analyses by policy organizations, and news accounts, the authors trace the evolution of federal efforts from a more tightly coupled educational system to one with greater state and local flexibility in order to estimate the equity impact of efforts to decentralize governance. Findings: While certain provisions of the Every Student Succeeds Act may reduce inequity and improve educational outcomes for all students, rigorous enforcement of the law’s protections will be necessary in order to ensure existing inequities are not exacerbated.}, number={5}, journal={EDUCATIONAL ADMINISTRATION QUARTERLY}, author={Egalite, Anna J. and Fusarelli, Lance D. and Fusarelli, Bonnie C.}, year={2017}, month={Dec}, pages={757–781} }
 @article{fusarelli_saultz_mceachin_2016, title={Trends in home schooling in North Carolina and Ohio}, journal={Homeschooling in New View, second edition}, author={Fusarelli, L. D. and Saultz, A. and McEachin, A.}, year={2016}, pages={83–93} }
 @article{saultz_mceachin_fusarelli_2016, title={Waivering as Governance: Federalism During the Obama Administration}, volume={45}, ISSN={["1935-102X"]}, DOI={10.3102/0013189x16663495}, abstractNote={This article analyzes how the Obama administration used executive power to grant waivers from federal education policies and assesses whether they used this power differently than previous administrations and in other sectors (e.g., health or welfare). The executive use of waivers to shape state policy is not a new trend. However, we find that recent education waivers differ in purpose and specificity from past education waivers, as well as waivers in other social policy arenas, and that the Obama administration is using this executive power to further its policy objectives in ways that often circumvent congressional intent. As the executive branch continues to utilize waivers as a policy lever, this research has important implications for the future of federal involvement in educational policy and provides critical background for Congress’s reaction to waivers in the recently reauthorized Elementary and Secondary Education Act.}, number={6}, journal={EDUCATIONAL RESEARCHER}, author={Saultz, Andrew and McEachin, Andrew and Fusarelli, Lance D.}, year={2016}, pages={358–366} }
 @article{fusarelli_2015, title={Child Welfare, Education, Inequality, and Social Policy in Comparative Perspective}, volume={90}, ISSN={0161-956X 1532-7930}, url={http://dx.doi.org/10.1080/0161956X.2015.1087779}, DOI={10.1080/0161956X.2015.1087779}, abstractNote={Using international data on child well-being and educational attainment, this article compares child well-being in the United States to member countries in the Organisation for Economic Co-operation and Development (OECD). Multiple measures of child well-being are analyzed, such as material well-being (including poverty, unemployment, and income inequality), child health and safety (birth weight, infant mortality, health care, and childcare), educational attainment, and family and peer relationships (including generational cleavages). Using Bronfenbrenner's ecological systems theory as an organizational framework, the impact and interrelatedness of these systems on educational attainment are examined, with parallels drawn between a nation's social policies, child well-being, and educational attainment. The author asserts that social policy in the United States is more comprehensive than is commonly believed, although the redistributive benefits of social policies are allocated much differently compared to OECD countries. Explanations for comparative differences in social policy include differences in political culture and political development as well as racial and class conflict. The author concludes that it is difficult to ignore the role of race and socioeconomic class in explaining differences in social welfare expenditures between the United States and European countries because the pattern of social welfare distribution (broadly conceived—including programs, tax breaks, and incentives) falls largely along racial and class lines.}, number={5}, journal={Peabody Journal of Education}, publisher={Informa UK Limited}, author={Fusarelli, Lance D.}, year={2015}, month={Oct}, pages={677–690} }
 @article{fusarelli_fusarelli_2015, title={Federal education policy from Reagan to Obama convergence, divergence, and "control"}, journal={Handbook of Education Politics and Policy, 2nd edition}, author={Fusarelli, L. D. and Fusarelli, B. C.}, year={2015}, pages={189–210} }
 @article{cooper_cibulka_fusarelli_2015, title={Handbook of education politics and policy second edition PREFACE}, journal={Handbook of Education Politics and Policy, 2nd edition}, author={Cooper, B. S. and Cibulka, J. G. and Fusarelli, L. D.}, year={2015}, pages={VII-} }
 @article{porter_fusarelli_fusarelli_2015, title={Implementing the Common Core: How Educators Interpret Curriculum Reform}, volume={29}, ISSN={["1552-3896"]}, DOI={10.1177/0895904814559248}, abstractNote={ The purpose of this comparative case study was to explore the ways educators at the school level experience the Common Core Standards and examine the contextual factors that impacted the way it was initially implemented. Qualitative data were gathered through teacher surveys, faculty focus groups, and interviews with each school principal and the two district Race to the Top coordinators. Analysis of the collected data uncovered common themes, including interpreting and framing the change, professional collaboration, impact of the change on teachers’ professional and personal lives, and pacing, communication, and training. }, number={1}, journal={EDUCATIONAL POLICY}, author={Porter, Rachel E. and Fusarelli, Lance D. and Fusarelli, Bonnie C.}, year={2015}, month={Jan}, pages={111–139} }
 @article{fusarelli_bass_2015, title={The Politics of Inequality, Social Policy, and Educational Change}, volume={90}, ISSN={0161-956X 1532-7930}, url={http://dx.doi.org/10.1080/0161956X.2015.1087762}, DOI={10.1080/0161956X.2015.1087762}, abstractNote={This issue of the Peabody Journal of Education is dedicated to exploring “The Politics of Inequality, Social Policy, and Educational Change.” Concerns about the poor quality of public education in the United States have brought about a dizzying (and sometimes confusing) array of educational reforms, including higher standards, accountability, high-stakes testing, Common Core, No Child Left Behind, merit pay, revisions to teacher tenure rules, and school choice, among others (Cross, 2004). These reforms have been controversial and have reaped marginal degrees of success, as discussed below. Changes brought about by reform have subsequently produced some profound shifts in power relationships among stakeholders, particularly increasing state and federal control over education (Fusarelli & Cooper, 2009; Fusarelli & Fusarelli, 2015). Even Hollywood is getting into the act, with releases such as Waiting for “Superman,” which profiles the angst of a handful of students and their families as they try to get their children out of failing public schools, and Race to Nowhere, which looks at the overwhelming stress placed on students, parents, and school staff created by high-stakes testing and accountability systems (DeBray, 2006). However, despite decades of reform, school performance and educational attainment on most international indices (PISA, TIMMS, etc.) remains flat (OECD, 2011). In fact, the United States does not fare well in international comparisons of academic achievement (Sahlberg, 2011), falling near the bottom in many academic ranking categories (UNICEF, 2007). One implication is that many of the educational reforms promulgated in the past three decades, which have been touted as magic bullets to save public education, are incomplete insofar as they fail to adequately address the broader social context within which students live, learn, and increasingly work (Berliner, 2005, 2009; Fusarelli, 2011; Ladd, 2011). It is no coincidence that the United States also fares poorly on international assessments of child well-being, ranking near the bottom on indices such as material well-being, child health and safety, educational well-being, and family and peer relationships (UNICEF, 2007). This issue focuses on the politics of inequality, social policy, and educational change and contains a cross-cutting look at recent trends in child welfare, social policy, and educational attainment in the United States and abroad. In addition, it examines inequality in both the K–12 and higher education realms, because inequalities in K–12 education directly impact and influence inequalities in higher education.}, number={5}, journal={Peabody Journal of Education}, publisher={Informa UK Limited}, author={Fusarelli, Lance D. and Bass, Lisa}, year={2015}, month={Oct}, pages={597–600} }
 @article{fusarelli_kowalski_petersen_2011, title={Distributive Leadership, Civic Engagement, and Deliberative Democracy as Vehicles for School Improvement}, volume={10}, ISSN={1570-0763 1744-5043}, url={http://dx.doi.org/10.1080/15700760903342392}, DOI={10.1080/15700760903342392}, abstractNote={Elements of directed autonomy were visible in public education long before the concept had been defined in the scholarly literature on organizational management. Most notably, states established common curricula and adequacy standards and then held local school boards accountable for compliance. Civic engagement, a liberty-based process through which citizens exercise authority and power, was integral to this political arrangement (Cooper, Fusarelli, & Randall, 2004). After 1900, however, citizen involvement in public education began waning, largely because of an intricate mix of progressive reforms and professionalism that disconnected schools from their communities (Callahan, 1962; Kochan & Reed, 2005; Reese, 2001). This trend has become a major concern of political scientists, sociologists, and educational researchers who view the disengagement of the public from institutions such as public education as a major threat to the institution's legitimacy and survival (Cibulka, 1996; McGinn, 1996; McNeil, 2002; Putnam, 1995). McNeil goes so far as to argue, “there has perhaps been no time in our history when the links between public education and democracy have been as tenuous as they are right now” (2002, p. 243). This article focuses on efforts to reconnect the public and promote civic engagement in education by distributing leadership throughout the educational system utilizing the process of deliberative democracy. Applications of distributive leadership and deliberative democracy are examined in relation to two critical components: leadership behavior and conflict management.}, number={1}, journal={Leadership and Policy in Schools}, publisher={Informa UK Limited}, author={Fusarelli, Lance D. and Kowalski, Theodore J. and Petersen, George J.}, year={2011}, month={Jan}, pages={43–62} }
 @article{fusarelli_2011, title={School Reform in a Vacuum: Demographic Change, Social Policy, and the Future of Children}, volume={86}, ISSN={0161-956X 1532-7930}, url={http://dx.doi.org/10.1080/0161956X.2011.578955}, DOI={10.1080/0161956X.2011.578955}, abstractNote={In their search for magic bullets to fix failing schools, policymakers seldom directly address powerful ecological factors impacting schooling. This article identifies several major demographic, societal, economic, and educational changes and trends in U.S. society over the past several years; analyzes their impact on schoolchildren; and offers a series of policy recommendations for public sector reform initiatives that show promise in ameliorating these conditions, which in turn would improve the educational prospects for all children, particularly those most at risk.}, number={3}, journal={Peabody Journal of Education}, publisher={Informa UK Limited}, author={Fusarelli, Lance D.}, year={2011}, month={Jul}, pages={215–235} }
 @article{fusarelli_2008, title={Flying (partially) blind: School leaders' use of research in decision making}, volume={89}, ISSN={["1940-6487"]}, DOI={10.1177/003172170808900512}, abstractNote={EDUCATORS are frequently criticized for not using research to improve schooling. Critics assert that educators seem "research averse" and point out that business, the military, and even such public sector organizations as the Internal Revenue Service and the U.S. Postal Service have applied research-based best practices to improve organizational performance. The stubborn persistence of the achievement gap between whites and minorities and the failure of many education reforms to improve schooling give the appearance that school leaders are simply resistant to organizational learning. Are schools, as currently operated, learning organizations? At first blush, the answer is obvious: of course they are; that's what they are supposed to do. Well, yes, that is at least partially true; students learn, albeit unevenly, but it is much less clear whether adults in schools, particularly teachers and school leaders, also learn (and whether what they learn are research-based best practices or survival skills). It is assumed that educational leaders use research in making decisions about school improvement and that they don't reinvent the wheel every time they make a decision about curricula or programs. Denis Doyle asserts that this way of operating is "so obvious and commonsensical it is hard to imagine why it is not the norm. Is there any other way to make decisions? Unhappily, the answer is yes." (1) For example, a scathing report on problems in the Los Angeles Unified School District, the nation's second-largest district, sharply criticized school officials for their failure to implement the recommendations of evaluations of programs and system performance and their failure to replicate successful programs throughout the district. Unfortunately, Los Angeles may not be atypical. Surprisingly little research exists as to the extent to which educators use research in decision making. Undoubtedly, some school leaders use research, and many incorporate it into their professional practice. (2) In interviews with superintendents, Gary Huang and his colleagues found that nearly all of them reported that they "read reports of research studies and program evaluations at least occasionally." (3) Unfortunately, with some exceptions, instances of how research has informed decision making or improved schooling are relatively rare. (4) This raises the question: Why hasn't research been used more often by school leaders to improve educational practice? BARRIERS TO USING RESEARCH IN EDUCATION Several barriers--some institutional and structural, others personal--have impeded the use of research in educational decision making. First, the research community rarely reaches consensus about which education policies work best and rarely conducts research on the practical problems faced by school leaders. (5) School leaders are thus faced with a confounding mass of often conflicting research. A veteran superintendent remarked, "Honestly, nobody really knows what's going on in the area .... Today, you read reports about this and this, next day you read reports about just the opposite. There is no consistency. That's frustrating." (6) This situation makes it difficult for superintendents and principals to learn and leads to confusion and mistrust among educators. Learning is difficult, if not impossible, when the lessons themselves are unclear. Educational research as advocacy.Many school leaders view educational research with skepticism, particularly when they are constantly lobbied by companies promising the latest "magic bullet" that will eliminate the achievement gap (at least according to the company's own research). Superintendents and principals are busy enough without having to sift through research spin and marketing hype. This leads some school leaders to mistrust statistics, research, and slick marketing gimmicks, viewing them "as blatant attempts to distort or manipulate an audience." (7) Others distrust research because it is frequently used to promote political agendas. …}, number={5}, journal={PHI DELTA KAPPAN}, author={Fusarelli, Lance D.}, year={2008}, month={Jan}, pages={365–368} }
 @article{schoen_fusarelli_2008, title={Innovation, NCLB, and the fear factor - The challenge of leading 21st-century schools in an era of accountability}, volume={22}, ISSN={["0895-9048"]}, DOI={10.1177/0895904807311291}, abstractNote={ This article explores the impact of the No Child Left Behind Act (NCLB) on the behavior of teachers and school leaders, specifically the centralizing, standardizing tendencies of the legislation, and juxtaposes their reactions to the types of teaching and leadership required to lead 21st-century schools. The authors argue that the isomorphic behavioral responses to NCLB conflict with the pedagogical and leadership behaviors of the 21st-century schools movement. The authors conclude that unless modifications are made to the legislation, teachers and school leaders are unlikely to exhibit or promote the types of pedagogical skills, knowledge, or leadership envisioned by advocates of 21st-century schools. }, number={1}, journal={EDUCATIONAL POLICY}, author={Schoen, LaTefy and Fusarelli, Lance D.}, year={2008}, month={Jan}, pages={181–203} }
 @article{bulkley_fusarelli_2007, title={Introduction - The politics of privatization}, volume={21}, ISSN={["0895-9048"]}, DOI={10.1177/0895904806297578}, number={1}, journal={EDUCATIONAL POLICY}, author={Bulkley, Katrina E. and Fusarelli, Lance D.}, year={2007}, pages={5–6} }
 @article{fusarelli_2007, title={Restricted choices, limited options - Implementing choice and supplemental educational services in no child left behind}, volume={21}, ISSN={["1552-3896"]}, DOI={10.1177/0895904806297579}, abstractNote={ This article reviews implementation of the school choice and supplementary educational services provisions contained in the No Child Left Behind Act. School district progress, resistance, and obstacles to implementation are discussed and a number of practical remedies to improve implementation of school choice and supplemental educational services are offered. Much more research is needed in these areas to determine whether choice and supplementary educational services improve educational opportunities for disadvantaged children trapped in failing schools. Recommendations for future studies are made. }, number={1}, journal={EDUCATIONAL POLICY}, author={Fusarelli, Lance D.}, year={2007}, pages={132–154} }
 @book{cooper_fusarelli_randall_2004, title={Better policies, better schools: Theories and applications}, ISBN={0205321526}, publisher={Boston: Allyn and Bacon}, author={Cooper, B. S. and Fusarelli, L. and Randall, E. V.}, year={2004} }
 @article{fusarelli_2004, title={The potential impact of the No Child Left Behind Act on equity and diversity in American education}, volume={18}, ISSN={["1552-3896"]}, DOI={10.1177/0895904803260025}, abstractNote={With its overriding emphasis on accountability, testing, sanctions, rewards, and public school choice, the No Child Left Behind Act of 2001 (NCLB) raises both the hopes and fears of educators concerned with the impact of the legislation on minority groups, on multicultural curricula, and on equity issues within public education. Drawing on evidence from state-level systemic-based accountability initiatives, coupled with a detailed analysis of the legislation itself, this article assesses the potential positive and negative effects of NCLB on diversity, multiculturalism, and equity issues in schooling. After examining the strengths and weaknesses of the legislation, this article concludes that the promise of NCLB to enhance equity and opportunity by reducing the achievement gap will likely remain unfulfilled due to insufficient funding and an overly simplistic definition of the achievement gap.}, number={1}, journal={EDUCATIONAL POLICY}, author={Fusarelli, LD}, year={2004}, pages={71–94} }
 @book{fusarelli_2003, title={Political Dynamics of School Choice: Negotiating Contested Terrain}, DOI={10.1057/9781403973740}, abstractNote={Lance D. Fusarelli examines the relationship between the charter school and voucher issues: To what degree does political support for charter schools - from a coalition of teacher associations, school}, journal={POLITICAL DYNAMICS OF SCHOOL CHOICE: NEGOTIATING CONTESTED TERRAIN}, author={Fusarelli, LD}, year={2003}, pages={1–223} }
 @inbook{bartholomew_fusarelli_2003, title={Reconnecting preparation and practice through the work lives of assistant principals}, booktitle={Shaping the future: Policy, partnerships, and emerging perspectives}, publisher={Lanham, MD: Scarecrow Education}, author={Bartholomew, S. K. and Fusarelli, L. D.}, editor={F. C. Lunenberg and Carr, C. S.Editors}, year={2003}, pages={291–300} }
 @article{fusarelli_cooper_carella_2003, title={Who will serve? An analysis of superintendent occupational perceptions, career satisfaction, and mobility}, volume={13}, DOI={10.1177/105268460301300304}, abstractNote={ This article presents the findings of a random national sample of 1,719 superintendents, using a 67-item survey instrument called the Superintendents’ Professional Expectations and Advancement Review (SPEAR), which measures superintendents’ occupational perceptions, career satisfaction, and job mobility. The study's major findings include that superintendents perceive the quantity of applicants for the superintendency to have decreased in recent years and are concerned about high turnover of superintendents. However, superintendents are less worried about the quality of applicants for vacancies. Contrary to popular perception, superintendents report significant career satisfaction, particularly in the nation's largest districts. The study concludes by offering possible explanations for the widespread public perception of a crisis in the superintendency. }, number={3}, journal={Journal of School Leadership}, author={Fusarelli, L. D. and Cooper, B. S. and Carella, V. A.}, year={2003}, pages={304–327} }
 @inbook{fusarelli_petersen_2002, title={Changing times, changing relationships: An exploration of current trends influencing the relationship between superintendents and boards of education}, booktitle={The changing world of school administration}, publisher={Lanham, MD: Scarecrow Press}, author={Fusarelli, L. D. and Petersen, G. J.}, editor={G. Perreault and Lunenburg, F. C.Editors}, year={2002}, pages={282–293} }
 @article{fusarelli_2002, title={Charter schools: Implications for teachers and administrators}, volume={76}, DOI={10.1080/00098650209604941}, abstractNote={Click to increase image sizeClick to decrease image sizeKey Words: charter schoolsreformpublic educationteachersfunding Additional informationNotes on contributorsLance D. FusarelliLance D. Fusarelli is an assistant professor in the Division of Administration, Policy, and Urban Education, at Fordham University in New York, New York.}, number={1}, journal={Clearing House (Teaneck, N.J.)}, author={Fusarelli, L. D.}, year={2002}, pages={20–24} }
 @inbook{fusarelli_cooper_carella_2002, title={Dilemmas of the modern superintendency}, booktitle={The promises and perils facing today's school superintendent}, publisher={Lanham, MD: Scarecrow Press}, author={Fusarelli, L. D. and Cooper, B. S. and Carella, V. A.}, editor={B. S. Cooper and Fusarelli, L. D.Editors}, year={2002}, pages={5–20} }
 @article{natkin_cooper_fusarelli_alborano_padilla_ghosh_2002, title={Myth of the revolving-door superintendency}, volume={59}, number={5}, journal={School Administrator}, author={Natkin, G. and Cooper, B. and Fusarelli, L. D. and Alborano, J. and Padilla, A. and Ghosh, S.}, year={2002}, pages={28–31} }
 @inbook{fusarelli_2002, title={Texas: Charter schools and the struggle for equity}, DOI={10.2307/j.ctt9qh8jh.13}, booktitle={The charter school landscape}, publisher={Pittsburgh: University of Pittsburgh Press}, author={Fusarelli, L. D.}, year={2002}, pages={175–191} }
 @book{cooper_fusarelli_2002, title={The Promises and perils facing today?s school superintendent}, ISBN={0810841959}, publisher={Lanham, MD: Scarecrow Press}, author={Cooper, B. S. and Fusarelli, L. D.}, year={2002} }
 @article{fusarelli_2002, title={The political economy of gubernatorial elections: Implications for education policy}, volume={16}, ISSN={["0895-9048"]}, DOI={10.1177/0895904802016001008}, abstractNote={ This article examines the impact of gubernatorial turnover on education policy initiatives in Florida, New York, and Texas. Within the past decade, each of these states was led by a Democratic governor; followed by a Republican successor: Has partisan turnover in the governorship substantially changed the nature, scope, and direction of education reform initiatives? Does it matter whether the governor is a Democrat or a Republican? After reviewing the political writings, campaigns, and actions of governors in each state, the author identifies several national and state-level forces-the economy, state constitutional constraints, an emerging elite ideological consensus, and the necessity to drive toward the conservative middle-that have created conditions in which partisan gubernatorial control matters less than previous research suggests. }, number={1}, journal={EDUCATIONAL POLICY}, author={Fusarelli, LD}, year={2002}, pages={139–160} }
 @article{fusarelli_2002, title={Tightly coupled policy in loosely coupled systems: Institutional capacity and organizational change}, volume={40}, DOI={10.1108/09578230210446045}, abstractNote={This article examines the loosely coupled nature of the US educational system and explores recent systemic reform initiatives designed to improve education through more tightly coupled education policy and practice. The utility and limitations of loose coupling as an organizational construct are examined and critiqued. A number of significant forces are exerting ever‐greater pressure on policymakers to more tightly couple US education, including environmental pressures, the emergence of powerful new institutional actors, an emergent institutional capacity, and institutional isomorphism. After reviewing the effectiveness of systemic reform initiatives in several states, the article concludes that education in the USA is moving toward a system of fragmented centralization in which policymakers have greater opportunity to craft more coherent, systemic education policy amidst competing demands for limited resources.}, number={6}, journal={Journal of Educational Administration}, author={Fusarelli, L. D.}, year={2002}, pages={561–575} }
 @article{fusarelli_2001, title={Administrator preparation programs: reforming again, again, and again}, volume={61}, number={1}, journal={UCEA Review}, author={Fusarelli, L. D.}, year={2001}, pages={12–15} }
 @misc{fusarelli_2001, title={Book review: Choosing equality: School choice, the constitution, and civil society by J. Viteritti}, volume={5}, number={2}, journal={Catholic Education: A Journal of Inquiry and Practice}, author={Fusarelli, L. D.}, year={2001}, pages={261–263} }
 @article{fusarelli_crawford_2001, title={Charter schools and the accountability puzzle - Introduction}, volume={33}, ISSN={["0013-1245"]}, DOI={10.1177/0013124501332001}, number={2}, journal={EDUCATION AND URBAN SOCIETY}, author={Fusarelli, LD and Crawford, JR}, year={2001}, month={Feb}, pages={107–112} }
 @inbook{fusarelli_cooper_carella_2001, title={Leadership and job satisfaction in the school superintendency}, booktitle={21st century challenges for school administrators}, publisher={Lanham, MD: Scarecrow Press}, author={Fusarelli, L. D. and Cooper, B. S. and Carella, V. A.}, editor={T. J. Kowalski and Perreault, G.Editors}, year={2001}, pages={260–271} }
 @misc{fusarelli_2001, title={The Case for choice: book review of The politics of school choice by H. Morken and J. R. Formicola; and Choosing equality: school choice, the constitution, and civil society by J. Viteritti}, volume={30}, number={8}, journal={Educational Researcher (American Educational Research Association : 1972)}, author={Fusarelli, L. D.}, year={2001}, pages={34–37} }
 @article{fusarelli_2001, title={The political construction of accountability - When rhetoric meets reality}, volume={33}, ISSN={["0013-1245"]}, DOI={10.1177/0013124501332005}, number={2}, journal={EDUCATION AND URBAN SOCIETY}, author={Fusarelli, LD}, year={2001}, month={Feb}, pages={157–169} }
 @book{cooper_fusarelli_carella_2000, title={Career crisis in the school superintendency? The results of a national survey}, publisher={Arlington, VA: American Association of School Administrators}, author={Cooper, B. S. and Fusarelli, L. D. and Carella, V. A.}, year={2000} }
 @article{fusarelli_2000, title={Charter schools come to New York: implications for teachers}, volume={16}, journal={Journal of NYACTE}, author={Fusarelli, L. D.}, year={2000}, pages={13–19} }
 @article{weinberg_cooper_fusarelli_2000, title={Education vouchers for religious schools: legal and social justice perspectives}, volume={27}, DOI={10.1080/15507394.2000.11000913}, abstractNote={Introduction The United States is among the most keenly entrepreneurial and devoutly religious nations in the modern world, with a powerhouse capitalist economy and a population where 85 percent profess a belief in the Almighty and 55 percent attend religious worship regularly. Yet, America's public school system is based neither on principles of market choice and competition (except for those who can afford to "buy" schooling for their children), nor on teaching fundamental beliefs in God or religious values. In fact, public schools have functioned as a virtual monopoly (around 90% of all students) and are by law ostensibly prohibited from teaching or practicing religious values of any kind, even outlawing prayer and Bible study (except when taught neutrally "as literature"). Lord of the Flies (Golding, 1967) is okay; but the Book of Rltth is not. This disconnection between an entrepreneurial society with a religious population and a "religion-free," value-neutral public educational monopoly-the so-called "one best system" (Tyack, 1974)-is gradually coming to an end. The vehicle for clearer alignment between our core religious-capitalistic values and our education system is, in part, the rising number of school voucher plans. These grants to parents to flnance their children's education (not unlike the highly successful tuition assistance granted under the GI Bill to help returning military per-}, number={1}, journal={Religion and Education}, author={Weinberg, L. D. and Cooper, B. S. and Fusarelli, L. D.}, year={2000}, pages={34–42} }
 @inbook{fusarelli_2000, title={Leadership in Latino schools: Challenges for the new millennium}, booktitle={Marching into a new millennium: Challenges to educational leadership}, publisher={Lanham, MD: Scarecrow Press}, author={Fusarelli, L. D.}, year={2000}, pages={228–239} }
 @misc{fusarelli_1999, title={Book review: Charter schools: another flawed educational reform? by S. Sarason}, volume={35}, journal={Educational Administration Quarterly}, author={Fusarelli, L. D.}, year={1999}, pages={821–826} }
 @inbook{reyes_wagstaff_fusarelli_1999, title={Delta forces: The changing fabric of American society and education}, booktitle={Handbook of research on educational administration}, publisher={San Francisco: Jossey-Bass}, author={Reyes, P. and Wagstaff, L. H. and Fusarelli, L. D.}, editor={J. Murphy and Seashore-Louis, K.Editors}, year={1999}, pages={183–201} }
 @inbook{fusarelli_1999, title={Education is more than numbers: Communitarian leadership of schools for the new millennium}, booktitle={School leadership: Expanding horizons of the mind and spirit}, publisher={Lancaster, PA: Technomic Publishing Co.}, author={Fusarelli, L. D.}, year={1999}, pages={97–107} }
 @inbook{wagstaff_fusarelli_1999, title={Establishing collaborative governance and leadership}, booktitle={Lessons from high-performing Hispanic schools: Creating learning communities}, publisher={New York: Teachers College Press}, author={Wagstaff, L. H. and Fusarelli, L. D.}, editor={P. Reyes, J. D. Scribner and Scribner, A. P.Editors}, year={1999}, pages={19–35} }
 @article{fusarelli_smith_1999, title={Improving urban schools VIA leadership: preparing administrators for the new millennium}, volume={9}, DOI={10.1177/105268469900900604}, abstractNote={This paper describes an innovative, highly collaborative administrator preparation program specifically designed to prepare leaders for schools in the new millennium. Building upon and extending best practices in administrator preparation programs, the paper describes how a research university and a large urban school system came together to jointly develop and implement a preparation program to meet the needs of urban schools. After discussing the specifics of the program, the paper examines barriers to collaboration and details lessons learned through the collaborative process. The paper concludes with an assessment of the likelihood for reforming administrator preparation programs in light of institutional barriers to collaboration.}, journal={Journal of School Leadership}, author={Fusarelli, L. D. and Smith, L.}, year={1999}, pages={534–551} }
 @article{fusarelli_1999, title={Reinventing urban education in Texas - Charter schools, smaller schools, and the new institutionalism}, volume={31}, ISSN={["0013-1245"]}, DOI={10.1177/0013124599031002006}, number={2}, journal={EDUCATION AND URBAN SOCIETY}, author={Fusarelli, LD}, year={1999}, month={Jan}, pages={214–224} }
 @article{fusarelli_1999, title={The Politics of school choice in Texas: implications for New Jersey}, volume={15}, number={2}, journal={NJASA Perspective}, author={Fusarelli, L. D.}, year={1999}, pages={21–25} }
 @article{fusarelli_cooper_1999, title={Why the NEA and AFT sought to merge--and failed}, volume={65}, number={4}, journal={School Business Affairs}, author={Fusarelli, L. D. and Cooper, B. S.}, year={1999}, pages={33–38} }
 @article{fusarelli_1997, title={Innovation by accident: facilitating classroom discussion}, volume={19}, number={29}, journal={Innovation Abstracts}, author={Fusarelli, L. D.}, year={1997}, pages={2} }
 @article{fusarelli_scribner_1996, title={Religion and political culture: implications for education research}, volume={23}, number={3-4}, journal={Politics of Education Bulletin}, author={Fusarelli, L. D. and Scribner, J. D.}, year={1996}, pages={9–11} }
 @article{scribner_fusarelli_1996, title={Rethinking the nexus between religion and political culture - Implications for educational policy}, volume={28}, ISSN={["0013-1245"]}, DOI={10.1177/0013124596028003002}, number={3}, journal={EDUCATION AND URBAN SOCIETY}, author={Scribner, JD and Fusarelli, LD}, year={1996}, month={May}, pages={279–292} }
 @inbook{scribner_reyes_fusarelli_1995, title={Educational politics: And the game goes on}, booktitle={The study of educational politics}, publisher={London: Falmer Press}, author={Scribner, J. D. and Reyes, P. and Fusarelli, L. D.}, editor={J. D. Scribner and Layton, D. H.Editors}, year={1995}, pages={201–212} }