Edward L. Myers, Temple University, Philadelphia, PA
Biography: Dr. Edward Myers has an extensive and diverse background in the education and behavioral health fields. Ed earned his doctorate from Temple University’s College of Education, within the department of Psychological, Organizational, and Leadership Studies. Previously, he earned B.S. and M.Ed. degrees from East Stroudsburg University. Ed also completed a post-graduate certification program in Educational Administration at Alvernia University, and he completed post-graduate work in education, behavioral health/special education, and research at Saint Joseph’s University. Currently, Ed is an adjunct professor of educational administration & policy at Temple University and an adjunct professor of adolescent development and secondary education at Alvernia University. Additionally, Ed serves academia as the executive editor of the Journal of Education Policy, Planning and Administration (JEPPA), the executive director and editor of the Consortium & Journal of Ethical Educational Leadership (CoJEEL), and as a peer reviewer for Current Issues In Education, an Arizona State University journal publication. For the past nineteen years, Ed has gained valuable professional experience as a school administrator, adjunct professor, teacher, and counselor in the public high school, college/university, and community agency settings. His areas of research and academic interest include: leadership & organizational behavior, philosophy & policy of secondary schools, adolescent learning & development, and qualitative research methods.
Agnes Africanus, Duquesne University, Pittsburgh, PA
Biography: Agnes Africanus is currently a doctoral student in the Department of Education Professional Doctorate in Educational Leadership (ProDEL) at Duquesne University. She earned her B.S. and M.S. in Accounting and International Business from D’ Youville College Buffalo, New York in 2011. After graduation, she worked as a part time coordinator, D’ Youville College Tutorials Services before she moved to Duquesne University in 2012. She has nine years of work experience from the diocese of Musoma, Tanzania where she worked as an accountant and treasurer general before she came to the United States. Her research interest is how poverty denies deprived children educational opportunities. Her dream is to see many deprived children have an opportunity for a quality education.
Adem Bayar, University of Missouri, Columbia, MO
Biography: Adem holds his B.S. from Cukurova University, Turkey in 2004 and his M.Ed. from Sakarya University, Turkey in 2008. Before coming to the United States, Adem worked as a principal and teacher for three and half years in Turkey. Upon his arrival in the United States, he attended the English Language Center (ELS) from June 2008 to June 2009 and received his English as a Second Language Certification at the University of St. Thomas in Houston, Texas. Currently, he is a doctoral student in the educational leadership and policy analysis department at the University of Missouri-Columbia. His areas of academic interest include: leadership in education, philosophy of education, educational reform and policy, teacher education and professional development of teachers.
Tabitha S. Harper, North Carolina State University, Raleigh, NC
Biography: Tabitha holds a B.S. from Meredith College and an M.Ed., with a concentration in Curriculum and Instruction, from North Carolina State University. She is currently a doctoral student in Educational Psychology at The Catholic University of America with an anticipated 2013 graduation. Tabitha has taught business courses at both the high school and college levels and is currently employed by Kaiser Permanente, University Relations. Her research interests include emotional IQ and ability in academic settings, cognitive development and literacy acquisition of preschoolers, STEM research in K-12 school systems, and the history of women in secondary and post-secondary education.
Haigen Huang, University of Missouri-Columbia, Columbia, MO
Biography: Haigen earned his B.A. from Nanchang University, China, in 2005 and his M.Ed. in comparative education from Beijing Normal University in 2009. He is a doctoral student and research assistant in the educational leadership and policy analysis department at the University of Missouri, where he specializes in PK-12 policy. His research interests include rural women’s education in China, international and comparative education, quantitative and qualitative research design, and LGTB issues.
Nadine D. Hylton, University of Rochester, Rochester, NY
Biography: Nadine Hylton is currently a PhD student in Education Policy and Theory at the Margaret Warner School of Education and Human Development at the University of Rochester. Her primary research focuses on school choice and in particular inter-district choice as a vehicle for urban school reform. She is also interested in how communities of color situated in urban locales access and utilize school choice options and how community-school partnerships are built and utilized in education policy. Since commencing doctoral studies, Nadine has worked with Rochester’s Urban-Suburban Interdistrict Transfer Program, as a research assistant, looking at various organizational, programmatic and policy issues salient to the program and its operation. Prior to commencing doctoral studies, Nadine completed her BA and MA in Forensic Psychology at John Jay College of Criminal Justice, City University of New York.
Huiwen Li, Carnegie Mellon University, Pittsburgh, PA
Biography: Huiwen Li is an instructor of Chinese at Carnegie Mellon University. He holds a BA in English Education and an MA in Research Methodology. Currently he is also enrolled in anther Master’s program in Public Management (MPM) at Carnegie Mellon University and the doctoral program in Educational Leadership (EdD) at Duquesne University. His research interests include student learning assessment, educational policy, program evaluation, and social justice issues in education. He has been a member of the American Evaluation Association (AEA) since 2011 and a conference proposal reviewer since 2012.
Ella Macklin, Duquesne University, Pittsburgh, PA
Biography: Ella is currently a doctoral student in the Professional Doctorate in Educational Leadership Program at Duquesne University. The focus of her dissertation is on an aspect of the impact of technology and reading instruction for students with learning disabilities. She holds a Master of Education degree in Early Education of Disabled Students and a Master of Social Work degree from the University of Pittsburgh. Ella also earned a B.A. in Psychology/Speech Pathology-Audiology from Carlow College. Additionally, she is a licensed PA social worker who specialized in community organization/planning. Certified in special education(mental and physical disabilities), Ella taught students in learning support/scholars/gifted education classes and coordinated K-5 special education services for nine years in a charter school. Serving as a practicum supervisor for Pitt and Duquesne has allowed her to mentor undergraduate/graduate students in the fields of psychology and education. Some of her many experiences in the field of writing emanates from her work as an action research co-coordinator, teacher researcher and writing instructor.
Duane Rohrbacher, Penn State University, State College, PA
Biography: Duane Rohrbacher earned two Bachelor degrees from The Ohio State University: one in Linguistics and the other in German. He then went on to earn a JD from Penn State University, where he is currently an ABD PhD Candidate in Higher Education Administration. His research interests are in the areas of alternative dispute resolution, k-20 education policy, higher education law, and curriculum development. He currently holds positions as a ghostwriter for a large education technology company, as a mentor and tutor for student athletes, and as a legal research assistant for one of the top law professors in the field of arbitration. In his spare time, he enjoys hanging out with his two dogs, Maximus and Maia.
David Rojeck, The Catholic Univ. of America, Washington, D.C.
Biography: David Rojeck had the fortunate opportunity to take his bachelors’ degree in physical education (K-12) from Baldwin-Wallace College for employment as a teacher, coach, and administrator in American/International schools in the Middle East, South East Asia, Latin America, the Navajo Nation, and the Pacific Islands. While in Indonesia, he was the creator and founder of the South East Asian Schools Activities Conference, known as SEASAC. In between these foreign experiences, he worked in schools in his hometown of Cleveland, Ohio. David received his masters’ degree in Catholic School Leadership from the University of Dayton in 2004 and is now finishing his PhD in Catholic Educational Leadership and Policy Studies at The Catholic University of America begun in 2006. He is a director for the Center for Teaching Effectiveness. His scholarly interests include comparative education, school choice, and student virtue.
Jennifer Tomon Stephens, Univ. of North Carolina, Greensboro, NC
Biography: Jennifer holds a B.A. in Education from the University of North Carolina at Chapel Hill and a M.S. in Counseling from the North Carolina State University. Jennifer currently serves as the Director of the Teaching Fellows Program at the University of North Carolina at Greensboro, where she is also a doctoral student in the Educational Leadership and Cultural Foundations (ELC) program. As a former K-12 educator and college counselor, she has published and presented on her work with college students and personnel and continues to pursue research related to P-20 collaborations and cultural studies within the field of education.
Ann Biswas, University of Dayton, Dayton, OH
Biography: Ann is the Director of Writing Programs and a Lecturer in English at the University of Dayton, where she also is a doctoral candidate in Educational Leadership, Higher Education. Her research focuses on plagiarism, authorship, and originality, and she has a particular interest in how the emotions involved in plagiarism impact pedagogy and professional identity. Ann earned a B.A. in Communication from Wright State University and an M.A. in English from the University of Dayton. Prior to beginning her academic career, Ann worked for more than 10 years as a business writer, editor, and corporate communications manager.
Marcia Bolton, Widener University, Chester, PA
Bigraphy: Dr. Marcia Bolton is currently Associate Professor at Widener University, Chester PA. She serves as the Director of Student Teaching, Interns and Certification. Marcia serves on the experiential student learning committee, is counselor for Kappa Delta Pi national educational honor society, Eastern Education Research Association treasurer and many student based activities which include traveling with students to build homes for Habitat for Humanity during University spring breaks. In addition to the director duties, Marcia teaches classes in early education, reading, teacher education methods classes for early education and middle school levels, and has supervised student teachers at the preschool, elementary, middle school, and high school levels. Marcia’s research agenda focuses on improving teacher preparation with a major interest in developing the supervision of student teachers. Recently Marcia served n the planning committee for the International Professors of Reading Teachers symposium held in Sweden.
Sielke Caparelli, (University of Pittsburgh), Pittsburgh, PA
Biography: Sielke is currently a director of special education working to provide services to families and children with disabilities. As a teaching fellow, she earned her doctoral degree in education in school leadership from the University of Pittsburgh’s School of Education, Administrative and Policy Studies Department. Her dissertation featured a case study analysis focusing on the intersection of school mental health and school leadership. As a member of the Mental Health and Education Integration Consortium (MHEDIC – an interdisciplinary, professional, national workforce) she continues to move policy and practice through national efforts considering the role of school leaders in school mental health. In addition to teaching and school administration, Sielke was a former music therapist, and is also currently a Licensed Professional Counselor working with a goal of supporting staff and systems who serve children in crisis. Other experiences include working in emotional support settings, assisting in the Chanda Smith federal Consent Decree within the L.A. Unified School District, counseling emotional support staff through self improvement plans and finally, and developing policy and staff supports to guide programs serving children of all ages into best practice.
Robert Cenczyk, University at Buffalo, The State University of New York, Buffalo, NY
Biography: Rob earned his B.A. from Le Moyne College in Syracuse, NY, and an M.S. in Higher Education Administration from Syracuse University. He has worked in higher education for the past 13 years holding research and administration positions at Brandeis University, Syracuse University, and most recently at the University at Buffalo where he is Assistant to the Academic Dean in their School of Nursing. Rob is also a doctoral student in the Higher Education Administration program at UB, focusing on organization and governance. His other areas of interest include crisis management and strategic campus planning.
Sarah Diem, University of Missouri, Columbia, MO
Biography: Sarah is an Assistant Professor of Educational Leadership and Policy Analysis at the University of Missouri. Her research focuses on the social and cultural contexts of education, paying particular attention to how the politics and implementation of educational policy affect diversity outcomes. Sarah is also interested in how conversations surrounding race and race relations are facilitated in the classroom and whether these discussions are preparing future school leaders to be able to address critical issues that may impact the students and communities they will oversee. Sarah received her Ph.D. in Educational Policy and Planning from The University of Texas at Austin.
Patricia Rice Doran, Towson University, Towson, MD
Biography: Dr. Patricia Rice Doran is an Assistant Professor of Special Education in the College of Education at Towson University. Her doctoral work and subsequent research has focused on teacher knowledge, attitudes and perceptions, particularly with respect to teaching students with special education needs or those who are culturally and linguistically diverse. She completed her Ed.D. at the George Washington University with a focus in bilingual special education. Prior to her doctoral work, she taught English language arts and special education to students in both public and private settings. She recently coauthored Teaching Diverse Learners: Principles for Best Practice, a handbook published by Corwin Press for teachers working with culturally and linguistically diverse students or those with special education needs.
Daniel Eadens, Northern Arizona University, Flagstaff, AZ
Biography: Daniel W. Eadens, Ed.D. is currently an Associate Professor of Educational Leadership at Northern Arizona University. He was named ‘Runner-Up Teacher of the Year’ in his first year of public school teaching, was one of five Florida public school teachers to win a 1997 Fulbright Memorial Fund to Tskuba Science City prefecture to learn the education system, was a secondary Special Education teacher, and has served as an administrator at different locations. He graduated Magna Cum Laude with a BSME, M.Ed., and Ed.D. from the University of South Florida and is a retired Army Major with foreign service in Japan and a combat tour teaching the New Iraqi Army during Operation Iraqi Freedom. He served as content leader in Sweden learning the education system for the International School Connection. In 2011, he was named the ELSC’s recipient of the Hampton E. Williams ‘Research Award’ and the Jack Mulcahy Award for ‘Best Doctoral Dissertation’, presented by The Association for the Advancement of Educational Research. He passionately researches Special Education, Brain Research, Graduate Reform, and Shared Leadership, is actively involved in various professional associations, maintains a driven record of scholarly publications in peer-reviewed journals, and routinely presents at regional, national, and international professional conferences.
Jennifer Fellabaum, University of Missouri, Columbia, MO
Biography: Jennifer is an Assistant Teaching Professor in the Department of Educational Leadership and Policy Analysis at the University of Missouri. Jennifer holds a BSS in professional leadership and a MEd in college student personnel from Ohio University. She completed her PhD with an emphasis in Higher and Continuing Education at the University of Missouri. Jennifer’s research interests include identities in higher education, faculty issues, institutional contexts, and student affairs professionals.
Marcal Graham, University of Maryland, Silver Spring, MD
Biography: Dr. Marcal Graham is the Associate Director of University of Maryland Educational Opportunity Center (UMD-EOC) which is dedicated to informing and assisting adults interested in pursuing postsecondary education options. Dr. Graham brings over 15 years of experience in the field of Educational Leadership given his positions as Director of Research, Assessment, and Program Assessment Analyst at the school and central office level. He has worked with several university-level Trio Programs prior to joining the University of Maryland, such as Temple University’s Ronald McNair Faculty- in-Training & Student Support Services, and the University of Pennsylvania’s Talent Search Program. In addition, he has taught several courses in higher education. Dr. Graham has worked in several school systems such as Philadelphia, District of Columbia, and Charlotte-Mecklenburg Schools and has significant expertise in the area of student assessment, data analysis, youth leadership, and charter school governance. He has trained teachers, principals, school administrators, and charter school board members in an effort to inform teaching and learning and in order to improve student academic achievement at the K-16 level. He has spent several years training teachers and principals to fully and effectively use data in the classroom. Dr. Graham has written several books, which shed light on how to overcome personal and professional obstacles and adversity in life.
Guodong Liang, Community Training & Assistance Center, Boston, MA
Biography: Dr. Guodong (Robert) Liang is a research specialist at the Community Training and Assistance Center (CTAC) in Boston, MA. Before joining CTAC, he has worked as a post-doctoral researcher in the Department of Educational Leadership and Policy Analysis at the University of Missouri where he completed his Ph.D. in 2011 with an emphasis area of policy analysis. Dr. Liang’s research interests include comparative and international education, teacher policies, and social justice. His recent work has been published in such journals as Educational Policy, Journal of Postdoctoral Research, International Journal of Educational Research, and Journal of School Leadership.
Khuda Bakhsh Malik, Gomal University, D.I. Khan, Pakistan
Biography: Dr. Malik holds a PhD degree in Education with specialization in Educational Leadership & Management. His thesis was selected for ‘best thesis award’ by the Higher Education Commission of Pakistan. Dr.Malik is currently working as a Research Associate at the Institute of Education & Research IER, Gomal University, D.I.Khan. He has taught various courses including Educational Administration and Educational Technology to M.Phil/PhD students. Dr. Malik is a member of the American Association of International Researchers (AAIR) and the Council Of Social Sciences (COSS) of Pakistan.
P. Malyadri, Government Degree College, Patancheru, Osmania University, India
Biography: Dr. P. Malyadri has twenty-eight years of experience in teaching, research, administration, training and consultancy. A prolific writer, Dr. Malyadri has authored four books and seventy research papers on banking and rural and economic development issues in various national and international journals of repute. He has presented research papers at approximately eighty national and international seminars and conferences. Dr. Malyadri is on the International Editorial advisory boards of ninety-eight international peer reviewed journals published in Canada, USA, UK, Taiwan, Czech Republic, Italy, Turkey, Dubai, Philippines, Australia, Bangladesh, Romania, Pakistan, Kenya, Iran, Africa, Nigeria, Berlin, Indonesia, Singapore, Thailand, Iceland, West Africa, and many others. Dr. Malyadri carried out two major research projects sponsored by the UGC, New Delhi. He is a recognized research supervisor that guides M.Phil. and Ph.D. students in the Departments of Commerce and Business Management, Osmania University. For the last three years, he has served as the Principal of Osmania University affiliated Government Degree College. He has received several outstanding awards for his academic achievements, including the state level Best Teacher award for 2008, honored by Government of Andhra Pradesh. His current research interests include CRM, bank marketing, micro finance, rural development, human resource management, and entrepreneurial development.
Robert Maranto, University of Arkansas, Fayetteville, AR
Biography: Robert Maranto (firstname.lastname@example.org) is the 21st Century Chair in Leadership at the Department of Education Reform at the University of Arkansas, and previously taught at Villanova and served in government in the Clinton years. He holds a B.S. from the University of Maryland and a Ph.D. from the University of Minnesota. In concert with others he has produced 11 scholarly books which have sold dozens of copies and are so boring his own mother refused to read them, including President Obama and Education Reform: The personal and the political (Palgrave/Macmillan, 2012). The Obama Presidency (Routledge, 2011), Judging Bush (Stanford, 2009), The Politically Correct University (AEI, 2009), A Guide to Charter Schools (Rowman and Littlefield Education, 2006), and School Choice in the Real World: Lessons from Arizona Charter Schools(Westview, 2001). He is now working on a book on KIPP. Bob has worked in over 150 schools. He lives in Fayetteville with his wife, April Gresham Maranto, and their bosses, Tony (13) and Maya (9), who attend traditional public schools.
Holly Meng, Temple University, Philadelphia, PA
Biography: Holly is currently a doctoral student in Higher Education Leadership and Policy at Temple University. Holly is involved with Temple University’s Small Business Development Center (SBDC), bringing over twenty years of experience working in the international arena. She has worked as a manager in the public relations department of an aerospace conglomerate and as a general manager in the international travel industry. Holly also founded a successful import/export agency and the Etiquette School of Grace (ESG). She has vast experience in consulting for business start-ups, e-commerce, mature companies and business turnarounds. Her personal center of influence boasts a network of accomplished leaders and innovators across diverse corporate cultures and academia. Holly’s career reflects success in the corporate world, academia, entrepreneurship and consulting with companies looking to develop in the global marketplace.
Mona Anita K. Olsen, Cornell University, Ithaca, NY
Biography: Dr. Mona Anita K. Olsen is a Visiting Assistant Professor and Assistant Director of The Leland C. and Mary M. Pillsbury Institute for Hospitality Entrepreneurship (PIHE) at Cornell University. Mona Anita’s research focus includes entrepreneurship education, higher education curriculum planning, and instructional technology . She identifies as a qualitative researcher with a strong interest in arts-based self-study. Previously, Mona Anita was a US Fulbright Grantee to Norway. Based out of The Norwegian School of Hotel Management at the University of Stavanger. Her project focused on entrepreneurship education at the university level. Mona Anita holds a PhD in Education from The Graduate School of Education at George Mason University, a Masters in Management of Information Technology from the University of Virginia’s McIntire School of Commerce, and a Bachelor of Science with Distinction from The School of Hotel Administration at Cornell University.
Joe Polizzi, Marywood University, Scranton, PA
Biography: Joe is currently an Associate Professor of Education at Marywood University where he is the director of of the Educational Leadership program. He holds a Ph.D from Penn State in Educational Leadership. Prior to pursuing the Ph.D, Joe was a New York State Senate Fellow serving on the Senate Education Committee, a Fulbright exchange teacher in Pecs, Hungary and a high school English teacher for 8 years in the New York City School system. His areas of research include authentic leadership, transformative learning, using films as a medium of instruction, alternative schools and school reform. He lives in Clarks Summit, PA. with his wife Eva and daughters, Lily Julia and Sofie Joy.
Rachel Solis, Texas State University, San Marcos, TX
Biography: Rachel holds a B.A. in English from the University of Texas at San Antonio and a M.Ed. in School Administration from Sul Ross State University. She is currently working as a doctoral instructional assistant at Texas State University while she completes her dissertation focused on teacher reflection and teacher learning. Rachel has sixteen years of experience working in the public school system as a teacher, coach, assistant principal, and district-level administrator. In 2004, she was named Teacher of the Year for San Marcos Consolidated Independent School District. A memorable accomplishment from her time as a department chair and lead teacher is the organization and facilitation of reading and writing camps. Even though these camps occurred on Saturday mornings, the participating teachers and students were excited to attend and learn together.
Luke Stedrak, Seton Hall University, South Orange, NJ
Biography: Luke J. Stedrak, Ed.D. is an Assistant Professor of Education Leadership, Management and Policy at Seton Hall University. He began his career in education as a secondary education teacher in Pinellas County, Florida. Dr. Stedrak’s research interests include school finance, school law, and virtual education. His national study about the funding of elementary and secondary virtual schools won Dissertation of the Year awards from both the Association for the Advancement of Educational Research and the National Education Finance Conference. Dr. Stedrak has presented his school finance research to such organizations as the American Educational Research Association, Education Law Association, National Education Finance Conference as well as other national organizations. He currently serves on the editorial advisory boards of the Journal of Education Finance and the Journal of Education Policy, Planning and Administration. He is a member of the Board of Advisors for the National Education Finance Conference, and is a National Reporter for the Education Law Association’s School Law Reporter.
Mike Trevisan, Washington State University, Pullman, WA
Biography: Dr. Mike Trevisan is the Dean for the College of Education at Washington State University. He is a Professor of Educational Psychology and Co-Director of the Learning and Performance Research Center, a center devoted to developing state-of-the-art solutions to pressing educational situations. Dr.Trevisan’s expertise is in the fields of applied measurement and educational program evaluation, with more than 20 years of experience. He is published widely in the peer-reviewed literature and presents regularly at professional meetings. In addition, he is often sought after to participate in panels for federal agencies, state and school district advisory committees for new initiatives and policy deliberations, and as a consultant to businesses in the private sector.
Noelle Witherspoon Arnold, University of Missouri, Columbia, MO
Biography: Dr. Noelle Witherspoon Arnold is an Associate Professor in the Department of Educational Leadership and Policy Analysis at the University of Missouri. Prior to that appointment, she taught elementary school, and served as an administrator at the district and state level. Dr. Arnold also currently serves as a consultant throughout the United States, advising districts in analyzing data for school improvement, strategies for struggling students and Response to Intervention, cultural mediation and pedagogy, STEM leadership, and best practices in reading and math. She received her Ph. D. from the University of Alabama in Educational Administration, with minors in Social Foundations and Qualitative Research. Dr. Arnold’s research agenda includes analyses of life history and narratives documenting and analyzing how individuals integrate and negotiate personal religious and spiritual belief(s) in schooling practices. Other aspects of her research agenda explore faith-based organizations and schools, how various belief systems emerge and impact the (re)interpretation of policy and practice in schools, education for social justice and advocacy, ethics of education, and gender and race in education. Other areas of strength and expertise that provide grounding for much of her teaching and research include womanisms and feminisms, ethics, philosophy, cultural studies, African American spirituality, sociology, history, critical geography and narratology. Dr. Arnold’s most recent articles have appeared in the International Journal of Qualitative Studies in Education, The Journal of Educational Administration History, Equity and Excellence in Education, The Journal of Negro Education, and the Journal of Educational Administration. Dr. Arnold is Secretary/Treasurer of the AERA Leadership for Social Justice SIG and Assistant Editor of the International Journal of Leadership in Education.
Glenys Woods, (Open University), UK
Biography: Dr. Glenys Woods, a Fellow of the RSA and member of the US-based New DEEL (Democratic Ethical Educational Leadership) network, has been an independent researcher for over 20 years, mainly as a member of various university teams on funded educational projects. Prior to this, she undertook a variety of market research work, on issues such as housing, race relations work policies, miners’ views of the 1980s’ strike, and consumer topics. She gained her PhD through the Open University, UK, studying spirituality and educational policy and leadership. Glenys is particularly interested in spiritual development, as well as alternative forms of education, and is an advocate of open-minded, open-hearted holistic education. She was co-author of the Steiner Schools in Englandreport, commissioned by the UK Government, which led to acquiring funding from the British Academy to study collegial leadership in Steiner schools. These research studies sparked a deeper interest in alternative types of education, which resulted in her co-editingAlternative Education for the 21st Century: Philosophies, Approaches, Visions, published by Palgrave in 2009.
Philip Woods, University of Hertfordshire, UK
Biography: Dr. Philip Woods holds a Chair in Educational Policy, Democracy and Leadership at the University of Hertfordshire, UK, as well as being Vice-Chair and a Council member of the British Educational Leadership Management and Administration Society (BELMAS), a Fellow of the RSA and and an active member of the U.S. based New DEEL (Democratic Ethical Educational Leadership) network. He is also currently an Expert Adviser to the European Policy Network on School Leadership, funded by the European Union and coordinated by the Foundation for Research and Technology-Hellas / Institute of Applied and Computational Mathematics (FORTH/IACM), Crete. Philip is an internationally recognized scholar in leadership and policy in education and has wide-ranging experience and expertise in managing and participating in major funded projects, including research and evaluations undertaken for a range of organizations, such as the UK government, National College for Leadership of Schools and Children’s Services (formerly NCSL), Specialist Schools and Academies Trust, Learning and Teaching Scotland, Economic and Social Research Council and the British Academy.