Design Principles for Learner-Centered Schools: Promising Approaches to Data Based Decision Making to Improve Student Learning
• Read or download the report using Acrobat Reader.


Design Principles for Learner-Centered Schools: Building Effective Strategies for Addressing the Achievement Gap
• Read or download the report using Acrobat Reader.
• Order the Report

Hanne B. Mawhinney joined the department in 1999. She received her B.A. from Simon Fraser University, British Columbia and her MA and Ph.D. in Educational Administration from the University of Ottawa, Canada. Professor Mawhinney teaches courses in organizational leadership and policy and qualitative research methods. She studies education policy and leadership from the orientation of political sociology.

On the basis of her interest in youth policy and her research on school-community agency collaboration, Professor Mawhinney was commissioned to do research for the Ontario Royal Commission on Education, the Walter and Gordon Duncan Foundation, and the Department of Justice, Canada. She has been an invited keynote speaker on challenges of collaboration at conferences in the United States, Canada and Australia. She is currently on the advisory committee to the United Way Success by Six Initiative in Baltimore Maryland. Professor Mawhinney has been an expert witness for the Ontario Teachers' Federation, a member of the Maryland Task Force on the Principalship, and the Advisory Committee to the Maryland Principals Academies. She was previously, a member of the Canadian Education Association, and a representative on the UNESCO Commission on Education. Dr. Mawhinney is currently a member of the editorial boards of Educational Administration Quarterly, The American Educational Research Journal, School Leadership and Management, and for several years acted as contributing editor for Educational Policy.

Professor Mawhinney's current research focuses the political and institutional dynamics of change in schools in the context of the discontinuities between macro forces influencing policy and the micro realities of implementation.

TOP

• Mawhinney, H.B. (2005). Scaling up education policy futures in the vernacular of the new North America: POINT/COUNTERPOINT. UCEA Review, XLVI(3).



• Mawhinney, H.B. (2004) Deliberative democracy in imagined communities: How the Power Geometry of globalization shapes local leadership praxis. Educational Administration Quarterly, 40 (2), 192-221.



• Mawhinney, H.B. & Harvey-Smith, A. (2004). Diffusion of innovations: A mechanism for understanding change in student affairs. In A. Harvey-Smith (Ed.), The seventh learning college principle: A framework for transformational change in learning organizations. Washington, DC: National Association of Student Personnel Administrators.



• Mawhinney, H.B. (2003). Resolving the dilemma of rigor or relevance in preparing educational leaders: What counts as evidence of their knowledge and ability to act ethically? In F. Lunenberg (Ed.). National Council for Professors of Educational Administration Annual Yearbook. Virginia: Scarecrow Press.



• Mawhinney, H.B. (2001). The microecology of social capital formation: Developing community beyond the schoolhouse door. In G. Furman Brown (Ed.), School as community: From promise to practice. SUNY Press.



• Mawhinney, H.B. (2001). Schools in the bowling league of the new American Economy: Theorizing on social/economic integration in school to work opportunity systems. In R. Crowson (Ed). Community Development and School Reform. JAI Press.

TOP

• Mawhinney, H.B., Abedin, G., M. Bramblett, S., Kubic, K., Woodburn, J.L. (2004). Design principles for learner centered schools: Saffolding instruction for improved student learning. Report Commissioned by Council of Educational Administrative and Supervisory Organizations of Maryland.



• Mawhinney, H.B. (2004). Reading into standpoint research between Dorothy Smith and Patricia Hill Collins: Writing the work of advising from the stance of solidarity. In D.K. Liwinski with D. Wallin & S. MacPherson (Eds.). Sexism in the Academy? Proceedings of the 10th Anniversary Institute of the Canadian Association for Studies of Women in Education, (pp. 188-203) University of Manitoba, Winnipeg, MN.



• Mawhinney, H.B., Agnant Cornish, M., Kim, P., Lockhard, S., Jerome Stuart, P., Slade, D., & Woodburn, J. L. (2003) Design principles for learner-centered schools: Promising approaches to data based decision making to improve student learning. Report Commissioned by Council of Educational Administrative and Supervisory Organizations of Maryland. (CD version; 91 pp.)



• Mawhinney, H.B., Frusciante, A., Lui, Y. & Aaron, P. (2002). Design principles for learner centered schools: Effective strategies for closing the achievement gap. Report prepared for the Council for Educational Administrative Officials of Maryland, Baltimore MD. 25 pp

TOP

• Mawhinney, H.B. (2004, November). The paradox of making place. Paper presented to the 2004 annual meeting of the University Council for Educational Administration, Kansas City, Missouri.



• Mawhinney, H.B. (2004, May). Local educational leadership praxis in imagined communities. Paper presented to the annual meeting of the Canadian Association for Studies in Educational Administration. University of Manitoba, Winnipeg, MN.



• Mawhinney, H.B. (2004, April). New directions in the politics of education. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.



• Mawhinney, H.B. (2003, November). Responding to ELCC/NCATE: Artifacts of expansive learning in Creating a web-based performance assessment system for candidates for school building and school district leadership. Paper presented to the annual meeting of the University Council for Educational Administration, Portland, OR.



• Mawhinney, H.B. (2003, April). Managing the institutional dynamics of accountability. Paper presented to the annual meeting of the American Educational Research Association, Chicago, IL



• Mawhinney, H.B. (2003, October). The rhetoric of equity and excellence in superintendents' espoused strategies for closing achievement gaps. Paper presented to the 8th annual Values and Leadership Conference. Penn State University, PA.



• Mawhinney, H.B. (2003, October). William Foster's contribution to a moral critique in the study and practice of educational leadership and policy studies. Paper presented to the 8th annual Values and Leadership Conference. Penn State University, PA.

TOP

• $30,000 -- Mawhinney, H.B (Coordinator). Maryland Principals' Institute 2000: Each child achieving: Focus on Reading K-12. Maryland State Department of Education, 2000- 2001.



• $5,000 -- Mawhinney, H.B. (Coordinator). Development of Field Experience Model relating course work to field based performance activities for Administrator 1 Certification. Maryland State Department of Education, 2001- 2002.



• $422,000 -- Mawhinney, H.B.(Coordinator) Mentoring Program for New Principals. Prince George's County Public Schools, 1997-2002



• $142,650 -- Mawhinney, H.B.(Coordinator) Mentoring Program for New Principals. Prince George's County Public Schools, 2003 (fiscal year)

TOP

• 2004. College of Education Service Award. University of Maryland, College Park



• 2002. Recognized for Contribution to Canadian Scholarship in Educational Policy. Invited to present to the Annual Seminar on Contributions to Canadian Scholarship. Education policy inquiry in Canada. University of Toronto: Canadian Association for the Study of Educational Administration



• 2001. Outstanding Mentor Award, Department of Education Policy and Leadership

TOP

• 1997-present -- Editorial Board, School Leadership and Management



• 2000-present -- Editorial Board, Educational Administration Quarterly



• 2002-present -- Member of Publications Committee, University Council for Educational Administration



• 2002-present -- Editorial Board, American Education Research Journal: Social and Institutional Research

TOP

• EDPL 640 Introduction to Educational Leadership
• EDPL 642 Management of Change in Educational Organizations
• EDPL 645 Leadership for Instructional Improvement
• EDPL 673 Modes of Inquiry
• EDPL 690 Research in Education, Policy, Planning and Administration
• EDPL 700 Qualitative Research Methods in Education
• EDPL 740 Managing Educational Organizations in a Diverse Society
• EDPL 743 Leadership Theory
• EDPL 788G Instructional Leadership Through Databased Decisionmaking
• EDPL 895 Research Critique Seminar

TOP