Faculty Directory

Dennis Shirley

Professor and Duganne Faculty Fellow, Teaching, Curriculum, and Society


TCS Teaching, Curriculum, and Society

  • Research Project in Seoul, South Korea
  • Richard von Weizsäcker Fellow, Bosch Academy, Berlin, German
  • Special Issue Guest Editor, East China Normal University Review of Education



  • Five Paths of Student Engagement:  Blazing the Path of Learning and Success, with Andy Hargreaves (Indianapolis, IN:  Solution Tree, 2021)
  • Well-being in Schools: Three Forces that Will Uplift Your Students in a Volatile World, with Andy Hargreaves (Alexandria, VA: ASCD, 2022)
  • The New Imperatives of Educational Change: Achievement with Integrity (New York:  Routledge, 2017)
  • The Mindful Teacher, with Elizabeth MacDonald, second edition (New York:  Teachers College Press, 2016)
  • The Global Fourth Way:  The Quest for Educational Excellence, with Andy Hargreaves (Thousand Oaks, California:  Corwin, 2012)
  • The Fourth Way:  The Inspiring Future for Educational Change, with Andy Hargreaves (Thousand Oaks, California:  Corwin, 2009)
  • The Mindful Teacher, with Elizabeth MacDonald (New York:  Teachers College Press, 2009)
  • Valley Interfaith and School Reform:  Organizing for Power in South Texas (Austin: University of Texas Press, 2002)
  • Community Organizing for Urban School Reform (Austin: University of Texas Press, 1997)
  • The Politics of Progressive Education:  The Odenwaldschule in Nazi Germany (Cambridge:  Harvard University Press, 1992)


  • “Leadership, Identity, and Intersectionality,” with Andy Hargreaves. In Netolicky, D. (Ed.) Future Alternatives for Educational Leadership:  Diversity, Inclusion, Equity, and Democracy.  New York:  Routledge, 2021.
  • “The Quest for Meaning and Purpose in Education,” 2020, Educazione:  Giornale di Pedagogica Critica 9(1), 61-80.
  • “An American education system with integrity.” In Soskil, M. (Ed) Flip the System US. New York, NY: Routledge, 2020, pp. 9-21.
  • “The Sustainability and Unsustainability of Educators’ Well-being,” 2020, with Andy Hargreaves and Shanee Wangia, Teaching and Teacher Education, 92, 1-12.
  • “Leading from the Middle:  Its Nature, Origins, and Impact,” with Andy Hargreaves, Journal of Professional Capital and Community, 5(1), 92-114.
  • “Well-being and Success:  Two Opposites that Need to Attract,” with Andy Hargreaves, Education Canada, December 2018, 40-43.
  • “Rural Teachers Forging New Bonds—and New Solutions,” with Cynthia Johnson, Minjung Kim, Karen Martin, Mark Martin, and Chris Spriggs, Educational Leadership, 2018, 76(3), 56-62.
  • “What’s Wrong with Well-being?” with Andy Hargreaves, Educational Leadership, 2018, 76(2), 58-63.
  • “The Many Future Directions of Educational Change,” in Malone, H.J, Rincón-Gallardo, S., & Kew, K. (Eds.)  Future Directions of Educational Change (New York:  Routledge, 2018), 1-7.
  • “The Promise of the Present Moment,” Alberta Teachers’ Association Magazine, Summer 2018, pp. 5-6.
  • “Accelerating Educational Change,” Journal of Educational Change, 2017, 18(1), pp. 257-262.
  • “Unleashing Problem Solvers,” with Pak Tee Ng, Educational Leadership, 2017 http://shop.ascd.org/Default.aspx?TabID=55&ProductId=201650471&Educational-Leadership-October-2017-Unleashing-Problem-Solvers
  • “Three Forms of Professional Capital:  Systemic, Social Movement, and Activist,” Journal of Professional Capital and Community, 2016, 1(4), pp. 302-320.
  • “Time to Shine:  Advancing Teacher Self-Governance Would Benefit Future Albertans,” Alberta Teachers’ Association Magazine, Summer 2016, pp. 33-35.
  • “Vorwort:  Das Gebot für eine Negestaltung von Bildung” [Foreword:  The Imperative for a Re-creation of Education], Handbuch Gute Schule:  Sechs Qualitätsbereiche für eine zukunftsweisende Praxis (Seelze:  Klett/Kallmeyer, 2016), pp. 8-11.
  • “How to Lead Educational Change,” Journal of Educational Change, 2016, 17(3), pp. 281-285
  • “The Marathon of Educational Change,” with Anna Noble, Journal of Educational Change, 2016, 17(2), 141-145.
  • “Entrenched Enemies, Tactical Partners, or Steadfast Allies?  Exploring the Fault Lines Between Teacher Unions and Community Organizing,” Leadership and Policy in Schools, 2016, 15(1), 45-66
  • “The Labyrinth of Teacher Leadership,” with Andrew Miller, Journal of Educational Change, 2015, 17(1), pp. 1-6
  • “Education for Voice:  Challenges and Opportunities,” Journal of Educational Change, 2015, 16(2), pp. 1-4
  • “Dreaming with Determination,” co-authored Chapter 1 of Uplifting Leadership:  How Organizations, Teams, and Communities Raise Performance by Andy Hargreaves, Alan Boyle, and Alma Harris (San Francisco:  Jossey-Bass, 2014), pp. 17-43
  • “Uplift the Teaching Profession,” with Jim Parsons, Canadian Journal of Teacher Research, 1(1), 2014, 4-7
  • “Raising Achievement with Integrity:  Alberta’s New Leadership Opportunity,” Alberta Teachers’ Association Magazine, 95(1), 2014, pp. 5-6
  • “Australia has its own Education Solution:  Gonski,” with Pasi Sahlberg, The Drum, June 2014  http://www.nytimes.com/2014/06/03/science/whats-lost-as-handwriting-fades.html?_r=0 
  • “The Leadership Challenge for Canada’s Principals Today,” in The Future of the Principalship in Canada:  A National Research Study, in J-C Couture, ed. (Ottawa:  Canadian Principals’ Association), 2014, pp. 81-84
  • “Overhaul of Schools is the Wrong Diagnosis,” with Andy Hargreaves and Pasi Sahlberg, Boston Globe, 27 March 2014
  • “Teacher Policy and High Quality Education:  Towards Achievement with Integrity,” Worlds of Education, http://worldsofeducation.org/en/magazines/articles/218#.VJRJSMADA, March 2014
  • “Goals Gone Wild:  The Canadian Principal and Assessing School Performance,” with J-C Couture, Alberta Teachers Association Magazine, 94(3), 2014
  • “The Fourth Way of Leadership and Change in Latin America:  Prospects for Chile, Brazil, and Colombia,” with Maria Beatriz Fernandez, Marcela Ossa Parra, Ana Berger, and Gustavo Borba, Pensamiento Educativo, http://pensamientoeducativo.uc.cl/index.php/pel, 50(2), 2013, pp. 5-27
  • “What Finland, Alberta, and the World Can Learn from Educational Change,” Alberta Teachers’ Association Magazine, 94(1), 2013
  • “Redesigning Alberta’s Curriculum,” with Andy Hargreaves, Alberta Teachers’ Association Magazine, 93(4), 2013
  • “Mindful Teaching with Technology:  Steps Towards Harmonization,” in Helen Janc Malone, ed., Leading Educational Change:  International Perspectives on System-Wide Reform (New York:  Teachers College Press, 2013), pp. 20-24
  • “Um caminho melhor para a educacão no Brasil em 2013,” with Andy Hargreaves and Marcela Ossa Parra, in Patreio Ensino Fundamental, 65, February 2013 [Portuguese language article in Brazil’s largest magazine for educators entitled “A Better Way for Brazilian Education in 2013”]
  • “The International Quest for Educational Excellence:  Understanding Canada’s High Performance,” with Andy Hargreaves Education Canada, 52(4), 2012, 10-13
  • “The Finland-Alberta Partnership:  The Power of the Networks of School Leaders,” with Karen Lam, The Alberta Teachers’ Association Magazine,  93(1), 2012, 24-37
  • “Integrating Networks in the Fourth Way of Leadership and Change:  The Contributions of the Finland-Alberta Partnership,” with Karen Lam, in Stephen Murgatroyd and J.C. Couture, eds., Rethinking School Leadership (New York:  futureTHINK, 2012).
  • “Corporate Funding of Public Schools in Antebellum Massachusetts:  The Waltham Exception,” with John Cox, The Massachusetts Historical Review, 13(1),  2011, 1-36
  • “A Festschrift for Andy Hargreaves,” Journal of Educational Change 12 (2), 2011, 131-139
  • “The Fourth Way of Technology and Change,” Journal of Educational Change 12 (2), 2011, 187-209
  • “A History of Public Engagement for Public Education,” in Marion Orr and John Rogers, eds., Public Engagement for Public Education (Palo Alto, CA:  Stanford University Press, 2010), 27-51
  •  “Community Organizing and Educational Change,” in Andy Hargreaves, Ann Lieberman, Michael Fullan, and David Hopkins, eds., Second International Handbook of Educational Change (Dordrecht, Holland:  Springer, 2010), 169-186
  • “Collaborative Edge:  How Helping Others Helps Yourself,” with Andy Hargreaves, Alma Harris, and Alan Boyle, Principal Magazine March-April 2010, 16-21
  • “The Persistence of Presentism,” with Andy Hargreaves, Teachers College Record 111(11) (fall 2009), 2505-2534
  • “A Smarter Education Strategy,” with Andy Hargreaves, The Boston Globe (7 September 2009)
  • “From Fear Factor to Peer Factor,” with Andy Hargreaves, Education Week, (September, 2009)
  • “Community Organizing and Educational Change:  A Reconnaissance,” Journal of Educational Change, 10, pp. 229-237
  • “American Perspectives on German Educational Theory and Research:  A Closer Look at Both the American Educational Context and the German Didaktik Tradition,” Allgemeine Didaktik und Lehr-Lernforschung:  Kontroversen und Entwicklungsperspektiven einer Wissenschaft von Unterricht (Heilbrunn:  Klinkhardt, 2009)
  • “The Music of Democracy:  Emerging Strategies for a New Era of Post-Standardization” in Michael Fullan and Andy Hargreaves, eds., Change Wars (Indianapolis:  Solution Tree, 2008), pp. 135-162
  • “The Fourth Way of Change,” with Andy Hargreaves, Educational Leadership (October 2008), pp. 56-60
  • “Beyond Standardization:  Powerful New Principles for Improvement,” with Andy Hargreaves, Phi Delta Kappan  (October, 2008)
  • “Successful Teacher Education in the United States:  Contested Terrain,” Cuadernos de Pedagogîa
  • “The Coming of Post-Standardization in Education:  What Role for the German Didaktik Tradition?,” Zeitschrift für Erziehungswissenschaft (2008)
  • “The Moral Character of Learning:  A Neglected Dimension in the Preparation of Teachers,” with Randall Lahann, in Cynthia Lassonde, Robert Michael, and Jerusalem Rivera-Wilson, eds., Current Issues in Teacher Education:  History, Perspectives, and Implications (Springfield, IL:  Charles Thomas, 2008), pp. 72-86.
  • “Community Organizing for Educational Change:  Past Illusions, Future Prospects,” in Ciaran Sugrue, ed., The Future of Educational Change (New York:  Routledge, 2008),  89-105
  • “The Development of  Collective Moral Leadership of Parents through Education Organizing,” with Michael Evans, New Directions in Youth Development, 117, 2008, 77-91
  • “Promoting Participatory Democracy Through Community Organizing,” in Francine P. Peterman, ed., Partnering to Prepare Urban Teachers:  A Call to Activism (New York:  Peter Lang, 2008), pp. 59-76
  • “From Radical Visions to Messy Realities:  Complexities of Urban Teacher Education and the Preparation of Teacher Educators,” in Francine P. Peterman, ed., Partnering to Prepare Urban Teachers:  A Call to Activism (New York:  Peter Lang, 2008), pp. 133-158
  •  “Community Organizing and No Child Left Behind,” in Marion Orr, ed., Transforming the City:  Community Organizing and the Challenge of Political Change (Manhattan, KS:  University Press of Kansas, 2007), 109-133
  • “The Coming Age of Post-Standardization,” with Andy Hargreaves, Education Week, 21 December 2007, online version, www.edweek.org/ew/articles/2007/12/21/17hargreaves_web
  • “Community Organizing and Teacher Education,” in Mary E. Finn and Patrick Finn eds., Teacher Education with an Attitude (Albany, NY:  State University of New York Press, 2007), 79-94
  • “Data-Driven to Distraction:  Why American Educators Need a Reform Alternative—And Where they Might Look to Find It,” with Andy Hargreaves, Education Week, vol. 26, no. 4, October 4, 2006, 32-33
  • “The Massachusetts Coalition for Teacher Quality and Student Achievement:  An Introduction,” Excellence and Equity in Education, vol. 39, no. 1, February 2006,  4-14
  • “Bringing the Community Back in:  Change, Accommodation, and Contestation, in a School and University Partnership,”with Afra Hersi, Elizabeth MacDonald, Maria Teresa Sanchez, Connie Scandone, Charles Skidmore, and Patrick Tutwiler, Excellence and Equity in Education vol. 39,  no. 1, February 2006, 27-36
  • “Boundary Spanning Urban Teacher Preparation:  Complex Processes and Outcomes from the Massachusetts Coalition for Teacher Quality and Student Achievement,” in Kenneth Howey, ed., Boundary Spanners:  A Key to Success in Urban P-16 University-School Partnerships (Washington, DC:  American Association of State Colleges and Universities, 2006),  90-126
  • “Growing Teacher Leadership in the Urban Context:  The Power of Partnerships,” with Elizabeth MacDonald, in Kenneth R. Howey, Linda M. Post, and Nancy L. Zimpher, eds., Recruiting, Preparing and Retaining Teachers for Urban Schools (Washington, DC:  American Association of Colleges of Teacher Education, 2006), 125-144.
  • “Developing Culturally Responsive Teachers Through Community-Based Collaboratives,” Higher Education in the World 2006:  The Financing of Universities (New York:  Palgrave MacMillan, 2006),  pp. 244-247.
  • “Street-Level Democrats:  Realizing the Potential of School, University, and Community Coalitions,” in The Education Forum, vol. 70, no. 2,  2006, pp. 116-122.
  • “Transforming Urban Education through the Massachusetts Coalition for Teacher Quality and Student Achievement,” in Lauri Johnson, Mary E. Finn, and Rebecca Lewis, eds., Urban Education with an Attitude (Albany, NY:  State University of New York Press, 2005)
  • “Excellence in Schools of Education:  An Oxymoron?,” with Mary M. Brabeck, in Phi Delta Kappan, vol. 84, no. 5, January 2003, pp. 368-372.
  • “The Case That Won’t Go Away:  Besieged Institutions and the Massachusetts Teacher Tests,” with Larry Ludlow and Camilia Rosca, in Educational Policy and Analysis Archives, vol. 10, no. 50, December 2002, http://epaa.asu.edu/epaa/v10n50/.
  • “Faith-Based Organizations, Community Development, and the Reform of Public Schools,” Peabody Journal of Education, vol. 76, no. 2, 2002, pp. 222-239.
  • “Faith-Based Organizations and the Reform of Public Education:  Promises and Perils,” in E.J. Dionne, Jr., and Ming Hsu Chen, eds., Sacred Places, Civic Purposes:  Should Government Help Faith-Based Charity?  (Washington, DC:  Brookings Institution Press, 2001), pp. 176-190.
  • “Linking Community Organizing and School Reform:  A Comparative Analysis,” in Robert Crowson and William Boyd, eds., Community Development and School Reform (New York:  Elsevier, 2001), pp. 139-170.
  • “Patience and Politics:  Alliance Schools Develop Parental Leadership,” Shelterforce, July/August 2001, vol. 23, no. 4, pp. 8-24.
  • "Community Organizing for Parental Engagement: The Educational Collaboratives of the Texas Industrial Areas Foundation," in Robert H. Wilson, ed., Public Policy and Community: Activism and Governance in Texas (Austin: University of Texas Press, 1997), pp. 166-228.
  • "La résistence pédagogique. Paul Geheeb et l'école de l'Odenwald sous le Nazisme," in Daniel Hameline, Jürgen Helmchen, and Jürgen Oelkers, eds., L'Éducation Nouvelle et le’enjeux de son histoire. Actes du colloque international des Archives Institut Jean-Jacques Rousseau (Frankfurt: Peter Lang, 1995), pp. 105-116 
  • "Radikaler Humanismus: Die Lebensarbeit von Paul und Edith Geheeb in der Odenwaldschule und in der Ecole d'Humanité," Die Reformpädagogik auf den Kontinenten, Hermann Röhrs and Volker Lenhart, eds.,(Frankfurt: Peter Lang, 1994), pp. 249-258 
  • "Promising Practices in the Social Studies," Promising Practices in Teaching Social Responsibility, Sheldon Berman and Phyllis LaFarge, eds., (Albany: State University of New York Press, 1993), pp. 163-181 
  • "Impressions of a School Reform in the Year of German Unification: The Team/Small Group Model," From Two to One: Impressions of German Unification (Bonn: Alexander von Humboldt Foundation, 1992), pp.159-178 
  • "When Did New England Women Acquire Literacy?" with Joel Perlmann, The William and Mary Quarterly, vol. 48, no. 3, 1991, pp. 50-67
  • “Teaching Freedom,” Magazine of History, vol. 3, no. 3/4, 1988, pp. 3-4
  • "A Critical Review and Appropriation of Pierre Bourdieu’s Analysis of Social and Cultural Reproduction," Journal of Education, vol. 168, no. 2, 1986, pp. 96-112 
  • "Reproduction, Contestation, and Political Theater: Reflections on Three Productions," Journal of Education, vol. 168, no. 1, 1986, pp. 93-104 
  • “Synergy and the Modalities of Power,” Praxis:  Perspectives on Development and Change, vol. 4, no. 1, 1985, pp. 41-51


  • Leading from the Middle:  Spreading Learning, Well-being, and Identity across Ontario, with Andy Hargreaves (Toronto:  Council of Ontario Directors of Education, 2018)
  • Labor-Management Collaboration in Education:  The Process, the Impact, and the Prospects for Change, with Ken Futernick, Sara McClellan, and Scott Vince (San Francisco:  WestEd, 2013)
  • The Far Side of Educational Reform, with Andy Hargreaves (Ottawa:  Canadian Teachers’ Federation, 2012)
  • Improving Lower Secondary Schools in Norway, with Beatriz Pont, Diana Toledo, Nancy Hoffman, Kirstie Klette and Pasi Sahlberg (Paris:  Organization for Economic Cooperation and Development, 2011)
  • Professional Responsibility and Active Trust:  Evaluative Commentary Concerning the
  • Blueprint for Reform in Education: Bermuda Public School System Strategic Plan 2010-2015, with Andy Hargreaves and Maureen Hughes (author)
  • The Learning Mosaic:  A Multiple Perspectives Review of the Alberta Initiative for School Improvement with Andy Hargreaves, Robert Crocker, Brent Davis, Dennis Sumara, Pasi Shalberg, Lori McEwen, and Maureen Hughes (Edmonton:  Alberta Education, 2009)
  • The Alberta Initiative for School Improvement:  A Qualitative Case Study with Lori McEwen (Edmonton:  Alberta Education, 2009)
  • The Long and Short of School Improvement with Andy Hargreaves, Michael Evans, Corrie Stone-Johnson, and Deanna Riseman (London:  Specialist Schools and Academies Trust, 2007)


  • Judith Bueschel, “Edith Geheeb:  Eine Reformpädagogin zwischen paedagogischem Ideal und praktischem Schulmanagement,” Paedagogica Historica
  • Catherine Cobb Morocco, Nancy Brigham, and Cynthia Mata Aguilar, “Visionary Middle Schools:  Signature Practices and the Power of Local Invention,” Teachers College Review, on-line version, 31 August 2007
  • Jean Anyon, “Radical Possibilities:  Public Policy, Urban Education, and a New Social Movement,” Urban Education, pp. 502-507
  •  Edward T. Chambers, “Roots for Radicals:  Organizing for Power, Action, and Justice,” Urban Affairs Review, March 2005, pp.  566-568
  • Clarence N. Stone, Jeffrey R. Henig, Bryan D. Jones, and Carol Pierannunzi, “Building Civic Capacity:  The Politics of Reforming Urban Schools,” Urban Education, vol. 38, no. 2, March 2003,  pp. 236-243
  • Anthony Bryk, “Charting Urban School Reform,” American Journal of Sociology, vol. 105, no. 1, July 1999,  pp. 275-277
  • Hildegard Feidel-Merz, “Schulen im Exil:  Die verdrängte Pädagogik nach 1933,” New German Critique, no. 32, 1988


  • Chair, Special Interest Group on Educational Change, American Educational Research Association (served from 2012 to 2015)


  • Journal of Educational Change (12)2, 2011