Michael Cohen

Contact Information

Education

Ed.D., Educational Leadership, Management, and Policy, Seton Hall University, South Orange, New Jersey

M.A., English, Indiana University, Bloomington, Indiana

B.A., English, Rutgers University, New Brunswick, New Jersey

Professional/Academic Experience

Manager of Assessment Support (district office); Assistant Principal (high school); Supervisor of English Language Arts (district office); English Department Chair (high school); English teacher (high school).

 

Research/Areas of Interest

Education reform; market-based reforms and privatization; New Public Management; educator professionalism; accountability; critical policy studies

 

Publications/Creative Works

Cohen, M. I. (2025). Constructions of choice in U.S. education policy discourse, 1994-2020:  A corpus-assisted analysis. Discourse: Studies in the Cultural Politics of Education, 46(5), 659-674.. DOI: https://doi.org/10.1080/01596306.2025.2451864 

Cooney, J., Cohen, M. (2023). Multiple Logics of Curriculum Leadership: How a Large Public School District Manages Institutional Complexity. Educational Administration Quarterly, 60(1).. DOI: 10.1177/0013161X231217987

Cohen, M. I. (2022). Business-Inspired School Reform in the Era of Financialization: Not Business as Usual. Educational Policy, 36(3), 624-652.. DOI: 10.1177/0895904820904736

Cohen, M. I. (2021). Education populism? A corpus-driven analysis of Betsy DeVos's education policy discourse. Education Policy Analysis Archives, 29(16), 1-30. https://epaa.asu.edu/ojs/

Anderson, G.L., Cohen, M.I. (2018). The New Democratic Professional in Education: Confronting Markets, Metrics, and Managerialism. New York, NY: Teachers College Press.

Anderson, G. L., Cohen, M.I. (2015). Redesigning the identities of teachers and leaders: A framework for studying new professionalism and educator resistance. Education Policy Analysis Archives, 23(85). https://epaa.asu.edu/ojs/article/view/2086/1653

Anderson, G. L., Cohen, M.I., Seraus, M. (2015). Urban leadership, neoliberalism, and new policy technologies. M. Khalifa, C.G. Overton, & N. Witherspoon (Eds.), The handbook of urban school leadership. New York: Rowman & Littlefield.

Cohen, M.I. (2014). 'In the back of our minds always': Reflexivity as resistance for the performing principal. International Journal of Leadership in Education: Theory and Practice, 17(1), 1-22. DOI: 10.1080/13603124.2013.804208