Leadership, Policy, and Development: Educational Leadership and Policy Studies
College of Education and Behavioral Sciences
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
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).
Education reform; market-based reforms and privatization; New Public Management; educator professionalism; accountability; critical policy studies
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