About Jill Bradley-Levine
My research has centered on the professionalization of teaching around three areas: (1) the development of and participation in communities of learning, (2) teacher agency through leadership initiative, and (3) instructional innovation.
Director of Research
Center of Excellence in Leadership of Learning (CELL), University of Indianapolis
Designed and conducted research to evaluate program and initiative effectiveness, and inform improvement efforts for CELL projects. Partnered with schools and districts to examine school culture, teacher leadership, parent engagement, program effectiveness, instructional initiatives, and community perceptions through quantitative and qualitative metrics and analysis. Wrote grants to support existing and new initiatives including the Indiana STEM Teacher Recruitment Fund Grant, which funded the statewide STEM Teach program.
School of Education, University of Indianapolis
Taught undergraduate and graduate education courses utilizing instructional technologies and innovative pedagogies.
Center for Urban and Multicultural Education (CUME), Indiana University, Indianapolis, Indiana, June 2007-May 2009
Designed multiple program evaluation plans for community and education partners.
Ph.D. Education Policy Studies
Indiana University School of Education, Bloomington, Indiana
M.A. Secondary Education
Ball State University Graduate School, Muncie Indiana
B.A. English Education
Ball State University Honors College, Muncie Indiana
Research and Publications
Bradley-Levine, J. (2017). What complicates or enables enactment of teacher leadership. The Qualitative Report, 22(7), 1975-1988. Retrieved from http://nsuworks.nova.edu/cgi/viewcontent.cgi?article=2418&context=tqr
Bradley-Levine, J. & Mosier, G. (2017). Examination of the New Tech Model as a holistic democracy. Democracy & Education, 25(1), 1-13. Retrieved from http://democracyeducationjournal.org/home/vol25/iss1/3/
Bradley-Levine, J. (2016). Demands for school leaders. International Journal of Teacher Leadership, 7(2), 28-44. Retrieved from https://www.cpp.edu/~ceis/education/international-journal-teacher-leadership/documents/Bradley-Levine_IJTL.pdf
Angelov, A. & Bradley-Levine, J. (2016). Impact of family on the learner. In S. Abebe (Ed.), Diversity in Education: An Integrated Framework beyond Chalk and Talk. Ronkonkoma, NY: Linus Publications.
Bradley-Levine, J., Lee, J. & Mosier, G. (2016). Teacher mentoring as a community effort: How a teacher education program supported novice science and math teachers. School Science and Mathematics, 116(2), 71-82.
Carr, K.M. & Bradley-Levine, J. (2016). Translational research design: Collaborating with stakeholders for program evaluation. The Qualitative Report, 21(1), 44-58.
Mosier, G. G., Bradley-Levine, J., & Perkins, T. (2016). Students’ perceptions of project-based learning within the New Tech School model. International Journal of Educational Reform, 25(1), 2-16.
Bradley-Levine, J. & Carr, K.M. (2015). Critical theory and Catholic Social Teaching: A research framework for Catholic schools. Catholic Education: A Journal of Inquiry and Practice, 19(1), 27-43.
Bradley-Levine, J., Mosier, G., & Perkins, T. (2014). Perceptions of teacher leadership within the New Tech High School Model. International Journal of Teacher Leadership, 5(1), 1-18.
Bradley-Levine, J. (2012). Developing critical consciousness through teacher leader preparation. Journal of School Leadership, 22(4), 751-770.
Bradley-Levine, J. (2011). Using case study to examine teacher leader development. Journal of Ethnographic and Qualitative Research, 5(4), 246-257.
Scribner, S. P., & Bradley-Levine, J. (2010). Cultural resources for constructing the meaning of teacher leadership in a technology-driven urban high school reform. Education Administration Quarterly, 46(4), 491-522.
Bradley-Levine, J., Smith, J., & Carr, K. (2009). The role of action research in empowering teachers to change their practice. Journal of Ethnographic and Qualitative Research, 3(3), 152-161.
Bradley-Levine, J. (2008). The Private Finance Initiative: Teacher perceptions of job satisfaction, support, and morale at one PFI school in the UK. Journal of School Public Relations, 29(1), 74-90.
Bradley-Levine, J. (2008). The road to degrees for teachers in England: 1833 to 1944. American Educational History Journal, 35(1), 81-92.