Michael S. Knapp
Professor, Educational Leadership & Policy Studies
M201 Miller, Box 353600
Dr. Knapp's teaching and research focus on educational leadership and policymaking, school and school system reform, the professional learning of teachers and administrators, and methods of inquiry and policy analysis. Over several decades, he has pursued a program of research that concentrates on the ways in which leadership and policymaking connect to - and exert influence on - classroom teaching and school improvement. In recent years, Dr. Knapp's work as both a scholar and teacher has been probing the meaning and forms of "learning-focused leadership" in schools, districts, and state systems of education.
While Dr. Knapp's work considers a wide range of settings and applications, he has a particular interest in the education of disenfranchised populations, mathematics and science education, and the professional development of educators.
Ph.D., Stanford, 1981
Selected Peer Reviewed Journal Articles
Knapp, M. S. (2008). District reform as organizational and sociocultural learning: How multiple theories shed light on a central leadership problem. American Journal of Education 2008, 114, 521-539.
Loeb, H., Knapp, M. S., & Elfers, A. M.. (2008, April). Teachers' response to standards-based reform: Probing reform assumptions in Washington State. Education Policy Analysis Archives, 16(9).
Gallucci, C., Knapp, M. S., Markholt, A., & Ort, S. (2007). Converging reform ìtheoriesî in urban middle schools: District-guided instructional improvement in small schools of choice. Teachers College Record, 109(21), 2601-2641.
Elfers, A. M., Plecki, M. L., & Knapp, M. S. (2007). Teacher mobility: Looking more closely at the ìMoversî within a State system. Peabody Journal of Education, 81(3), 94-127.
Knapp, M. S. (2004). Professional development as a policy pathway. Review of Research in Education, 27, 109-158.
Portin, B., & Knapp, M. S. (2001). Readiness for reflection: Two schools' response to a data-driven school improvement process. International Journal of Educational Policy, Research, & Practice, 2(2), 103-125.
Knapp, M. S., & Plecki. M. (2001). Investing in the renewal of urban science teaching. Journal of Research on Science Teaching, 38(10), 1089-1100.
Knapp, M. S., Barnard, K., Gehrke, N. J., & Teather, E. C. (1999). The design of an interprofessional, community-responsive curriculum. Teacher Education Quarterly (Fall), 31-52.
Brandon, R. N., & Knapp, M. S. (1999). Interprofessional education and training: Transforming professional preparation to transform human services. American Behavioral Scientist, 42 (5), 876-891.
Knapp, M. S., Bamburg, J., Ferguson, M., & Hill, P. (1998). Converging reforms and the working lives of front-line professionals. Education Policy, 12(4), 397-418.
Copland, M. A., & Knapp, M. S. (2006). Leadership for learning: Reflection, planning, and action. Alexandria, VA: Association for Supervision & Curriculum Development.
Portin, B., Beck, L., Knapp, M. S. , & Murphy, J. (Eds.) (2003). Taking stock and moving on: Local lessons from a national school renewal initiative. Westport, CT: Greenwood Publishing Group..
Hightower, Knapp, M. S., Marsh, J., & McLaughlin, M. W. (Eds.) (2002). School districts and instructional renewal. New York: Teachers College Press.
Weiss, I., Knapp, M. S., Hollweg, K., & Burrill, G. (Eds.) (2002). Investigating the influence of standards: A framework for research in mathematics, science, and technology education. Washington DC: The National Research Council/National Academy Press.
Knapp, M. S., & Associates (1998). Paths to Partnership: Universities and communities as learners in interprofessional education. Lanham, MD: Rowman & Littlefield.
Knapp, M. S., & Associates (1995). Teaching for meaning in high-poverty classrooms. New York: Teachers College Press.
Means, B., Chelemer, C., & Knapp, M. S. (Eds.) (1991). Teaching advanced skills to at-risk students. San Francisco: Jossey-Bass.
Knapp, M. S., & Shields, P. M. (Eds.) (1991). Better schooling for the children of poverty: Alternatives to conventional wisdom. Berkeley, CA: McCutchan.
Kachama, B., Knapp, M. S., Gries, D., & Mzumara. P. (1971). Primary science, Standards 7-8. Zomba, Malawi: the Malawi Government Printer.
Woomer, Q., Kachama, B., Knapp, M. S., & Gries, D. (1969). Primary science,Standards 5-6. Zomba, Malawi: The Malawi Government Printer.
Portin, B. S., Knapp, M. S., Plecki, M. L., & Copland, M. A.. (in press). Supporting and guiding learning-focused leadership in U. S. schools. In MacBeath, J., & Cheng, Y. C. (Eds.), International Encyclopedia of Education, 3rd Edition—Volume XX: Leadership for Learning: International Perspectives. Oxford, U.K.: Elsevier Press..
Copland, M. A., Knapp, M. S., & Swinnerton, J. A. (in press). Data-informed leadership and school improvement. In Kowalski, T. (Ed.), Handbook of Data-based Decisionmaking in Education . Chicago: University of Chicago Press.
Knapp, M. S., Copland, M. A.,& Swinnerton, J. A. (2007). Data-informed leadership: Insights from current research, theory, and practice. In Moss, P. (Ed.), Evidence and decisionmaking—the 106th Yearbook of the National Society for the Study of Education. Chicago: University of Chicago Press.
Gallucci, C., Knapp, M. S., Markholt, A., & Ort. S. (2006). Standards-based reform and small schools of choice: Converging reform theories in three urban middle schools. In Harris, A., & Chrispeels, J. H. (Ed.), Improving schools and educational systems (pp 186-216). London and New York: Routledge:
Knapp, M. S. & Meadows, J. L. (2005). Policy-practice connections in state standards-based reform. In Datnow, A., Leithwood, K., and Bascia, N. (Eds.), International handbook of educational policy. Dordrecht, The Netherlands: Kluwer Press.
Knapp, M. S. (2001). Policy, poverty, and capable teaching. In Biddle, B. W. (Ed.). Social class, poverty, and education. New York: Garland Publishing.
Feldman, S., & Knapp M. S. (2008). Book Review. Elusive justice: Wrestling with difference and educational equity in everyday practice, by Thea Renda Abu El-Haj. Anthropology of Education Quarterly.
College of Education, University of Washington
Box 353600 Seattle, WA 98195-3600