‌Visiting Fulbright Research Professor

Phone: + 44 (0) 28 9097 3761
E-mail: j.nehring@qub.ac.uk
Office: Room 19.01.002, 19 University Square

Dr Jim Nehring is a Visiting Fulbright Research Professor at the Institute (September 2013 - August 2014).

James Nehring joins the Institute  from the University of Massachusetts Lowell, where he serves as associate professor of education.  He is also a founding faculty member of the Peace and Conflict Studies Program there.  He is currently interested in learning from schools serving low income communities that show evidence of teaching the whole child while excelling with state accountability metrics.  He is leading an international study of such schools in jurisdictions with a history of educational inequality.

Nehring served as a secondary level teacher and school principal for twenty five years.  He is the author of five books and numerous articles.  He works with schools to build capacity for teacher-led efforts that deepen student engagement and learning.  

Books

• The Practice of School Reform:  Lessons from two centuries. SUNY Press. 2009. 

• Upstart Startup:  Creating and Sustaining a Public Charter School.  Teachers College Press.  2002. 

• The School Within Us: The Creation of An Innovative Public School.  SUNY Press, 1998. 

• The Schools We Have the Schools We Want:  An American Teacher on the Front Line.  Jossey-Bass.  1992

• Why Do We Gotta Do This Stuff, Mr. Nehring?  Notes from a Teacher’s Day in School.  Random House: Fawcett Columbine, 1990; M. Evans, 1989.

Selected Articles

• Nehring, J.& O’Brien, E. (2012)  Strong agents and weak systems: University support for school level improvement.  Journal of Educational Change, 13(4), 449-485.

• Nehring, J. (2012).  The centrality of context:  Theodore Sizer and the high flying adventure of common principle six.  Journal of Thought. 47(1), 57-65.                 

• Nehring, J. (2011)Are we headed in the wrong direction?.Phi Delta Kappan. 93(2), 80.

• Nehring, J. & Fitzsimons, G. The professional learning community as subversive activity: Countering the culture of conventional schooling. Professional Development in Education.  37(4), 513-535.

• Nehring, J. & Lohmeier, J. (2010).  Leadership challenges converting a large high school to small schools:  A follow-up study.  NASSP Bulletin, 94(3), 184-212.                     

• Nehring, J., Laboy, W., & Catarius, L. (2010) Connecting reflective practice, dialogic protocols, and professional learning. Professional Development in Education, 36(3), 399-420.                      

• Nehring, J., Lohmeier, J. & Colombo, M.  (2009). Conversion of a large, urban high school to small schools:  Leadership challenges and opportunities. NASSP Bulletin, 93 (1), 5-26.

• Nehring, J. (2007). Conspiracy theory:  Lessons for leaders from two centuries of school reform.  Phi Delta Kappan, (88,) 6, 424- 432.