Corrie Stone-Johnson

Corrie Stone-Johnson is an Associate Professor of Educational Administration at UB and the Editor-in-Chief of the Journal of Educational Change, published by Springer. Previously, she was the Associate Editor of the journal Leadership and Policy in Schools published by Taylor & Francis. Her research in educational change and leadership examines the social and cultural aspects of change, highlighting the ways in which people interact to foster or impede reform in a context of accountability. She is particularly concerned with understanding the social contexts and organizational cultures within which teachers, leaders, and school support staff experience change. She is the author of the book Generational Identity, Educational Change, and School Leadership published in 2016 by Routledge. She holds degrees from Boston College Lynch School and Tufts University.

• PhD, Boston College

• GSE Dean's Apple Award; Graduate School of Education; 2018-05-23;
• Faculty In Residence Fellowship; Graduate School of Education; 2017-10-31;

• Gorlewski, J., Winkelsas, A., Rosenblith, S. N., Stone-Johnson, C., Etopio, E., Gorlewski, D., Karalis Noel, T., Finocchio, B., Seccia, A., Zhai, L., Kearney, E., Liu, X., Shafaei, N. & Shedrick, T. (2021). A case for change in teacher preparation: Developing community-based residency programs. Routledge.

• Stone-Johnson, C., Hubbard, L., Steilen, K., & Resultan, B. (2023). Responsible school leadership: Exploring role expansion in crisis and beyond. Journal of School Leadership, online first.
• Stone-Johnson, C., & Weiner, J. (2022). Theorizing school leadership as a profession: A qualitative exploration of the work of school leaders https://doi.org/10.1108/JEA-05-2021-0112
• Stone-Johnson, C., Gray, C., & Wright, C. (2020). Learning to lead socially just schools: An exploration of candidate readiness for equity-focused principal preparation. Professional Development in Education.

• Stone-Johnson, C., Gray, C., & Wright, C. (2021). Learning to lead socially just schools: An exploration of candidate readiness for equity-focused principal preparation in the United States. Professional Development in Education, 47(1), 36-49.

• Husain, A.N., Meyers C., & Stone-Johnson, C. (2021). School turnaround lessons for policy and practice: A systemic review of research and evaluation. Paper presented at the Annual Meeting of the American Educational Research Association.;
• Winkelsas, A., Stone-Johnson, C., Zhai, L., Gorlewski, J., Etopio, E., Rosenblith, S., and Seccia, A., (2021). Identity and professional socialization in an urban teacher residency program. Paper presented at the Annual Meeting of the American Educational Research Association.;
• Stone-Johnson, C., & Weiner, J. (April, 2020). Navigating the tensions of professional obligation: An exploration of school principals’ professionalism and work. Presentation at the annual meeting of the American Educational Research Association, San Francisco, CA. (conference cancelled).;
• Stone-Johnson, C., & Weiner, J. (November, 2019). All bound up: Investigating school principals’ views of the profession. Presentation at the annual meeting of the University Council for Educational Administration, New Orleans, LA.;
• Thompson, A., Smith, K., Cantaffa, D., Stone-Johnson, C., & Darfler-Sweeney, P. (October, 2019). Supporting college-district partnerships to enhance leader development. Roundtable presentation at the annual meeting of NSATE/NYACTE, Saratoga Springs, NY.;

• Turnaround Micro-Credential; State; New York State Department of Education; Awarded; (06/01/2019-09/30/2020)
• The University at Buffalo Teacher Residency (UBTR) Program; Federal; US Department of Education Teacher Quality Partnership Grant; Awarded; (05/20/2019-05/20/2019)
• P20 Buffalo Public Schools; State; New York State Department of Education; Awarded; (05/01/2019-09/30/2020)
• Newcomer Family Engagement in Schools: The School Leader Perspective; Foundation and Research Organization; Les Brun Research Endowment Fund, School of Social Work, University at Buffalo; Awarded; (10/01/2018-09/30/2019)
• Exploring the Glass Cliff in Educational Administration; Local; Gender Institute-University at Buffalo; Awarded; (07/01/2015-06/30/2016)

• Reviewer, UCEA proposals
  05/01/2018-05/31/2018
• Reviewer, Routledge Resource
  10/01/2017-10/31/2017

• Mentor, Educational Change SIG
  04/01/2018-04/30/2018
• Board Member, Journal of Educational Change
  01/01/2018-05/31/2020
• Executive Committee, CADEA
  09/01/2017-08/31/2018

• Editor in Chief; Journal of Educational Change
  09/01/2020-08/31/2024
• Associate Editor; Leadership and Policy in Schools
  09/01/2011-05/31/2022