Donald J. Peurach
Donald J.Peurach's research, teaching, and outreach focus on the production, use, and management of knowledge in practice, among social innovators and those they seek to serve. As such, his work sits squarely at the intersection of educational policy, leadership, and innovation.
Peurach examines these issues in the context of large-scale, network-based educational improvement initiatives, focusing specifically on how these networks continuously learn and improve over time. Currently, Peurach is engaged in three projects that aim to advance this agenda:
- With support from the Spencer Foundation, Peurach is collaborating with researchers from the University of Michigan and Northwestern University on a comparative study of educational infrastructure within diverse, instructionally-focused educational systems.
- As a Fellow of the Carnegie Foundation for the Advancement of Teaching, Peurach is collaborating with a community of researchers and practitioners to understand and support the leadership of large-scale, continuously-improving networks.
- With support from the Microsoft Corporation, Peurach is collaborating with faculty members from the School of Education, the Ross School of Business, and the School of Information on the development of a series of massive open online courses (MOOCs) designed to support teams of educators in leading improvement at scale.
Peurach is the author of Seeing Complexity in Public Education: Problems, Possibilities, and Success for All (2011,Oxford University Press) and a co-author of Improvement by Design: The Promise of Better Schools (2014, University of Chicago Press).
Peurach's perspectives and research have also been featured in commentaries, press reports, and op-ed pieces, as well as in recent blogs from the Huffington Post, the William T. Grant Foundation, and the Carnegie Foundation for the Advancement of Teaching.
Currently, Peurach serves as a Fellow of the Carnegie Foundation for the Advancement of Teaching and as a Faculty Associate in the Center for Positive Organizations in the Ross School of Business.
In 2016, Peurach received an Outstanding Reviewer of the Year Award from Educational Administration Quarterly. In 2013, Peurach received the School of Education's Evan G. and Helen G.Pattishall Junior Faculty Research Award. In 2011, he received the Paula Silver Case Award from the University Council of Educational Administration for the most outstanding case published in the 2010 volume of the Journal of Cases in Educational Leadership.
Prior to joining the School of Education as a faculty member in 2011, Peurach served as an assistant professor at Michigan State University and at Eastern Michigan University. He also served as a researcher on U-M's Study of Instructional Improvement. Before pursuing an academic career, Peurach was a high school mathematics teacher and, before that, a systems analyst in manufacturing, health care, and higher education.
Peurach holds a BA in computer science from Wayne State University, an MPP from the Ford School of Public Policy at U-M, and a PhD in Educational Studies from the School of Education at U-M.
Peurach, D.J. (2011). Seeing complexity in public education: Problems, possibilities, and success for all. New York, New York: Oxford University Press.
Cohen, D. K., Peurach, D. J., Glazer, J. L., Gates, K., & Goldin, S. (2013). Improvement by design: The promise of better schools. Chicago, IL: University of Chicago Press.
Peurach, D. J. & Glazer, J. L. (2016). Reading Recovery as an epistemic community: A case of occupational control ineducation. Journal of Education for Students Placed At Risk, 21 (1), 1-9.
Peurach, D. J., Glazer, J. L., & Lenhoff, S. W. (2016). The developmental evaluation of school improvement networks. Educational Policy, 30 (4), 606-648.
Peurach D. J., & Lenhoff, S. W., & Glazer, J. L. (2016). Large scale highschool reform through school improvement networks: Examining possibilities for "developmental evaluation." TeachersCollege Record (Yearbook), 118 (14).
Glazer, J. L. & Peurach, D. P. (2015). Occupational control in education: The logic and leverage of epistemic communities. Harvard Educational Review, 85 (2), 172-202.
Peurach, D. J. & Neumerski, C. M. (2015). Mixing metaphors: Building infrastructure for large scale school turnaround. Journal of Educational Change, 16 (4), 379-420.
Glazer, J. L. & Peurach, D. P. (2013). School improvement networks as a strategy for large-scale education reform: The role of environments. Educational Policy, 27(4), 676-710.
Peurach, D. J. & Glazer, J. L. (2012). Reconsidering replication: New perspectives on large-scale school improvement. Journal of Educational Change, 13 (2), 155-190.
Peurach, D. J. & Gumus, E. (2011). Executive leadership in school improvement networks: A conceptual framework and agenda for research. Current Issues in Education, 14 (3), 1-17.
Peurach, D. J. (2015). Intelligently partnering for Common Core implementation. In J. A. Supovitz and J. P. Spillane (Eds.). Challenging standards: navigating conflict and building capacity in the era of the Common Core (pp.113-122). Lanham, MD: Rowman-Littlefield.
|9/1/2015 - ongoing||A Comparative Study of School Systems: Infrastructure, Practice, and Instructional Improvement
Granting Agency: Northwestern University/Spencer Foundation
|12/1/2014 - 8/31/2015||Leading and Managing i3-Funded Projects: New Perspectives on the Practice of Educational Reform
Granting Agency: WT Grant Foundation
|1/1/2013 - 8/31/2014||Collaborative Learning in School Improvement Networks
Granting Agency: Spencer Foundation
|1/1/2010 - 9/30/2011||Building Capacity for Instructional Leadership
Granting Agency: Michigan Department of Education
|1/1/2009 - 6/30/2010||Nongovernmental Support for School Improvement: Executive-Level Practices, Capabilities, and Learning
Granting Agency: Michigan State University College of Education
|1/1/2006 - 8/30/2007||Extending the Study of Instructional Improvement
Granting Agency: National Science Foundation