Gray,Julie_211

Dr. Julie Gray

Biography:

Dr. Julie Gray, an Assistant Professor in the Department of Teacher Education and Educational Leadership, teaches graduate courses and conducts research on school-related matters.

Her research includes professional learning communities, school effectiveness, mentoring, enabling school structures, collective efficacy, and academic optimism.

She has written two peer-reviewed book chapters as well as several peer-reviewed journals. They include Planning and Changing Journal, The International Education Journal, Education Administration and Management, International Journal of Education Policy and Leadership, Education Leadership Review, and International Journal of Educational Leadership Preparation.

Gray has presented numerous papers at national conferences about professional learning communities, school climate, and mentoring leaders.

Gray teaches Data-Driven Decisions Using Standardized Student Achievement Data, Principles of Curriculum, Introduction to School Finance, and Leadership in Education: School Improvement Theory and Practice.

Gray was a secondary Spanish and journalism teacher, an instructional coach and district-level new teacher support, and an administrator before she earned a Ph.D. in Educational Leadership at the University of Alabama in 2011. Her dissertation focused on “Professional Communities and the Role of Enabling School Structures and Trust.” 

Degrees & Institutions:

Gray received a bachelor's degree in Spanish from the University of Alabama, and a master's degree in Education from the University of North Florida. She went on to earn her doctorate degree in Educational Leadership from the University of Alabama.

Research:

Her research interests include professional learning communities, school effectiveness, mentoring, enabling school structures, collective efficacy, and academic optimism.  

Current Courses:

  • Principles of Curriculum Development
  • Leadership in Education: School Improvement Theory & Practice

Classes Taught:

    • Data Driven Decisions Using Standardized Student Achievement Data
    • Introduction to School Finance

Special Interests:

  • Editor of Newsletter, Florida Association of Professors of Educational Leadership
  • Assistant Chair of AERA Special Interest Group Research Use

Publications:

    Peer-Reviewed Book Chapters

    • Gray, J. & Tarter, C. J. (2012). Collective efficacy, collegial leadership, and a culture of trust: Predicting academic optimism and overall effectiveness. In M. DiPaola, & P. Forsyth (Eds.), Contemporary Challenges Confronting School Leaders (pp. 93-110). Charlotte, NC: Information Age Publishing.
    • Kearney, W. S., & Gray, J. (2015). Trust and friction: A multi-level analysis of elementary math classrooms in Texas. In M. DiPaola, & W. Hoy (Eds.), Leadership and School Quality (12th Volume in Research and Theory in Educational Administration series, pp. 197-214). Charlotte, NC: Information Age Publishing.

    Articles in Peer-Reviewed Journals

    • Gray, J., Mitchell, R., & Tarter, C. J. (2014, Spring/Summer). Organizational and relational factors in professional learning communities. Planning and Changing Journal, 45 (1/2), 83-98.
    • Gray, J., & Summers, R. (2015). International professional learning communities: The role of enabling school structures, trust, and collective efficacy. The International Education Journal: Comparative Perspectives, 14(3), 61-75.
    • Gray, J., Kruse, S., & Tarter, C. J. (2015). Enabling school structures, collegial trust, and academic emphasis: Antecedents of professional learning communities. Educational Management Administration & Leadership, Advance online publication. doi: 10.1177/1741143215574505 
    • Gray, J. (2016). Investigating the role of collective trust, collective efficacy, and enabling school structures on overall school effectiveness. Education Leadership Review, 17(1), 114-128.
    • Gray, J., & DiLoreto, M. (2016). The effects of student engagement, student satisfaction, and perceived learning in online learning environments. International Journal of Educational Leadership Preparation, 11(1), 98-119.
    • Gray, J., & Summers, R. (2016). Enabling school structures, trust, and collective efficacy in private international schools. International Journal of Education Policy and Leadership, 11(3), URL: http://journals.sfu.ca/ijepl/index.php/ijepl/article/view/651

    Articles in Referred Journals

    • Gray, J. (2016).  Investigating the role of collective trust, collective efficacy, and enabling school structures on overall school effectiveness.  Education Leadership Review, 17(1), 114-128.
    • Gray, J., & DiLoreto, M. (2016).  The effects of student engagement, student satisfaction, and perceived learning in online learning environments.  International Journal of Educational Leadership Preparation, 11(1), 98-119.
    • Gray, J., & Summers, R. (2016). Enabling school structures, trust, and collective efficacy in private international schools.  International Journal of Education Policy and Leadership, 11(3), URL: http://journals.sfu.ca/ijepl/index.php/ijepl/article/view/651

Keywords: professional learning communities, academic optimism, teacher trust, collective efficacy, enabling school structures, school effectiveness, and mentoring

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