Barbara A. Storms, Ed.D., Northern Arizona University. Dr. Storms
has been active in curriculum, instruction, and assessment reform efforts
for twenty-five years, first as a secondary teacher and school administrator
in urban schools, then as a program administrator/researcher at Educational
Testing Service, and now as a faculty member in the Department of Educational
Leadership at California State University, East Bay.
Before joining CSUEB, Dr. Storms did extensive curriculum development
work in language arts, literacy, and social studies in a large, urban
school district in Southern California. Her particular curricular interest
relates to writing instruction. She has been a teacher-consultant for
the California Writing Project and a staff developer for a nationally
recognized high school magnet program for writing across the curriculum.
She has also looked at the relationship between teacher training in
writing instruction and student achievement, studied the effectiveness
of classroom writing assignments, evaluated efforts to provide high
school students with early feedback on the quality of their writing
for college writing placement exams, and helped design and conduct
the 1998 NAEP Special Study for Classroom Writing. In addition, Dr.
Storms has worked on state and national research and development projects
related to content standards, performance assessment, and teacher induction.
She coordinated the design of a state-level non-prescriptive, standards-based
portfolio assessment system to evaluate classroom-based student performance
in language arts and mathematics.
Dr. Storms current research efforts revolve around how leaders bring
about change in schools. She is currently studying how involvement
in collaborative inquiry may provide tools for school improvement,
how school leaders’ views of their role influence the improvements
they are able and likely to bring about in schools, and organizational
structures that support school reform. She also continues to explore
questions related to improving the teaching and assessment of writing.
Published articles include:
Storms, B.A. & Gordon, A. (in press). Inquiry as a Strategy
for Leading School Improvement. Educational Leadership and Administration:
Teaching and Program Development. Vol. 17, Fall 2005.
Storms, B.A & Lee, G. (in press). The Contribution of Inquiry
to Developing Collaborative Leaders. In T. J. Kowalski & G. Perreault
(Eds.), Twenty-first century challenges for school administrators, Eleventh
Annual Yearbook of the National Council of Professors of Educational
Administration. Lanham, MD: Scarecrow Press. Fall 2005
Storms, B.A. & Rodriguez, G. M. (in preparation) The Role of Inquiry
in Teacher Leadership:Examining Student Achievement in Multicultural
Settings. In Ramirez, L. & Gallegos, O. (Ed.S). Teaching
in Multicultural Settings.
Brynjulson, M. & Storms, B.A., (2005) Coming together: One district’s
inquiry. Leadership, Vol. 34, No. 3, pp. 16-19.
Using Research to Improve Practice: The Role of Educational Leaders
and Those Who Prepare Them (with G. Lee). Educational Leadership and
Administration: Teaching and Program Development. Vol. 15. pp. 85-94.
Fall 2003.
From Soloists to Ensemble: Shared Accountability for Leadership Preparation
(with M. Szabo, G.M. Rodriguez and S.A. Gonzales). Educational Leadership
and Administration: Teaching and Program Development. Vol. 15. pp.
73-84. Fall 2003.
CFASST Implementation and Reflective Practice: The Interplay of Structures
and Perceptions. (with G. Lee) Issues in Teacher Education. Vol 10.
No. 2. pp 23-38 Fall 2001
Developing Teacher-Leaders: Using Student Portfolios to Reflect on
Teaching and Learning. (with G. Cowan) Tennessee English Journal. Vol.
11 pp 17-21. October 2000.
Focusing on Content and Communication. (with A. Riazantseva and C.
Gentile). California English. Vol.5:4 pp. 26-27. Summer 2000.
Evolving Conceptions of School Leadership: Preparing Administrators
for Cultures of Inquiry (with G. Lee). Educational Leadership and Administration:
Teaching and Program Development. Vol . 11. Fall 1999 pp. 71-82.
The Dreaded Question. California English. Vol.4:1 pp. 15. Fall 1998.
Using Portfolios to Demonstrate Student Skills, Thrust for Educational
Leadership. Vol. 25:7. pp. 6. May/June, 1996.
Standards-Based Performance Assessment: A Status Report. Portfolio
News. Vol. 6:2. Winter 1995. pp.5.
California Learning Assessment System: Building a Portfolio Assessment
System. Portfolio News. Vol. 5: 2. Winter 1994. pp.1, 16-17.
Recent Papers Presented at Conferences
The Influence of Accountability on School Leaders’ School Improvement
Efforts. Paper presented at the annual meeting of the American Educational
Research Association. San Diego, April 2004.
When School Leaders Use Inquiry as a Reform Tool: Developing Leadership
for Collaboration. Paper presented at the annual meeting of the American
Educational Research Association, New Orleans, LA, April 2002.
Effective Strategies for Teaching Bold, Socially Responsible Leadership.
Paper presented at the annual meeting of the American Educational Research
Association, New Orleans, LA, April 2002. Available at http://edschool.csuhayward.edu/departments/edld/pdf/aera2002paper.pdf
Developing Bold, Socially Responsible Leadership: Strategies for Administrative
Preparation Programs. Paper presented at the annual meeting of the
American Educational Research Association, Seattle, WA, April 2001.
Available at http://edschool.csuhayward.edu/departments/Edld/pdf/bold.pdf
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