Faculty Research Profiles: Brad Kose

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Assistant Professor

Educational Organization & Leadership
332 Education Building
1310 S. 6th St. MC 708
217 333-2802
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Research Biography

My scholarship and research centers on principal leadership and teacher professional development for social justice. While my qualitative research examines how school principals influence this transformative teacher learning, my quantitative research investigates the impact of transformative leadership and professional development on the academic achievement of student groups disaggregated by race/ethnicity, socioeconomic status, and other demographics.

Degrees

  • Ph.D., Educational Leadership and Policy Analysis, University of Wisconsin-Madison, 2005
  • M. Ed., Elementary Education, The Ohio State University, 1998
  • M.A., Educational Policy & Leadership, The Ohio State University, 1996
  • B.A., Psychology, The Ohio State University, 1995

Key Professional Appointments

  • Assistant Professor, Educational Organization & Leadership, University of Illinois, Urbana-Champaign, 2005--

Activities & Honors

  • Best Research Award, National Staff Development Council, 2006
  • Editorial Review Board, Journal of School Leadership, 2005- present

Grants

  • Principal Investigator, Traditional Faculty Fellow: Examining the Impact of Transformative Principal Leadership and Professional Learning on Elementary Student Outcomes, Bureau of Educational Research, 2008

Selected Publications

  • Kose, B. W. (2007). Principal leadership for social justice: Uncovering the content of teacher professional development. Journal of School Leadership, 17, 276-312.
  • Kose, B. W. (2007). One principal's influence on sustained, systemic, and differentiated professional development for social justice. Middle School Journal, 39(2), 34-42.
  • Bredeson, P. V., & Kose, B. W. (2007). Responding to the education reform agenda: A study of school superintendents. Education Policy Analysis Archives, 15(5),1-24.
  • Kose, B. W. (2005). Professional development for social justice: Rethinking the end in mind. Journal of Research in Teacher Education, Umeå, Sweden, 12(3), 78-102.