Position: Associate Professor and Chair, Department of Leadership Studies; Program Head, EdD in Administrative Leadership
Location: Room 216A Bowman Building, 20 South Cameron St., Winchester
Phone: (540) 535-3542
Employed Since: 2007
B.A., Middlebury College (English); Ed.M. Harvard Graduate School of Education (International Education concentration); PhD, Vanderbilt University (Leadership & Policy Studies)
Fields of Expertise:
My teaching and research focus on education and related social policy, the social context of education, adult education, and qualitative research methods. I am particularly interested in 1) how individuals make sense of and respond to K-12 policy and program implementation, reform efforts, and change; and 2) how schools, families, and communities can meaningfully partner to support student learning.
Shiffman, C.D. (2018). Supporting immigrant families and rural schools: The boundary spanning possibilities of an adult ESL program. Educational Administration Quarterly.(Published online November 4, 2018.)
Shiffman, C.D. (2017). “It helps me to help them”: A case study of parents in GED classrooms and their children. Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education, 6(3), 5-18.
Shiffman, C.D. (2013). Locating common ground: An exploration of adult educator practices that support parent involvement for school-age children. School Community Journal, 23(2), 185-205.
Shiffman, C.D. (2013). The juggling act: Navigating parent involvement in the welfare reform era. Educational Policy, 27(1), 64-91.
Shiffman, C.D. (2012). Catalysts for change? Examining the roles of teacher leaders and learning communities in externally created professional development programs. Education Leadership Review, 13(1), 35-43.
Shiffman, C.D., Flanary, R.A., & English, F.W. (2012). ESEA Waivers: Considerations for policymakers and stakeholders. NCPEA Policy Brief, 1(1).
Shiffman, C.D. (2011). Making it visible: An exploration of how adult education participation informs parent involvement in education for school-age children. Adult Basic Education and Literacy Journal, 5(3), 161-170.
Shiffman, C.D., Riggan, M., Massell, D., Goldwasser, M., & Anderson, J. (2008). Channeling adaptation: The role of design in enactment patterns. In J.A. Supovitz and E.H. Weinbaum (Eds.), The implementation gap: Understanding reform in high schools. New York: Teachers College Press.
Weinbaum, E.H., Shiffman, C.D., & Goertz, M.E. (2008). Tilting the scales: Central office support for external school improvement programs. In J.A. Supovitz and E.H. Weinbaum (Eds.), The implementation gap: Understanding reform in high schools. New York: Teachers College Press.
Murphy, J. & Shiffman, C.D. (2002). Understanding and assessing the charter school movement. New York: Teachers College Press.
Selected Professional Service
Executive Board Member, International Council for Professors of Educational Leadership (ICPEL), (2017-2020)
Editor, NCPEA Policy Brief (2011-2014)
Peace Corps Volunteer (Taught English as a Foreign Language in a rural middle school in Thailand)