Melinda

Profile: Melinda Mangin

Associate Professor
Faculty

Melinda Mangin is an Associate Professor in the Department of Education Theory, Policy, and Administration in the Graduate School of Education at Rutgers University. Mangin’s scholarship is informed by her previous experience as a public high school Spanish teacher in New York City. Professor Mangin’s scholarly interests fall into two primary categories: teacher leadership and inclusive schools for transgender people. Additional related subfields include instructional leadership, professional learning, education policy, and diverse students and families.

Dr. Mangin is the recipient of a Spencer Foundation small research grant titled Educational Standards of Care for Transgender Children: How School Leaders Develop Transgender-Inclusive Elementary Schools (2016-2019). Along with her colleague Dr. Catherine Lugg, she is also a recipient of a Spencer Conference Grant (2018-2021). She is a frequent speaker on the topic of transgender children, presenting at the Philadelphia Trans Health Conference, Gender Conference East as well as at local schools and teacher education preparation programs. Dr. Mangin is a founding member and organizer for Stepping Stones, a New York City, PFLAG-affiliated support group for families of transgender and gender expansive children. In addition to her work with transgender communities, Dr. Mangin is a nationally recognized scholar of teacher leadership, the author of a co-edited research volume (Teachers College Press, 2008), a co-authored book of case studies (Teachers College Press, 2010) and 15 peer-reviewed journal articles. Dr. Mangin served as associate editor for Educational Administration Quarterly, 2013-2018. 

Professor Mangin’s work draws upon a variety of theoretical lenses, including queer theories, instructional and distributed leadership theories, learning theories, and organizational theories. These conceptual frames coalesce around a theory of action that posits teachers as key contributors in the improvement process— building the shared knowledge necessary to facilitate improvements in schools. 

Education

 

Ph.D.   Education, Educational Policy;

            Rutgers, The State University of New Jersey, 2005

Ed.M    Social and Philosophical Foundations of Education;

            Rutgers, The State University of New Jersey, 2002

B.A.      Education Studies and Spanish

            Guilford College, NC, 1994

Expertise & Research Interest

 

Teacher Leadership

Educational Leadership

Qualitative Methods

Recent & Selected Publications

 

Books

Stoelinga, S. R. & Mangin, M. M. (2010). Examining Effective Teacher Leadership: A Case Study Approach. Teachers College Press. 

Mangin, M. M. & Stoelinga, S. R. (Eds.). (2008). Effective Teacher Leadership: Using Research to Inform and Reform. Teachers College Press.

Articles

Mangin, M. M., & Stoelinga, S. R. (2011). Peer? Expert? Teacher Leaders Struggle to Gain Trust While Establishing Their Expertise. Journal of Staff Development, 32(3), 48-51.

Mangin, M. M. (2010). Building relationships step by step: One teacher leader’s journey. Journal of Cases in Educational Leadership, June(13), p. 13-20.

DiMeglio, R. A. & Mangin, M. M. (2010). Setting the standard: Role definition for a secondary literacy coach. Journal of Cases in Educational Leadership, June(13), p. 5-12.

Mangin, M. M. & Stoelinga, S. R. (2010). The future of instructional teacher leader roles. The Educational Forum, 74(1), 49-62.

Mangin, M. M. (2009). Literacy coach role implementation: How district context influences reform efforts. Educational Administration Quarterly, 45(5), 759-792.

Mangin, M. M. (2009). To have or not to have? Factors that influence district decisions about literacy coaches. Literacy Coaching Clearinghouse, June 24.

Mangin, M. M. (2007). The role of elementary principals in teacher leadership initiatives. Educational Administration Quarterly, 43(3), 319-357.

Mangin, M. M. (2005). Distributed leadership and the culture of schools: Teacher leaders' strategies for gaining access to classrooms. Journal of School Leadership, 15(4), 456-484.

Firestone, W. A., Mangin, M. M., Martinez, M. C., & Polovsky, T. (2005). Content and coherence in district professional development: Three case studies. Educational Administration Quarterly, 41, 413-448.

Book Chapters

Mangin, M. M. (2008). The influence of organizational design on instructional teacher leadership. In M. M. Mangin & S. R. Stoelinga (Eds.), Effective Teacher Leadership: Using Research to Inform and Reform. Teachers College Press.

Mangin, M. M. & Stoelinga, S. R. (2008). Teacher leadership: What it is and why it matters. In M. M. Mangin & S. R. Stoelinga (Eds.), Effective Teacher Leadership: Using Research to Inform and Reform. Teachers College Press.

Stoelinga, S. R. & Mangin, M. M. (2008). Drawing conclusions about instructional teacher leadership. In M. M. Mangin & S. R. Stoelinga (Eds.), Effective Teacher Leadership: Using Research to Inform and Reform. Teachers College Press.

Mangin, M. M. (2006). Teacher leadership and instructional improvement: Teachers’ perspectives. In W. Hoy & C. Miskel (Eds.), Contemporary Issues in Educational Policy and School Outcomes (Vol. 5) p 159-192. Greenwich, CT: Information Age Publishing.