Dr. Edward J. Fuller

Dr. Edward J. Fuller
Phone: 8148652233
Office Address:
204D Rackley Building
University Park, PA 16802
Campus: University Park

Title

Associate Professor of Education (Educational Leadership)

Department

Education Policy Studies

Centers

Center on Rural Education and Communities (CREC)
Center for Evaluation and Education Policy Analysis (CEEPA)

Programs

Educational Leadership

Biography

Ed Fuller is an associate professor in the Department of Education Policy Studies in the College of Education at the Pennsylvania State University. His research interests include: educator (teacher, principal, and central office administrator) quality, distribution, mobility, turnover, and career pathways; educator preparation; school improvement; evaluation; and, charter schools. Prior to joining the Penn State faculty, he was a special research associate and adjunct faculty at the University of Texas at Austin. He has also served as the Director for Research at the Texas State Board for Educator Certification and Program Director for Evaluation at the Charles A. Dana Center at The University of Texas at Austin. He received three degrees from The University of Texas at Austin: Bachelor of Science in Education, Master’s Degree in Educational Administration (Principalship Program), and a PhD in Educational Administration (Policy and Planning). He was a secondary mathematics teacher in a rural district and urban district before returning for his master’s degree.

Dr. Fuller also serves as the Director of the Penn State Center for Evaluation and Education Policy Analysis (PCEEPA) and as Associate Director of Policy for the University Council for Educational Administration. PSCEEPA provides evaluation assistance to schools, school districts, and organizations in the Commonwealth and across the nation. The Center also focuses on providing analyses of education policies in the Commonwealth and across the nation.

As UCEA Associate Director of Policy, Dr. Fuller will work with the UCEA President and Executive Committee to review policy proposals, develop policy agendas, develop coalitions with other groups, educate state and policymakers, and engage UCEA members in the policy process. This position builds on his wealth of experience in working with the Texas Legislature from 1997 through 2011.

Areas of Expertise

Age Levels

Adolescence
Childhood

Education Levels

Middle School/Junior High
Primary/Elementary
Secondary/High School

Education Types

Minority Ed
Public Ed
Rural Ed
Urban Ed

Educational Studies

Policy

Leadership Preparation

Educational Leadership
Principal Prep
Superintendent Prep
Teacher Prep

Methodological Research

Evaluation
Policy Analysis
Quantitative Research

Organizational Management

Management & Leadership

Social Issues

Charter Schools
Education Policy
Race and Ethnicity

Education History

B.S. Secondary Education: The University of Texas at Austin (1989) MEd in Educational Administration: The University of Texas at Austin (1994) PhD in Educational Administration[Education Policy and Planning]: The University of Texas at Austin (2001)

Representative Publications

Fuller, E. J. & Hollingworth, L. (January, 2017). Questioning the Use of Outcome Measures to Evaluate Principal Preparation Programs. http://www.tandfonline.com/doi/full/10.1080/15700763.2016.1270332

Fuller, E.J., Reynolds, A., & O’Doherty, A. (2016). Recruitment, selection, and placement of educational leadership students. In Crow, G. and Young, M. (eds.). Handbook of Research on the Education of School Leaders. New York, Routledge.

Fuller, E.J., Hollingworth, L., & An, B. (June, 2016). The Impact of Personal and Program Characteristics on the Placement of School Leadership Preparation Program Graduates in School Leader Positions. Educational Administration Quarterly. doi: 10.1177/0013161X16656039

Fuller, E.J. Hollingworth, L.& Liu, J. (2015). Fifty-State Review of Principal Evaluation Policies. Journal of Research on Leadership Education. 10(3): 164-195.

Fuller, E.J., Hollingworth, L., & Young, M.D.  (2015). Working Conditions of Principals in Small and Mid-Sized Urban Districts. In Sanzo, K. & Scribner, J. (eds.) Small and Mid-Sized Urban Districts.

Fuller, E. J., & Hollingworth, L. (August, 2014). A Bridge Too Far? Challenges in Evaluating Principal Effectiveness. Educational Administration Quarterly, 50: 466-499.

Crawford, E. & Fuller, E.J. (Accepted January 2015). A dream attained or deferred: An examination of production and placement of Latino administrators in Texas. Urban Education, 30 pages doi: 10.1177/0042085915602537

Fuller, E. J., & Hollingworth, L. (Accepted December, 2014; Published December, 2016). Evaluating Principal Preparation Programs Based on Placement Rates: Problems and Prospects for Policy Makers. Journal of Research in Leadership Education,  11, 3: pp. 237-271.

Fuller, E. J. (Jan/Feb, 2013). Shaky Methods, Shaky Motives A Critique of the National Council of Teacher Quality’s Review of Teacher Preparation Programs. Journal of Teacher Education, 65(1): 63-77. *Most read article on Journal of teacher Education website for 2014

Fuller, E.J., Young, M.D., & Baker, B. (Spring 2011) Do principal preparation programs influence student achievement through the building of teacher-team qualifications by the principal? An exploratory analysis. Educational Administration Quarterly, 47: 173-216.


Activities and Honors

Other Positions

Executive Director, Penn State Center for Education Evaluation and Policy Analysis

Associate Director for Policy and Advocacy, University Council for Educational Administration

Awards

Jay D. Scribner Mentoring Award (2013) University Council for Educational Administration