Carolyn S. Ridenour
Professor and Br. Joseph J. Panzer, S.M., Chair in Education
School of Education and Health Sciences: Educational Leadership, Doctorate of Educational Leadership
- Location: Chaminade Hall, Room 310
- Phone: 937-229-3308
- Email: Contact
- Reviewer for Advancing Women in Educational Leadership Journal
- Reviewer for Educational Policy Journal
- Reviewer for AERA and University Council for Educational Administration (UCEA)
- American Educational Research Association (AERA), Divisions: A-Administration, Organization, and Leadership; D-Measurement and Research Methodology; G-Social Context of Education; H-Research, Evaluation, and Assessment in Schools; L-Educational Policy and Politics. Special Interest Groups: Mixed Methods Research; Multiple Linear Regression, The General Linear Model; School Choice (past chair and program chair); Urban Learning, Teaching and Research; Leadership for Social Justice; Critical Examination of Race, Ethnicity, Class and Gender; Research on Women and Education
- Midwestern Educational Research Association
- Women’s and girls’ education
- Urban schools
- Gender issues in classrooms and learning
- Research methodology (qualitative, quantitative, and mixed)
Selected PublicationsSelected Journal Articles
- Hughes, S. H., & Ridenour, C. S. (In Press). Talking out of school: Crossing and extending borders with collaborative research in girls studies, women’s studies, and teacher education. A. E. Ginsburg & D. Johnson, (Eds.), Difficult Dialogues About 21st Century Girls. Albany: SUNY Press.
- Dahlberg, D., &De Marco, G. M.,Daprano, C., & Ridenour, C. S. (2010).The influence of Title IX on the personal and professional biographies of early career female club volleyball coaches. International Journal of Volleyball Research. 10 (1), 39-47.
- Partlow, M. C., & Ridenour, C. S. (2008). Frequency of principal turnover in Ohio’s elementary schools. Midwestern Educational Researcher 21(2), 15-23.
- Watters, K. B., & Ridenour, C. S. (2007). Status of women in higher education: A metanalysis on institutional reports. R. Martin, (Ed.), Transforming the Academy: Struggles and Strategies for Women in Higher Education, Volume II, pp. 9 -20. Tehachapi, CA: GrayMill.
- Andrews, M., & Ridenour, C. S. (2006). Developing gender knowledge, dispositions, and performances among graduate students in an educational administration preparation program. Journal of Educational Research, 100 (1), 35 – 43.
- Lasley, T. J., II, & Ridenour, C. S. (2005). School choice: Structured through markets and morality. Midwestern Educational Researcher, 18(2), 35-42.
- Ridenour, C. S., & Twale, D. J. (2005). Academic generations: Exploring intellectual risk taking in an educational leadership program. Education, 126 (1), 158-164.
- Ridenour, C. S., Simmons, A. L., Ilg, T. J., & Place, A. W. (2005). "Divertual" learning in education leadership: Implications of teaching cultural diversity online vs. face to face. C. L. Fulmer, & F. Dembowski (Eds.). Educational leadership: Crediting the past, challenging the present, and changing the future. Lanham, MD: Rowman & Littlefield, pp. 157-169.
- Twale, D. J., Ridenour, C. S., & Schaller, M. (2005). Nothing ventured, nothing gained: Intellectual risk-taking and transition in a first-year doctoral cohort. The Journal of College Orientation and Transition, 13 (1), 24-38.
- Ridenour, C.S. (2004). Finding the horizon: Education administration students paint a landscape of cultural diversity in schools. Journal of School Leadership 14(1), 4-31.
- Newman, I., Ridenour, C.S., Newman, C., & DeMarco, G. M. P., Jr. (2003). Typology of purpose: A tool for thinking about research questions, designs, and mixed methods. A. Tashakkori, & C. Teddlie, (Eds.) Handbook of Mixed Methods in Social and Behavioral Research. Thousand Oaks, CA: Sage Publications. Pp. 167-188.
- Twale, D., & Ridenour, C. S. (2003). The sacred and the secular: Aligning a Marianist mission with professional standards of practice in an educational leadership doctoral program. Catholic Education: A Journal of Inquiry and Practice, 7(2), 181-196.
- Ridenour, C.S., & Lasley, T.J. (2002). Teaching as moral activity: How public policy influences urban educational practice. Teacher Education and Practice, 15(1, 2), 7-35.
- Ridenour, C. S., & St. John, E. P. (2002). Private scholarships and school choice: Innovation or class reproduction? L. Miron, L., & E. P. St. John, (Eds.). Reinterpreting urban school reform: A critical-empirical review. Albany, NY: SUNY Press. Pp. 177-205.
- St. John, E.P., & Ridenour, C. S. (2002). School leadership in a market setting: The influence of private scholarships on educational leadership in urban schools. Leadership and Policy in Schools Journal, 1(4), 317-344.
- Ridenour, C.S., First, P.F., Lydon, A., & Partlow, M.C. (2001). Issues of racial, ethnic, and gender diversity in preparing school administrators. T. Kowalski, (Ed.). 2001 21st Century Challenges for School Administrators. Lanham, MD: Scarecrow Press. Pp. 146-164.
- Ridenour, C.S., Lasley, T.J., & Bainbridge, W.L. (2001). The impact of emerging market-based public policy on urban schools and a democratic society. Education and Urban Society 34(1), 66-83.
- St. John, E. P., & Ridenour, C. S. (2001). Market forces and strategic adaptation: The influence of private scholarships on planning in urban school systems. The Urban Review, 33(4), 269-290. (printed and distributed in 2002).
- Wimer, J.W., Ridenour, C.S., Thomas, K., & Place, A.W. (2001). Higher-order teacher questioning of boys and girls in urban public and private elementary mathematics classrooms. The Journal of Educational Research, 95(2), 84-92.
- Ridenour, C. S., & Newman, I. (2008). Mixed Methods Research: Exploring the Interactive Continuum. Carbondale, IL: Southern Illinois University Press.
- Newman, I. and Benz, C.R. (1998). Qualitative-Quantitative Research Methodology: Exploring the Interactive Continuum. Carbondale, IL: Southern Illinois University Press.
- Newman, I., Benz, C.R., McNeil, K., and Weis, D. (1997). Theses and Dissertations: A Guide to Writing in the Social and Physical Sciences. Lanham, MD: University Press of America, Inc.