Corrie Stone-Johnson

Assistant Professor

Educational Leadership and Policy

 471 Baldy Hall
 (716) 645-1092

Educational change
Educational leadership
Teacher cultures

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Dr. Stone-Johnson received her Ph.D. in Curriculum and Instruction from Boston College. Her research focuses on the impact of mandated reform efforts on educators, specifically teachers in mid-career and teachers and leaders in struggling schools. In addition to this research, Stone-Johnson is also studying teacher leadership and the development of instructional leadership in underperforming public schools, and the challenges of large-scale qualitative research. Stone-Johnson previously taught middle school English in New York City through the Teach For America program.

Dr. Stone-Johnson is the recipient of the 2012 Outstanding Graduate Student Research Award from the Educational Change Special Interest Group (SIG) of the American Educational Research Association.


Stone-Johnson, C. (Accepted). Responsible leadership. To be published in Educational Administration Quarterly.

Stone-Johnson, C. (Accepted). Parallel professionalism in an era of standardisation. To be published in Teachers and Teaching: Theory and Practice.

Stone-Johnson, C. (2012). Not cut out to be an administrator: Generations, change and the career transition from teacher to principal. Education and Urban Society. Prepublished as DOI: 10.1177/0013124512458120

Stone-Johnson, C. (2011). Talkin’ bout my generation: Boomers, Xers, and educational change. Journal of Educational Change, 12(2), pp. 221-239.

Evans, M., & Stone-Johnson, C. (2010). Internal leadership challenges of network participation. International Journal of Leadership in Education, 13(2), pp. 203-220.

Book Chapters

Stone-Johnson, C., & Kew, K. (2013). Systemic educational change: Applying social network theory to lateral learning among principals. In R. Flessner, G. Miller, K. Patrizio, & J. Horwitz (Eds.), Agency in teacher education: Reflection, communities and learning. Lanham, MD: Rowan & Littlefield Publishing Group.

Stone-Johnson, C. (2009). Regenerating teachers. In Rolls, S. & Plauborg, H. (Eds.) Teachers’ career trajectories and work lives. Dordrecht, Netherlands: Springer Publishing.

Hargreaves, A., & Stone-Johnson, C. (2009). Evidence-informed change and the practice of teaching. In Bransford, J., Stipek, D.J., Vye, N., Gomez, L.M., & Lam, D. (Eds.) The role of research in educational improvement. Cambridge, MA: Harvard Education Press.

Other Publications

Stone-Johnson, C. (2013). Bridging the English learner achievement gap: Essential lessons for school leaders by Ray Garcia. Teachers College Record, ID Number: 17101

Stone-Johnson, C. (2012). The legacy of educational administration by Izhar Oplatka. Leadership and Policy in Schools, 11(2), pp. 234-238.

Stone-Johnson, C. (2012). School reform: Agents. Oxford Bibliographies Online. New York: Oxford Press,

Stone-Johnson, C. (2012). School reform: Domains. Oxford Bibliographies Online. Oxford Bibliographies Online. New York: Oxford Press,

Evaluation Reports

Hargreaves, A., Shirley, D., Evans, M.P., Stone-Johnson, C., & Riseman, D. (2006). The long and short of school improvements: Summary of the evaluation report of the Raising Achievement Transforming Learning project of the Specialist Schools and Academies Trust. London, UK: SSAT.