Degrees:
M.A., New York Univ.
B.A., Bowdoin College
Alexandra Lamb joins the Trinity faculty as a Visiting Lecturer in Educational Studies to teach a new course, Educ 322: Leadership for Educational Change, in Spring 2022. She earned a Bachelor's degree in anthropology at Bowdoin College, a Masters of Arts in Teaching from New York University, and plans to receive her Ph.D. in Educational Leadership from the University of Connecticut in 2022. Her research uses organizational and institutional lenses to understand how schools and districts change with the introduction of educational technology programs. Specifically, she examines how educational leaders create conditions for positive change in the presence of technology that supports deeper learning, more equitable schooling, and better student outcomes. Her most recent work in the Journal of Educational Administration examines 1:1 technology as a feature of the educational infrastructure of school districts. Previously, she was an educator, leader, and technology integrator in K-12 schools.
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Educational Leadership
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Instructional Technology
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Organizational Change
EDUC-322
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Leadership for Educational Change
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Educational Change
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Educational Technology
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Organizational Theory
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Educational Leadership
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Lamb, A. J. & Weiner, J.M. (2021) Technology as infrastructure for change: District leader understandings of 1:1 educational technology initiatives and educational change. Journal of Educational Administration, 59(3), 335-351.
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Lamb, A. J. & Weiner, J. M. (2018). Institutional factors in iPad rollout, adoption, and implementation: Isomorphism and the case of the Los Angeles Unified School District’s iPad initiative. International Journal of Education in Mathematics, Science and Technology (IJEMST), 6(2), 136-154.
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Lamb, A. J. & Weiner, J. (2018) Extending the research on 1:1 technology integration in middle schools: A call for using institutional theory in educational technology research. Middle Grades Review 4(1).
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Lamb, A. J. (May, 2018). Assessing the capacity for change: Preparing a district for a 1:1 technology initiative. Center for Education Policy Analysis, Research, and Evaluation, University of Connecticut, Storrs, CT.
- Weiner, J. M. & Lamb A. J. (2020). Exploring the possibilities and limits to transfer and learning: Examining a teacher leadership initiative using the theory of action framework. Journal of Educational Change, 21(2), 267–297.
- Kamin, S.J. & Lamb, A. J. (June 2021). Grade Retention After COVID-19: Evidence-based Guidance. Center for Education Policy Analysis, Research, and Evaluation, University of Connecticut, Storrs, CT.
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The Center for the Advanced Study of Technology Leadership in Education (CASTLE) Research Affiliate, National Program Center, UCEA, 2021
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Graduate Student Research Award, AERA Educational Change Special Interest Group, 2020
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Dean’s Doctoral Scholar, University of Connecticut, Neag School of Education, 2016-2020
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Doctoral Dissertation Fellowship, University of Connecticut, The Graduate School, 2020
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Gloria A. Murray Scholarship, University of Connecticut, Neag School of Education, 2019
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Foster-Polite Scholarship, Division A Graduate Student Committee, AERA 2019
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