Alex J Bowers
Organizational behavior, district effectiveness, data-driven decision making, school and district leadership, educational assessment and accountability, student dropout and at-risk identification, school leadership preparation, student and school technology use, and K-12 school facilities funding. Research methods strengths include data visualization and early student outcome prediction, comparative causal effects research design, comparative organization case-study design, large state and national-level database analysis, and longitudinal multi-level student, school and district achievement analysis.
Google Scholar Profile: http://scholar.google.com/citations?user=aniaFJ4AAAAJ
Bowers, A.J. (2013) Pattern Analysis and Data Visualization of Student Data for Decision Making http://dx.doi.org/10.6084/m9.figshare.654053
Bowers, A.J. (2012) Toward Effective and Efficient School Districts: Facility Finance, Resource Management and Data Driven Decision Making http://dx.doi.org/10.6084/m9.figshare.679400
Recent Co-Edited Books:
Barnett, B.G., Shoho, A.R., Bowers, A.J. (Editors) (2013). School and District Leadership in an Era of Accountability - International Research on School Leadership Volume 4. Charlotte, NC: Information Age Publishing Inc. ISBN: 9781623963828 ( Amazon.com )
Bowers, A.J., White, B.R. (in press) Do Principal Preparation and Teacher Qualifications Influence Different Types of School Growth Trajectories in Illinois? A Growth Mixture Model Analysis. Journal of Educational Administration.
Urick, A., Bowers, A.J. (in press)What are the Different Types of Principals Across the U.S.? A Latent Class Analysis of Principal Perception of Leadership. Educational Administration Quarterly. doi:10.1177/0013161X13489019
Urick, A., Bowers, A.J. (in press) How does Principal Perception of Academic Climate Measure Up? The Impact of Principal Perceptions on Student Academic Climate and Achievement in High School. Journal of School Leadership.
Bowers, A.J., Lee, J. (2013) Carried or Defeated? Examining the Factors that Predict School District Bond Elections in Texas, 1998-2009. Educational Administration Quarterly, 49(5),732-767. doi: 10.1177/0013161X13486278
Bowers, A.J., Sprott, R., Taff, S.A. (2013) Do we Know Who Will Drop Out? A Review of the Predictors of Dropping out of High School: Precision, Sensitivity and Specificity. The High School Journal. 96(2), 77-100. doi:10.1353/hsj.2013.0000 ( Preprint Available )
Bowers, A.J., Berland, M. (2013) Does Recreational Computer Use Affect High School Achievement? Educational Technology Research & Development, 61(1), 51-69. doi:10.1007/s11423-012-9274-1 ( Preprint Available )
Bowers, A.J., Sprott, R.A. (2012) Why Tenth Graders Fail to Finish High School: A Dropout Typology Latent Class Analysis. The Journal of Education for Students Placed at Risk (JESPAR), 17(3), 129-148. doi:10.1080/10824669.2012.692071 ( Preprint Available )
Bowers, A.J., Sprott, R. (2012) Examining the Multiple Trajectories Associated with Dropping Out of High School: A Growth Mixture Model Analysis. The Journal of Educational Research, 105(3), 176-195. doi:10.1080/00220671.2011.552075 ( Preprint Available )
Nunez, A.M., Bowers, A.J. (2011) Exploring What Leads High School Students to Enroll in Hispanic-Serving Institutions: A multilevel analysis. American Educational Research Journal, 48(6), 1286-1313. doi: 10.3102/0002831211408061
Bowers, A.J., Urick, A. (2011) Does High School Facility Quality Affect Student Achievement? A 2-Level Hierarchical Linear Model. Journal of Education Finance, 37(1), 72-94. (weblink) ( Preprint Available )
Urick, A., Bowers, A.J. (2011) What Influences Principal Perception of Academic Climate? A Nationally Representative Study of the Direct Effects of Perception on Climate. Leadership and Policy in Schools, 10(3), 322-348. doi:10.1080/15700763.2011.57792
Bowers, A.J. (2011) What's in a Grade? The Multidimensional Nature of What Teacher Assigned Grades Assess in High School. Educational Research & Evaluation, 17(3), 141-159. doi: 10.1080/13803611.2011.597112( Preprint Available )
White, B., Bowers, A.J. (2011) Principal Effects in Illinois: A Research Brief (IERC 2011-3). Edwardsville, IL: The Illinois Education Research Council, Southern Illinois University Edwardsville. http://www.siue.edu/ierc/publications/pdf/2011-3_Principal_Effects.
Bowers, A.J. (2010) Toward Addressing the Issues of Site Selection in District Effectiveness Research: A 2-Level Hierarchical Linear Growth Model. Educational Administration Quarterly,46(3), 395-425. doi:10.1177/0013161X10375271.
Bowers, A.J. (2010) Analyzing the Longitudinal K-12 Grading Histories of Entire Cohorts of Students: Grades, Data Driven Decision Making, Dropping Out and Hierarchical Cluster Analysis. Practical Assessment, Research & Evaluation (PARE), 15(7), 1-18. http://pareonline.net/pdf/v15n7.pdf
Bowers, A.J. (2010) Grades and Graduation: A Longitudinal Risk Perspective to Identify Student Dropouts. The Journal of Educational Research, 103(3), 191-207.doi:10.1080/00220670903382970 ( Preprint Available )
Bowers, A.J., Murakami-Ramalho, E. (2010) The Research Journal Club: Pedagogy of Research in the Preparation of Students in Educational Leadership. Journal of Research on Leadership Education, 5(10), 335-356. doi:10.1177/194277511000501001 ( Preprint Available )
Bowers, A.J., Metzger, S.A., Militello, M. (2010) Knowing What Matters: An Expanded Study of School Bond Elections in Michigan, 1998-2006. Journal of Education Finance, 35(4), 374-396. doi:10.1353/jef.0.0024 ( Preprint Available )
Militello, M., Gajda, R.H., Bowers, A.J. (2009) The Role of Accountability Policies and Alternative Certification on Principals' Perceptions of Leadership Preparation. Journal of Research on Leadership Education, 4(2), 30-66. doi:10.1177/194277510900400301
Printy, S., Marks, H.M., Bowers, A.J. (2009) Integrated Leadership: How Principals and Teachers Share Instructional Influence. Journal of School Leadership, 19(5), 504-532.(weblink)
Bowers, A.J. (2009) Reconsidering Grades as Data for Decision Making: More than Just Academic Knowledge. Journal of Educational Administration, 47(5), 609-629.
Militello, M., Metzger S., Bowers, A.J. (2008) The High School "Space Race": Implications of a Market-Choice Policy Environment for a Michigan Metropolitan region. Education and Urban Society, 41(1), 26-54.
honors and awards
ORLA 4900: Research and independent study in educational leadership
For students wishing to pursue independent study and/or research on topics not covered in regular courses. Requires faculty member's approval of a study plan, reading list, and final paper or other products or projects. Permission required from individual faculty.
ORL 5521: Introduction to research methods in education
This course meets a departmental requirement for an introductory course on empirical research in education and organizational studies. The goal is to help students be able to access, comprehend, synthesize, and utilize research, to support and facilitate the research efforts of others, and to begin to prepare to conduct their own research. Students read exemplars of published research, along with texts about research design, data collection and analysis, and strategies for assessing the validity and trustworthiness of research. The course covers qualitative, quantitative, and mixed methods approaches to research, such as experiments, surveys, case studies, ethnography, and action research.
ORLA 5530: Action research in organizational behavior
Techniques and methods of designing and conducting action research on organizational problems. Various methodological and organizational issues are addressed regarding the use of action research to foster organizational learning and problem solving through systematic inquiry and reflection. Students conduct an action research project.
ORLA 5689: School heads colloquium
Enrollment limited to 20 participants. The purpose of the symposium is to provide renewal and reflection on issues relevant to school leaders through intensive study and collaboration with professional peers from independent and international schools. Topics include moral leadership and current education issues in public and private schools. Participants also conduct research on a topic of interest to their schools. Through on-site visits, students use the diversity of schools in New York City and the rich cultural resources as a laboratory for learning. Permission required.
ORLA 6900: Directed research and study in education leadership
For students wishing to pursue independent study or original research as they prepare for their doctoral certification examination and/or dissertation proposal. Permission required from individual faculty.
ORLA 7503: Research Seminar
This course provides students the opportunity to discuss their dissertation research in a seminar format, with support and feedback from the instructor and other students. Students are eligible to enroll in this seminar after their dissertation proposal has been approved. Students may enroll in this course once. Permission of the instructor is required.
ORLA 8900: Dissertation advisement in educational leadership
Individual advisement on the doctoral dissertation. Students register for this in the first semester after their dissertation proposal has been approved and continue registering in this (or in another course, with sponsor approval) until the dissertation is completed. Requires ongoing consultation between the student and dissertation sponsor. The fee equals three points at the current tuition rate for each term. Permission required from individual faculty.
Documents & Papers
Download: Alex Bowers CV [PDF]
Download: School and District Leadership in an Era of Accountability [PDF]
Centers and Projects
Full-year and Two-Summer master’s programs and funded fellowships in leadership development for independent school educators. Programs serve early career teachers, mid-career administrators and heads of schools from a broad range of schools around the world. All Klingenstein Center programs focus on instructional leadership, collaboration and teamwork, a commitment to social justice and diversity, and reflective practice.