Ed.M., Harvard University Graduate School of Education, 1996
B.A., Tufts University, 1990
Magno, C. (2013). Comparative
perspectives on international school leadership: Policy, preparation
and practice. New York, NY: Routledge, Inc.
Magno, C. (2002). The new pythian
voices: Women building political capital in NGOs in the Middle
East. New York, NY: Routledge, Inc.
Magno, C. & Kirk, J. (2010).
Sight unseen: Mining images of girls’ education. Girlhood
Magno, C. & Schiff, M.
(2010). Culturally-responsive leadership: Best practice in integrating
students. Intercultural Education 21(1), 87-91.
Magno, C. (2009).
Re-imagining a school leadership paradigm in the post-socialist context. European
Education: Issues and Studies 43(1), 23-41.
Magno, C. (2008). Refuge from
crisis: Refugee women build political capital. Globalisation, Societies
and Education 6(2), 119-130.
Magno, C. & Kirk, J.
(2008). Imaging girls: Visual methodologies and messages for girls’ education.
Compare: A Journal of Comparative Education 38(3), 349-362.
Magno, C. & Silova, I.
(2007). Teaching in transition: Examining school-based gender inequities in the
post-Socialist region. Journal of International Educational Development 27(6), 647-660.
Silova, I. & Magno, C.
(2004). Gender equity unmasked:
Revisiting democracy, gender, and education
Central/Southeastern Europe and the former Soviet Union. Comparative Education
Review 48(4), 417-442.
Magno, C. (2002). Minding the political
gap: The educational imperative of NGOs.
Current Issues in
Comparative Education [Online], 5(1). Available at: http://www.tc.columbia.edu/cice/vol5nr1
/cm151.html [January 2003].
Gerson, J., Gubuan, D., Magno, C., Nakano,
M., Newton, S. & Susa, F. 1997, Winter. Codes for
interpersonal and intergroup relations in a world of conflict and change. Holistic Education Review,
Magno, C. & Kazimzade, E.
(2014). Women as school leader
entrepreneurs in Azerbaijan. In Asian
educational leadership and leadership education, Jamaliah Abdul Hamid and Narcisa Paredes-
Canilao, Eds. Diliman, Quezon City: University of Philippines Press.
Magno, C. (2007). Res
publica revisited: Gendered empowerment in NGOs. In The Agency and
Structure of Women’s Education, Mary Ann Maslak, Ed. New York: SUNY Press.
Magno, C. (forthcoming,
2015). Educational leadership in global context. In Educational Leadership
Perspectives, Norris Haynes, Sousan Arafeh
and Jess Gregory, Eds. Lanham, MD: University Press
McDaniels, C. & Magno, C. (forthcoming, 2015). Leadership and social justice. In Educational
Leadership Perspectives, Norris Haynes, Sousan Arafeh and Jess Gregory, Eds. Lanham, MD:
University Press of America.
Magno, C. (2011). Systemic learning
communities and social capital in the William Caspar Graustein
Memorial Fund: A descriptive case study. Hamden, CT: WCG Memorial Fund.
Magno, C. & Kirk, J. with UNICEF
Division of Communications. (2009). Images of Girls and Girls’
Education: ‘Re-viewing’ and Rethinking. New York, NY: UNICEF Publications.
Magno, C., Silova, I. & Wright, S. with
E. Demeny. (2003). Open Minds: Opportunities for Gender
Equity in Education
in Central and South Eastern Europe and the former Soviet Union. Budapest,
Hungary: Open Society Institute.
ITSF 4090: Issues and institutions in international educational development
This course explores theoretical approaches to the study of education in international development and uses these approaches to consider current topics and debates in the fields of international and comparative education. This course also introduces students to institutions involved with educational development in diverse global settings, such as the United Nations and the World Bank. This course is also offered at the doctoral level (ITSF 6581).
ITSF 4092: Qualitative research and evaluation in international education
The study of qualitative methodologies appropriate to various kinds of educational programs, issues, and problems in diverse research settings.
ITSF 4603: Human and social dimensions of peace
This course focuses on issues of human rights, global ethics, and various aspects of structural and cultural violence. Students are introduced to examples of nonviolent social movements and reflect on the process of peaceful transformation. Another course in human rights may be substituted for the concentration in peace education.
ITSF 4613: International perspectives on peace and human rights education
This course provides a grounding in the theory, pedagogy, and practice of peace education. It draws from the international literature of the field as it has been developed over the past three decades, and reviews teaching practices relevant to various cultures and learning settings. Not offered every year.