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
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., 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. http://muse.jhu.edu/journals/high_school_journal/v096/96.2.bowers.html
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
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
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
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)
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
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
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
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
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.
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.
Documents & Papers
Download: Alex Bowers CV [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.