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ABOUT
DR. SAMANTHA VIANO

Education Policy Researcher
Education Leadership Instructor

Dr. Viano is a faculty member in the Graduate School of Education in the College of Education and Human Development at George Mason University. She joined the Mason faculty after completing her doctoral studies at Peabody College, Vanderbilt University. She holds a Master of Science in Education degree from Northwestern University and earned a BS in Mathematics from Haverford College.

Dr. Viano has extensive experience as an education advocate, researcher, and journalist. Her teaching and research are greatly informed by her experience teaching high school math in Chicago. Her research agenda focuses on evaluating the longitudinal effects of policies and programs that predominately affect at-risk or traditionally marginalized student populations. Specific research strands that fall within this agenda include school climate and safety, school security, exclusionary discipline, teacher mobility, and online credit recovery.

Dr. Viano's work has been supported by the National Institute of Justice Comprehensive School Safety Initiative. She was a 2017 National Academy of Education/Spencer Foundation Dissertation Fellow.

 

PEER REVIEWED PUBLICATIONS

Article Synopses with Links to Articles Published Online

CO-CREATING SCHOOL INNOVATIONS: SHOULD SELF-DETERMINATION BE A COMPONENT OF SCHOOL IMPROVEMENT?
(WITH CHRISTOPHER REDDING)

Teachers College Record (2018)

We describe the beliefs held by teachers and teacher leaders during the development and implementation of a locally developed innovation.

Available Here

TEACHER VICTIMIZATION, TURNOVER, AND CONTEXTUAL FACTORS PROMOTING RESILIENCE
(WITH F. CHRIS CURRAN AND BENJAMIN W. FISHER)

Journal of School Violence (2018)

We examine the extent to which being threatened or attacked by students predicts higher rates of teacher turnover and whether this relationship differs due to factors that may promote teacher resilience.

Available Here

STUDENTS’ FEELINGS OF SAFETY, EXPOSURE TO VIOLENCE AND VICTIMIZATION, AND AUTHORITATIVE SCHOOL CLIMATE
(WITH BENJAMIN W. FISHER, F. CHRIS CURRAN, F. ALVIN PEARMAN, AND JOSEPH H. GARDELLA)

American Journal of Criminal Justice (2018)

With data from two nationally representative datasets, this study uses path analysis to examine the relationship between authoritative school climate and feelings of safety, as well as the extent to which this relation is explained by exposure to violence and victimization.

Available Here

AT-RISK HIGH SCHOOL STUDENTS RECOVERING COURSE CREDITS ONLINE: WHAT WE KNOW AND NEED TO KNOW

American Journal of Distance Education (2018)

The existing literature on credit recovery is reviewed in 3 specific areas: the proliferation of credit recovery courses, the student experience in credit recovery courses, and outcomes and impacts of credit recovery. 

Available Here

STATE POLICY AND THE EDUCATIONAL OUTCOMES OF ENGLISH LEARNER AND IMMIGRANT STUDENTS: THREE ADMINISTRATIVE DATA STORIES
(WITH STELLA FLORES, TOBY PARK, AND VANESSA COCA)

American Behavioral Scientist (2017)

We highlight how state and district longitudinal administrative data sets could be leveraged to provide valuable insight into the experience of English language learner and immigrant students.

Available Here

TEACHER-PRINCIPAL RACE AND TEACHER SATISFACTION OVER TIME, REGION
(WITH SETH B. HUNTER)

Journal of Educational Administration (2017)

This paper presents the changing nature of the relationship between principal-teacher race congruence and teacher job satisfaction over time, and reveals that the teacher-principal race congruence has greater salience in the Southern region of the country.

Available Here

UNDERSTANDING EMPLOYEE TURNOVER IN THE PUBLIC SECTOR: INSIGHTS FROM RESEARCH ON TEACHER MOBILITY
(WITH JASON A. GRISSOM AND JENNIFER SELIN)

Public Administration Review (2016)

We present a conceptual framework for understanding employee turnover that is grounded in economic theories of labor supply and demand, which have formed the foundation of many studies of teacher turnover.

Available Here

 

OVERVIEW OF COURSES

George Mason University
MEd in Education Leadership
Fall 2018, Spring 2019

USING RESEARCH TO LEAD SCHOOL IMPROVEMENT

Develops skills, insights, and understanding of how leaders use research to improve schools, with emphasis on the use of assessment and research data to identify school improvement needs and to design school improvement projects.

George Mason University
MEd in Education Leadership
Fall 2018 (online)

CONTEMPORARY ISSUES IN EDUCATION LEADERSHIP

Examines current and emerging issues and trends impacting education. Includes demographic shifts; globalization; technology; data-based decision making; inclusion of diverse learners in American schools; and recent research on student achievement when influenced by race, gender, and poverty.

Vanderbilt University
Masters in Public Policy
Spring 2018

EDUCATION POLICY AND PROGRAM EVALUATION

Build skills necessary to conduct professional evaluations, particularly of education programs.

 

CURRICULUM VITAE

Updated CV is available here: Samantha Viano CV

Updated on June 13, 2019.

 
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