Richard Elmore joined the faculty of the Harvard Graduate School of Education in 1990, having previously taught at the College of Education, Michigan State University, and the Graduate School of Public Affairs, University of Washington. He is a member of the National Academy of Education, and a past president of the Association for Public Policy and Management, the national organization representing graduate programs in public policy and management. He has held positions in the federal government as a legislative liaison with the U.S. Congress on education policy issues. He is currently faculty co-chair of the Doctorate in Educational Leadership (Ed.L.D.) program at HGSE. His current research and clinical work focuses on building capacity for instructional improvement in low-performing schools. He spends at least a day a week in schools, working with teachers and administrators on instructional improvement.
Video Interview with Richard Elmore
May 10, 2011
Instructional Rounds in Education: A Network Approach to Improving Teaching and Learning (Harvard Education Press, 2009),
School Reform From the Inside Out: Policy, Practice, and Performance (Harvard Education Press, 2004).
"Bridging the Gap Between Standards and Achievement" (2002)
"Building a New Structure for School Leadership" (2000)
"When Accountability Knocks, Will Anyone Answer?" (with C. Abelmann) (1999)
Restructuring in the Classroom: Teaching, Learning, and School Organization (with P. Peterson and S. McCarthey) (1996)
Who Chooses, Who Loses? Culture, Institutions, and the Unequal Effects of School Choice (ed. with B. Fuller and G. Orfield) (1996)
The Governance of Curriculum (with S. Fuhrman) (1994)
Restructuring Schools: The Next Generation of Educational Reform (1990)
The Internal Coherence Assessment and Protocol was developed by a team consisting of Richard Elmore, Michelle Forman, Elizabeth Leisy Stosich, and Candice Bocala.
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