Department Chair of the Department of Educational Leadership and Professor of Educational Leadership
About Fenwick W. English
Dr. English has lived or worked in all fifty states and two U.S. territories. In K-12 education he has been a classroom teacher, assistant principal, principal and superintendent of schools. He has served as Associate Director of AASA (American Association of School Administrators) and national practice director of elementary and secondary education for Peat Marwick Mitchell & Co. in Washington, D.C. In higher education he has been a department chair, dean, and vice-chancellor of academic affairs at IPFW in Fort Wayne, Indiana. He has also served as President of UCEA (University Council of Educational Administration) in 2005-06 and President of the International Council of Professors of Educational Leadership in 2011-12. In 2013 he was named a Living Legend of the field by ICPEL.
Bachelor’s and Master’s degree from the University of Southern California and Ph.D. from Arizona State University in 1971.
Recent Research and Publications
Dr. English has authored or co-authored 43 books, 34 book chapters, and over a hundred journal articles. He was the general editor of the SAGE Handbook of Educational Leadership in 2005 and 2011; the 2006 SAGE Encyclopedia of Educational Leadership and Administration; the 2009 four volume SAGE series Library of Educational Thought and Practice: Educational Leadership and Administration. Currently he is the Associate Editor of the Oxford University Press’ forthcoming Encyclopedia of Educational Leadership.
Book- English, F.W. and Ehrich, L.C. (2016) Leading Beautifully: Educational Leadership as Connoisseurship. London: UK: Routledge.
Book Chapter- English, F.W. (2018). Relational goods, democracy, and the paradox of epistemic privilege. In S Eacott & R. Niesche (Eds.) Beyond Leadership: A Relational Approach to Organizational Theory (pp. 189-198). Singapore, Springer.
Refereed Journal entry: English, F.W. & Ehrich, L.C. (2015). Innovatus interregnum: Waiting for a paradigm shift. International Journal of Educational Management, 29 (7), 851-862.
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