Professor | CSU Fullerton | United States
Dr. Jennifer Goldstein, Ph.D. in Education Policy and Administration (Stanford University, 2003, with a minor in Sociology), is a distinguished scholar and practitioner in educational leadership, policy analysis, and equity-focused research-practice partnerships. Currently a tenured professor in the Department of Educational Leadership at California State University Fullerton, she also serves as Director of Leadership Education for Anaheim Districts (LEAD), a nationally recognized program bridging universities and K–12 districts to prepare justice-focused leaders. Her professional trajectory spans faculty roles at Baruch College, CUNY, and leadership positions at the California Office to Reform Education, alongside consulting with USC, ETS, and multiple school districts. Dr. Goldstein’s research interests center on distributed leadership, teacher evaluation, racial equity, and innovative leadership preparation models, with widely cited publications in leading journals such as Teachers College Record, Educational Evaluation & Policy Analysis, and Journal of Research on Leadership Education, as well as books with Teachers College Press. She brings strong qualitative and mixed-methods research skills, demonstrated through longitudinal studies, large-scale funded partnerships, and policy impact work with organizations such as the Stuart Foundation, California Collaborative for Educational Excellence, and Research Alliance for New York City Schools. A recipient of numerous honors, including the Association of California School Administrators Professor of the Year (2022), CSU Fullerton’s Diversity, Equity, & Inclusion Award (2016), and multiple research fellowships from Spencer Foundation and CUNY, she has been recognized nationally for her scholarly contributions and community leadership. Dr. Goldstein is also deeply engaged in professional service through editorial reviewing, AERA leadership roles, interfaith initiatives, and civic volunteerism. Altogether, her career reflects a rare integration of rigorous research, innovative practice, and equity-driven leadership development. With her record of impactful scholarship, policy influence, and community engagement, Dr. Goldstein continues to advance the field of educational leadership and is exceptionally well positioned to shape future directions in equity-focused research and practice.
Profiles: Google Scholar | ORCID
Featured Publications
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Goldstein, J. (2004). Making sense of distributed leadership: The case of peer assistance and review. Educational Evaluation and Policy Analysis, 26(2), 173–197. Cited by: 281
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Goldstein, J. (2007). Easy to dance to: Solving the problems of teacher evaluation with peer assistance and review. American Journal of Education, 113(3), 479–508. Cited by: 159
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Goldstein, J., & Noguera, P. A. (2006). A thoughtful approach to teacher evaluation. Educational Leadership, 63(6), 31–37. Cited by: 136
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Goldstein, J. (2010). Peer review and teacher leadership: Linking professionalism and accountability. New York, NY: Teachers College Press. Cited by: 45
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Goldstein, J. (2005). Debunking the fear of peer review: Combining supervision and evaluation and living to tell about it. Journal of Personnel Evaluation in Education, 18(4), 235–252. Cited by: 33
