Dr. Caitlin Kearney is a Postdoctoral Research Fellow at Purdue University and an Adjunct Assistant Professor at the University of North Carolina at Chapel Hill.
Her research uses sociological theories of organizations to study mid-level policy actors and policies aimed at producing equitable education outcomes. She is a mixed-methods researcher currently working on projects related to school-family partnerships, school-based health centers, and instructional coaching.
She received her PhD in Education (Policy, Leadership, and School Improvement) from the University of North Carolina at Chapel Hill in May 2024.
Recent Publications
- Hashim, A., & Kearney, C.E. (In press). Policy Framing, Social Networks, and Teacher Buy-In in a Technology Rollout. Educational Administrator Quarterly.
- Kearney, C., Nidia Garza, A., Perez, L., Renzulli, L., & Domina, T. (2023). Offer It and They Will Come? An Investigation of the Factors Associated With the Uptake of School-Sponsored Resources. American Educational Research Journal, 00028312231209231. https://doi.org/10.3102/00028312231209231
- Kearney, C., Akos, P., Domina, T., & Young, Z. (2021). Student-to-School Counselor Ratios: A Meta-Analytic Review of the Evidence. Journal of Counseling & Development, 99(4), 418–428. https://doi.org/10.1002/jcad.12394
- Domina, T., Hashim, A. K., Kearney, C. E., Pham, L., & Smith, C. (2022, April 28). COVID-19 and the System Resilience of Public Education: A View from North Carolina. Urban Institute. https://www.urban.org/research/publication/covid-19-and-system-resilience-public-education-view-north-carolina
- Kearney, C. E. (2020). From the Editorial Board: Using Quantitative Methods to Answer Critical Questions. The High School Journal, 103(4), 195–200. https://doi.org/10.1353/hsj.2020.0012