Faculty and Staff Directory
Ph.D., Stanford University, Palo Alto, CA
- Cultural and Educational Policy Studies
- Research Methodology
- Organizational, professional, socio-cultural, political and demographic influences on policy and practice enactment
- Student and teachers as policy actors
- Selective public schools
- Student-teacher relationships
- Teachers' social and professional positioning
- Student support practice and policy in K-12 school settings
- School-based mental health and its fit with public K-12 schools, school social work organization
Professional & Community Affiliations
- American Educational Research Association (AERA)
- Sociology of Education Association (SEA)
- American Educational Studies Association (AERA)
- Mental Health-Education Integration Consortium (MHEDIC)
- Society for Social Work and Research
- ELPS 240 Urban Education: Policy and Practice
- ELPS 410 Sociology of Education
- ELPS 412 Sociological Analysis of Urban Education and Policy
- ELPS 510 Seminar in Current Educational Literature (Race adn Schooling in the United States)
- ELPS 512 Sociology of Teaching
- ELPS 514 The School as an Organization
- RMTD 420 Educational Research I: Building a Body of Evidence
with Qualitative Methods
- Loyola University Chicago, School of Education Distinguished Faculty Award for Excellence in Teaching (2016)
- Finalist, Spencer Foundation Exemplary Dissertation Award (2017)
- Spencer Foundation Dissertation Fellow (2009)
- Phillippo, K., Brown, E.L., & Blosser, A. (2018, available online). “They don’t tell us what to do”: Teacher educator and teacher candidate sensemaking about the relational practices of teaching. Action in Teacher Education.
- Phillippo, K., Kelly, M., Shayman, E. & Frey, A. (2017). School social worker practice decisions: The impact of professional models, training, and school context. Families in Society: the Journal of Contemporary Social Services, 98(4), 275-283.
- Phillippo, K., Conner, J., Davidson, S., & Pope, D. (2017). A systematic analysis of student-report survey instruments that assess student-teacher relationships. Teachers College Record, 119(8).
- Miller, P., Scanlan, M. & Phillippo, K. (2017). Rural cross-sector collaboration: A social frontier analysis. American Educational Research Journal Centennial Issue, 54(1_suppl), 193S-215S.
- Phillippo, K. & Blosser, A. (2017). Stable roles, changed skills: Teacher candidates respond to instruction about adolescent psychosocial support needs. Advances in School Mental Health, 10(1), 5-25 (lead article). Special issue: Preparing the Teaching Workforce for School Mental Health Promotion.
- Phillippo, K. & Griffin, B. (2016). The social geography of choice: Neighborhoods’ role in students’ navigation of school choice policy in Chicago. The Urban Review, 48(5), 668–695.
- Phillippo, K. & Griffin, B. (2016). “If you don’t score high enough, then that’s your fault”: Student civic dispositions in the context of competitive school choice. Journal of Critical Education Policy Studies, 14(2), 67-95.
- Phillippo, K. & Wright, B. (In press, 2017). Constructing entitlement: An analysis of print media coverage of Chicago’s academically selective public high schools from 1980-2013. In R. Goldstein (Ed.), Mining the crisis: New media discourses about education in the age of neoliberalism. New York, NY: Peter Lang.
- Phillippo, K. (2015). “Moving through a land of wonders wild and new”: Grounding school social work practice in an organizational, ecosystemic understanding of the school. In C. Massatt & M. Kelly (Eds.), School social work: Practice, policy and research (8th Ed.) (45-59). Chicago, IL: Lyceum.
- Phillippo, K. & Kelly, M. (2014). On the fault line: A qualitative exploration of high school teachers’ involvement with student mental health issues. School Mental Health, 6(3), 184-200.
- Phillippo, K. (2013). Advisory in urban high schools: A study of expanded teacher roles. New York, NY: Palgrave Macmillan, Series on Urban Education (A. Sadovnik & S. Semel, Eds.).
- Phillippo, K. & Stone, S. (2013). Teacher role breadth and its relationship to student-reported teacher support. High School Journal, 96(4), 358-379.
- Phillippo, K. & Blosser, A. (2013). Specialty practice or interstitial practice? A reconsideration of school social work’s past and present. Children & Schools, 35(1), 19-31.
- Phillippo, K. (2012). “You’re trying to know me”: Students from nondominant groups respond to teacher personalism. The Urban Review, 44(4), 441-467.
- Phillippo, K. (2010). Teacher-advisors providing social and emotional support: A study of complex role enactment in small high schools. Teachers College Record, 112(8), 2258-2293.