I aim to write for several different audiences. In addition to publishing scholarly journal articles, I have written for policymakers and folks in K-12 settings. Additionally, I have published op-eds, creative nonfiction articles, and I am currently working on a book for aspiring or current educational leaders.
Hegseth, W. M. (in progress). A Whole New Common Sense: How Educational Systems Change Culture to Improve Assumptions and Treatment of Youth. Oxford University Press (Under advanced contract).
Book Project
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A Whole New Common Sense is a book about how educational systems — and those who lead them — can change culture. More specifically, I discuss how school and system leaders can design educational infrastructure — resources, roles, and structures that help teachers to organize and improve instruction — to improve how children are seen and taught throughout their school day. I compare across systems to demonstrate how leaders’ different choices around infrastructure have different implications for how students see themselves, for how teachers see and teach students, and for the ongoing work and challenges of leaders. This book is under advance contract with Oxford University Press.
Hegseth, W. M., Lowenhaupt, R., Oliveira, G., Bruhn, S., & Lai, B. (in press). Toward a Framework for Educational Leadership for Well-being. Journal of Ethical Educational Leadership.
Hegseth, W. M., & Miller, A. (2024). Taking a Stance: A Comparative Study of Education-Systems-in-Environments. Educational Evaluation and Policy Analysis.
Hegseth, W. M. (2024). Teaching and Learning for Mutual Respect: A Framework for Disrupting Pervasive Power Asymmetries. Educational Researcher, 53(3), 175-183. DOI:10.3102/0013189X241227445
Hegseth, W. M. (2024). Implementing Along a Continuum: Comparing the Embedded Agency of Leaders and the Coupling Orientation of Educational Systems. American Journal of Education, 130(4), 555-582. DOI:10.1086/730993
Lowenhaupt, R., Hegseth, W. M., Oliveira, G., & Lai, B. (2024). Co-Designing a Children’s Cabinet: A School District-University Partnership to Improve Youth Well-Being Post-Pandemic. Journal of Educational Administration.
Hegseth, W. M. (2023). Attempting Equity in Classroom Practice: A Debate Across Educational Systems. Elementary School Journal, 124(1), 129-156.
Jaciw, A.P., Hegseth, W. M., Lin, L., Toby, M., Newman, D., Ma, B., & Zacamy, J. (2016). Assessing Impacts of Math in Focus, a 'Singapore Math' Program. Journal of Research on Educational Effectiveness, (9)4, 473-502, doi: 10.1080/19345747.2016.1164777
Peer-Reviewed Journal Articles
Articles in Progress
Bruhn, S., Oliveira, G., Hegseth, W. M., Alford, B., Lowenhaupt, R., & Lai, B. (under review). “We Want The Bathrooms Open:” Youth Voice and Policy Dilemmas in an Urban High School."
Ahmadi[1], M., Ahmadi*, S., Hegseth, W. M., Karimi*, A., Malekzai*, Z., Nasiry*, F., Sultan*, A., Sultani*, A., Tasbiha, M. (in preparation). Managing a Transnational Higher Education Classroom for Mutual Respect.
[1] Student or former student
Hegseth, W. M., Miller, A., & O’Connor, M. (in preparation). Managing Educational Infrastructure to Promote Equity and Well-Being: A Comparative Analysis of Public, Charter, and Catholic Leaders.
Hegseth, W. M. (2017). Montessori Letters. Anthropology and Humanism, (42)2, 197-209. doi: 10.1111/anhu.12184
Creative Nonfiction
Hegseth, W.M. (2024). Reimagining Leadership for Symmetry: A Framework for Embedding Mutual Respect Into School Improvement Efforts. In D. DeMatthews, & S. Kruse (Eds), Reimagining School Leadership: Sustaining Improvement Through and Beyond Uncertainty. London, UK: Emerald Press.
Hegseth, W. M. (2023). Systemic Supports for Antiracist Practice in International Baccalaureate Classrooms. In Oxford Research Encyclopedia of Education.
Hegseth, W. M. (2023). Systemic Supports for Antiracist Practice in Montessori Classrooms. In Oxford Research Encyclopedia of Education.
Writing for K-12 Professionals
Policy Reports & Professional Reports
Hegseth, W. M. (2023). Transcending Borders: The International Baccalaureate’s Systemic Approach to Educating the Whole Person. In Datnow, A., Park, V., Peurach, D. J., & Spillane, J. P. (Eds), Transforming Education for Holistic Student Development: Learning from Education System (Re)Building Around the World. Washington, D.C.: Brookings.
Newman, D., Zacamy, J., Lazarev, V., Lin, L., Jaciw, A.P., & Hegseth, W. (2015). Teacher Teams and School Processes in Scaling-up a Content Literacy Innovation in High Schools. Final Report: The Evaluation of the Scale-up of Reading Apprenticeship through the Reading Apprenticeship Improving Secondary Education (RAISE) Project. (Empirical Education Rep. No. Empirical_i3SU-7019-FR1-O.2) Palo Alto, CA: Empirical Education Inc.
Hegseth, W., Zacamy, J., & Newman, D. (2015). Case Studies of the Scaling and Sustaining of Reading Apprenticeship in Four Michigan Secondary Schools. (Empirical Education Rep. No. Empirical_ i3SU-7019-CS2-Y3-O.1). Palo Alto, CA: Empirical Education Inc.
Hegseth, W., Lazarev, V. (2012). Effectiveness of Houghton Mifflin Harcourt’s Earobics Reach: A Study in Beaumont Independent School District. (Empirical Education Rep. No. Empirical_HMH-6035- FR1-Y1-O.1). Palo Alto, CA: Empirical Education Inc.
Hegseth, W. M. (2024). Why Cultivating Mutual Respect in Elementary Schools Is So Important to Preserving Democracy. Visible Magazine.
Hegseth, W. M. (2023). Q&A with Whitney Hegseth. Lead the Change Series, 144.