Carolyn Ridenour

Contact Information

  • Email: Carolyn Ridenour
  • Phone: 937-229-3308
  • Location: Raymond L. Fitz Hall, Room 618Q

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Carolyn S. Ridenour

Professor Emeritus

  • Part-Time Faculty

Professional Activity

  • Advancing Women in Educational Leadership, journal reviewer
  • Educational Policy, journal reviewer
  • American Educational Research Association and University Council for Educational Administration, reviewer
  • Member of AREA, Divisions: A-Administration, Organization, and Leadership; D-Measurement and Research Methodology; G-Social Contest of Education; H-Research, Evaluation, and Assessment in Schools; L-Educational Policy and Politics. Special Interests: Mixed Methods Research; Multiple Linear Regression; The General Linear Model; School Choice; Urban Learning; Teaching and Research; Leadership for Social Justice; Ethnicity, Class and Gender; Research on Women and Education.
  • Midwest Educational Research Association

Research Interests

  • Women's and girl's education
  • Urban schools
  • Gender issues in classrooms and learning
  • Research methodology — qualitative, quantitative and mixed

Selected Publications

Refereed Articles:

Hughes, S.H., & Ridenour, C. S. (2015). Talking out of school:  Crossing and extending borders withcollaborative research in girls studies, women's studies, and teachereducation. In A. E. Ginsburg & D. Johnson, (Eds.), Difficult Dialogues About 21st Century Girls, pp. 93-114. Albany: SUNY Press. ISBN13: 978-1-4384-5597-6

Newman, D., Newman, I., Ridenour, C., &, Morales, J. (2014). Value added methods: Moving from univariate to multivariate criteria. Journal of Research in Education 24(1), 99-111. Eastern Educational Research Association.

Newman, I., Ridenour, C. S., Newman, C., Smith, S., & Brown, R. C. (2013). Detecting low incidents effects: The value of mixed methods. Midwestern Educational Researcher, 25(4), 31-46.

Dahlberg, D., & De Marco, G. M., Daprano, C., & Ridenour, C. S.  (2010). The influence of Title IX on the personal and professional biographies of early career female club volleyball coaches. International Journal of Volleyball Research. 10 (1), 39-47.

Partlow,M. C., & Ridenour, C. S. (2008). Frequency of principal turnover in Ohio's elementary schools. Midwestern Educational Researcher 21(2), 15-23.

Watters, K. B., & Ridenour, C. S. (2007). Status of women in higher education: A metanalysis on institutional reports. In R. Martin, (Ed.), Transforming the Academy: Struggles and Strategies for Women in Higher Education, Volume II, pp. 9 -20. Tehachapi, CA:Gray Mill.

Andrews, M., & Ridenour, C. S. (2006). Developing gender knowledge, dispositions, and performances among graduate studentsin an educational administration preparation program. Journal of Educational Research, 100 (1), 35 – 43.

Twale, D.J., Ridenour, C. S., & Schaller, M. (2005). Nothing ventured, nothinggained: Intellectual risk-taking and transitionin a first-year doctoral cohort. The Journal of College Orientation and Transition, 13 (1), 24-38.

Ridenour, C. S., & Twale, D. J. (2005). Academic generations: Exploring intellectual risk taking in an educational leadership program. Education, 126 (1), 158-164.

Ridenour,C. S., Simmons, A. L., Ilg, T. J., & Place, A. W. (2005). "Divertual" learning in education leadership: Implications ofteaching cultural diversity online vs. face to face. In C. L. Fulmer, & F. Dembowski(Eds.). Educational leadership: Crediting the past, challenging the present, and changing the future. Lanham, MD:Rowman & Littlefield, pp. 157-169.

Lasley, T.J., II, & Ridenour, C. S. (2005). School choice: Structured through markets and morality. Midwestern Educational Researcher, 18(2), 35-42.

Ridenour, C.S. (2004). Finding the horizon:Education administration students paint a landscape of cultural diversity in schools. Journal of School Leadership 14(1), 4-31.

Newman, I., Ridenour, C.S., Newman, C., & DeMarco, G. M. P., Jr. (2003). Typology of purpose: A tool for thinking about research questions, designs, and mixed methods In A. Tashakkori, & C. Teddlie,(Eds.) Handbook of Mixed Methods in Social and Behavioral Research. Thousand Oaks, CA: SagePublications. Pp. 167-188.

Twale, D., & Ridenour, C. S. (2003). The sacred and the secular: Aligning a Marianist mission with professionalstandards of practice in an educational leadership doctoral program. Catholic Education: A Journal of Inquiry and Practice, 7(2), 181-196.

St. John, E.P., & Ridenour, C. S. (2002). School leadership in a market setting: The influence of private scholarships on educational leadership in urban schools. Leadership and Policy in Schools Journal, 1(4), 317-344.

Ridenour, C. S., & St. John, E. P. (2002). Private scholarships and school choice: Innovation or class reproduction? In L. Miron,L., & E. P. St. John, (Eds.). Reinterpreting urban school reform: Acritical-empirical review. Albany, NY: SUNY Press. Pp. 177-205.

Ridenour, C.S., & Lasley, T.J. (2002).Teaching as moral activity: How public policy influences urbaneducational practice. Teacher Education and Practice, 15(1, 2), 7-35.

St. John, E. P., & Ridenour, C. S. (2001). Market forces and strategic adaptation:The influence of privatescholarships on planning in urban school systems. The Urban Review, 33(4), 269-290. (printed and distributed in 2002).

Ridenour, C.S., Lasley, T.J., & Bainbridge, W.L. (2001). The impact of emerging

market-based publicpolicy on urban schools and a democratic society. Education and UrbanSociety 34(1),66-83.

Wimer, J.W., Ridenour, C.S., Thomas, K., & Place, A.W. (2001). Higher-order teacher questioning of boys and girls in urban public and private elementary mathematics classrooms. The Journal of Educational Research, 95(2), 84-92.

Ridenour, C.S., First, P.F., Lydon, A., & Partlow, M.C. (2001). Issues of racial, ethnic, and gender diversity inpreparing school administrators. In T. Kowalski, (Ed.). 2001 21st Century Challenges for School Administrators. Lanham, MD: Scarecrow Press. Pp.146-164.

Books:

Ridenour, C. S., & Newman, I. (2008). Mixed Methods Research: Exploring the Interactive Continuum. Carbondale, IL: Southern Illinois University Press.

Newman, I., Benz, C.R., McNeil, K., and Weis, D. (1997). Theses and Dissertations: A Guide to Writing in the Social and Physical Sciences. Lanham, MD: University Press of America, Inc.

Newman, I.and Benz, C.R. (1998). Qualitative-Quantitative Research Methodology: Exploring the Interactive Continuum. Carbondale, IL: Southern Illinois University Press.