Andrea J. Bingham, Ph.D.

Dr. Andrea J. Bingham

Andrea J. Bingham, Ph.D.

Assistant Professor, Leadership, Research, and Foundations (LRF)
College of Education

Office Hours :

TBA

Biographical Information

Dr. Bingham serves as Assistant Professor of Leadership, Research, and Foundations in the College of Education at UCCS. Prior to coming to UCCS, she worked as a high school English teacher and professional learning community facilitator. Dr. Bingham received her Ph.D. in Urban Education Policy from the University of Southern California. Her research primarily addresses policy implementation and instructional reform, innovative school models, and organizational change. Her recent work utilizes sociocultural learning theories, organizational theory, and qualitative research methods- including interviews, focus groups, observations, and digital and physical artifact analysis-to understand educational change and teacher pedagogy in innovative K-12 school models. Dr. Bingham's has been published in academic venues such as Teachers College Record, Educational Policy, and Democracy & Education, and also has been featured in Huffington Post and NPR.

Areas of Interest

Research Interests

  • Education policy implementation and instructional reform
  • School change and innovative school models
  • Teachers' experiences and instructional practices in high-tech school environments
  • Mixed methods research
  • Qualitative research methods

Areas of Teaching Interest and Expertise   

  • Organizations and Policy in Educational Settings
  • Qualitative Research Methods
  • Sociology of Education
  • Secondary English Instructional Methods

Education

Ph.D., Urban Education Policy University of Southern California, 2015  

Secondary English Teaching Credential Loyola Marymount University, 2009  

B.A., Telecommunication Michigan State University, 2005

Teaching

  • Lead 7150: Methods of Qualitative Research
  • Lead 8250: Policy Analysis and Evaluation
  • Lead 7600: Doctoral Research Laboratory
  • Lead 5700: Introduction to Research and Statistics

Professional Experience

Dr. Bingham serves as Assistant Professor of Leadership, Research, and Foundations in the College of Education at UCCS. Prior to coming to UCCS, she worked as a high school English teacher and professional learning community facilitator. She also worked as a summer research associate at the RAND Corporation studying personalized learning school models. Her research primarily addresses policy implementation and instructional reform, innovative school models, and organizational change. Her recent work utilizes sociocultural learning theories, organizational theory, and qualitative research methods- including interviews, focus groups, observations, and digital and physical artifact analysis-to understand educational change and teacher pedagogy in innovative K-12 school models. Dr. Bingham's has been published in academic venues such as Teachers College Record, Educational Policy, and Democracy & Education, and also has been featured in Huffington Post and NPR.
 

Publications

Peer-Reviewed Publications

  • Bingham, A.J. (Forthcoming). Personalized learning in high technology charter schools. Journal of Educational Change.
  • Bingham, A. J. & Burch, P. (2017). Navigating middle of the road reforms through collaborative community. Democracy and Education, 24 (2), Article 1.   
  • Bingham, A.J., Pane, J., Steiner, E, & Hamilton, L. (2016). Ahead of the curve: Implementation challenges in the personalized learning movement. Educational Policy. DOI: 0895904816637688.  
  • Bingham, A.J. (2016). Drowning digitally? How disequilibrium shapes practice in a blended learning charter school. Teachers College Record, 118(1).

SELECTED PRESENTATIONS

  • Bingham, A.J. (2017). CHAT and sensemaking: An inclusive frame of analysis for investigating educational change. Paper presented in a featured session at the annual meeting of the American Educational Research Association (AERA).
  • Bingham, A.J. (2017). The evolution of personalization: A longitudinal look at a personalized learning high school. Paper presented at the annual meeting of the American Educational Research Association (AERA).
  • Bingham, A.J. & Burch, P. (2017). Navigating middle of the road reforms through collaborative community. Paper presented at the annual meeting of the American Educational Research Association (AERA).
  • Bingham, A.J. & Burch, P. (2016). Collaboration in response to marketization and bureaucratization: Towards a more inclusive research framework for studying contemporary education policy. Paper accepted to the annual meeting of the Association for Public Policy Analysis and Management in London, U.K. (APPAM).
  • Bingham, A.J. (2016). Open to disequilibrium: Examining capacity and implementation in personalized learning. Paper presented at the annual meeting of the Association for Education Finance and Policy (AEFP).
  • Ogunbowo, O. & Bingham, A.J. (2016). Personalized learning models: Examining the perceptions and experiences of teachers. Paper presented at the annual meeting of the Ethnographic and Qualitative Research Conference (EQRC).
  • Bingham, A.J. (2015). Ahead of the curve: Exploring the disconnect between capacity and implementation in the personalized learning movement. Paper presented at the annual meeting of the American Educational Research Association (AERA).
  • Bingham, A.J. (2015). Drowning digitally? How disequilibrium shapes practice in a blended learning charter school. Paper presented at the annual meeting of the American Educational Research Association.
  • Bingham, A.J. & Burch, P. (2015). Re-acknowledging incoherence and reclaiming complexity: Future directions in education policy research. Paper presented at the annual meeting of the American Educational Research Association.
  • Bingham, A.J. (2014). Drowning digitally? Examining blended learning in practice. Paper presented at the annual meeting of the American Educational Research Association.
  • Burch, P., Bingham, A.J., & Krueger, S. (2014). Opportunities to learn in digital education: Looking inside the black box of instruction. Paper presented at the annual meeting of the American Educational Research Association.
  • Bingham, A.J. & Burch, P. (2013) Teaching in blended and online learning environments: A review of the literature at home and abroad. Paper presented at the annual meeting of the World Education Research Association in Guanajuato, Mexico.
  • Bingham, A. J. (2013). The implementation and effects of blended learning: Researching Blended Academy. Paper presented at the annual meeting of the American Educational Research Association.
  • Anderson, L. & Bingham, A. J. (2013). Leading for teacher learning? How new principals think about and support teachers as learners. Paper accepted to the annual meeting of the American Educational Research Association.

Organizations

  • American Educational Research Association, Division L - Educational Policy and Politics, Division K - Teaching and Teacher Education

Awards

  • 2011 - 2015         Rossier School of Education Dean's Fellowship
  • Summer 2014   RAND Graduate Student Summer Associateship
  • 2009 - 2011        Student Voice Project Grant Recipient

Service

  • Program Coordinator. Leadership, Research, and Policy Ph.D. Program. Department of Leadership, Research, and Foundations. University of Colorado Colorado Springs.
  • Faculty Assembly College of Education Representative. University of Colorado Colorado Springs.
  • Member. Ad Hoc Research Task Force, College of Education, University of Colorado Colorado Springs.
  • Member. Editorial Advisory Board. Journal of Global Education and Research.
  • Member. American Educational Research Association.