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John E. Henning, Ph.D.

Dean, School of Education

PhD Educational Psychology , Kent State University, Ohio

MEd, Vocational Education, Kent State University, Ohio

BS, General Agriculture, The Pennsylvania State University, PA

Office: McAllan Hall, Room Room 117

Phone: 732-571-7518

Email: jhenning@monmouth.edu

CV URL: John Henning CV

About:

Dr. John Henning, dean of the School of Education, is an experienced educational practitioner, researcher, and leader with 38 years in the field. His primary research interests include practice-based teacher education, teacher development, instructional decision-making, and classroom discourse. These interests developed from more than twenty years of experience as a high school teacher. Dr. Henning is an active scholar and researcher, with more than 50 publications, including three books, over thirty refereed journal articles, and seven book chapters. Dr. Henning also taught several doctoral courses, including a course entitled “Writing to Publish,” and his students have published over 25 articles.

Research Interests:

Dr. Henning has more than 50 publications; including three books, over thirty refereed journal articles, and seven book chapters. His primary research interests include practice-based teacher education, teacher development, instructional decision-making, and classroom discourse. These interests developed from more than twenty years of experience as a high school teacher.

Selected Works:

Books:

Henning, J.E., Kohler, F.W., Robinson, V., & Wilson, B. (2009). Improving teacher quality: Using the teacher work sample to make evidence-based decisions. Lanham, MD: Rowman and Littlefield.

Henning, J.E., Stone, J., & Kelly, J. (2009). Using action research to improve instruction: An interactive guide for teachers. New York: Routledge.

Henning, J.E. (2008). The art of discussion-based teaching: Opening up conversation in the classroom. New York: Routledge.

Selected Publications:

Henning, J.E., Gut, D., & Beam, P. (2015). Designing and implementing a mentoring program to serve a clinically based model of teacher preparation. The Teacher Educator I50, 145-162. www.tandfonline.com/doi/abs/10.1080/08878730.2015.1011046?journalCode=utte20

Gut, D., Beam, P., Henning, J.E., Cochran, D., & Knight, R. (2014). Teachers’ perceptions of their mentoring role in three different clinical settings: Student teaching, early field experiences, and entry year teaching. Mentoring & Tutoring: A Partnership in Learning, 22 (3), 240-263. www.tandfonline.com/doi/abs/10.1080/13611267.2014.926664

Hendrickson, K., Henning, J.E., & Spinell, A. (2013). Co-teaching with professional interns: A collaborative approach to improving student learning. Education in a Democracy: A Journal of the NNER, (5), 126-140.

Howley, M.D., Howley, A., Henning, J.E., Gillam, M.B. & Weade, G. (2013). Intersecting domains for assessment knowledge: School typologies based on interviews with teachers. Journal of Educational Assessment, 18 (1), 26-48.

Henning, J.E., McKeny, T., Foley, G.D., & Balong, M. (2012). Mathematics discussions by design: Creating opportunities for purposeful participation. Journal of Mathematics Teacher Education, 15(6), 453-479. doi: 0.1007/s10857-012-9224-1

Henning, J.E., Dani, D.E., & Weade, G. (2012). The discourse and reflections of teacher candidates during an early field experience. The New Educator, 8, 283-307. www.tandfonline.com/doi/abs/10.1080/1547688X.2012.726586

Henning, J.E., Hawbaker, B.W. Lee, D.S., & McDonald, C.F. (2010). Growing a multi-site professional development school in Ravid, R. & Slater, J. (Eds.), Collaboration in Education (pp. 26-34). New York: Routledge.

Kohler, F.W., Henning, J.E., & Usma Wilches, J. (2008). Preparing preservice teachers to make instructional decisions: An examination of teacher work samples. Teaching and Teacher Education, 24(8), 2108-2117.

Henning, J. E. (2002). Expanding relationships: A semiotic description of development in the interpretation and organization of text. The American Journal of Semiotics, 18, 145-160.