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John E. Henning, PhD

Dean, School of Education

Ph.D. Educational Psychology , Kent State University, Ohio

M.Ed., Vocational Education, Kent State University, Ohio

B.S., 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:

John E. Henning is Dean of the School of Education at Monmouth University in West Long Branch, New Jersey. Previously, he served as the Associate Dean in The Patton College and the Chair of the Teacher Education Department at Ohio University.

Signature achievements include the establishment of the professional development schools at the University of Northern Iowa, the design and implementation of year-long clinical experiences at Ohio University, and the formation of the Ohio Clinical Alliance for Educator Preparation. He is currently serving as Chair for the CAEP Alliance Clinical Experiences design team.

Dr. Henning received a B.S. in Agriculture from Pennsylvania State University, an M.Ed. in Vocational Education from Kent State University, and a Ph.D. in Educational Psychology from Kent State University.

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.