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Susan Gordon, PhD
Doctoral Faculty - School of Education Leadership & Change
PhD, Sociology, University of Chicago
MA, Sociology, Hunter College
BA, Psychology, Western College
Areas of Instruction
Scholarly & Professional Interests
Other Professional Activities
Areas of Instruction:
Action Oriented Research
Rethinking Schools and Organizations
Program Evaluation, Theory and Application
Technology, Learning, and Teaching
Scholarly & Professional Interests:
Empowering people through action research
Enhancing programs through program evaluation
Using new technologies to improve teaching & learning
Redesigning higher education
Building community-school relations
American Education Research Association
American Sociological Association
Gordon, S. & Edwards, J. Enhancing Student Research Through a Virtual Participatory Action Research Project: Student Benefits and Administrative Challenges, to be published in 2012 in the
Journal of Action Research
Gordon, S. & Edwards, J. (2009). "Teaching Action Research at a Distance", The Handbook of Online Learning. Thousand Oaks, Ca, Sage Publications.
Gordon, S. M., Edwards, J, Brown, G. L. Finnigan, F. A. Yancy, V, Butler, A. Y., Davis, W. D, Stitt, D. M. "Effective Mentoring at a Distance: A Collaborative Study of an Ed.D Program" Creating Successful Telementoring Programas. Kochan & Pascarelli, Eds. Greenwicj, Ct: Infomation Age Publishing
Morocco, C., Riley, M., Gordon, S., & Howard, C. (1996). The Elusive Individual in Teachers' Planning." In G. Brannigan (Ed.), The Enlightened Educator. (pp. 155-176), N.Y.: McGraw Hill
Planning for Academic Diversity in America's classrooms: Windows on Reality, Research, Change and Practice. (1995). Lawrence: University of Kansas: Author.
Riley, M., Morocco, C., Gordon, S., & Howard, C. (1993). Walking the Talk: Putting Constructivist Theory into Practice in Classrooms, Educational Horizons, 71, 187-196.
Gordon, S. & Hwang, R. (1989) A Comprehensive Evaluation of the Effectiveness of Compact Ventures Ability to Enable At-Risk Students to Achieve. Boston: Boston Public Schools.
Gordon, S. (1983). Where Theory and Practice Coalesce: A Model Which Promotes Useful Knowledge and It's Utilization, Or How We Won the Battle and Lost the War, pp. 656-673. In R.H. Kilman et. al. (Eds.), Producing Useful Knowledge for Organizations. New York: Praeger
Gordon, S. (1978). Baccalaureate Health Administration: A Resource Book. Washington D.C.: Association of University Programs in Health Administration.
Gordon, G., Anderson, O., Brehm, H. & Gordon, S. (1969). Disease, the Individual and Society. New Haven: College and University Press.
Gordon, G., & Gordon, S. (1967). Structural Constraints on the Freedom of the Scientist. American Behavioral Scientist, 7, 4-11
Gordon, G., & Gordon, S. (1966). Freedom, Visibility of Consequences and Scientific Innovation, American Journal of Sociology, 72, 195-202.
Edwards, J., Gordon S.M., (2007) "You Should-I Should: Mentoring Responsibilities as Perceived by Faculty, Alumni and Students" Presented at the American Educational Reseach Association Annual Meeting, San Francisco.
Gordon, S. M., Edwards J., Hollie-Major R.D., (2007). "Benefits and Issues Arising from a Virtual Collaborative .Student-Alumni-Faculty Action Research Project" Presented at the American Educational Research Association Annual Meeting, San Francisco
Gordon, S.M., Miller, H.( April, 2003) "Parents as Active Team Members: Where Does Accountability for a Child's Special Education Rest?" Paper presented at the American Educational Research Association Annual Meeting, Chicago
Gordon, S. (1999, August). Caveat Emptor: What Can We Learn from Research Evaluation. Presented at the meeting of the American Sociological Association, Toronto, Ontario.
Gordon, S. & Marshall, E. (1996, March) A Successful Journey: A School-Academic Institution Partnership, Presented at the meeting of the Council for Exceptional Children, Orlando, FL.
Gordon, S. & Riley, M.(1995, March) Enhancing Teacher-Specialist Collaboration to Maximize Students' Writing Outcomes. Presented at the Learning Disabilities International Conference, Atlanta, GA.
Gordon, S. (1995, February).What Do We Know about the Outcomes from Students with Disabilities Who are Placed in the General Classroom? Presented at the Pacific Coast Research Conference, Laguna Beach, CA.
Gordon, S., Santeusanio, R., & Peskin, S. (1994, April). Multiple Views of Enhancing and Advancing Inclusion. Presented at the Learning Disabilities Network Conference, Natick, MA.
Gordon, S. (1994, April). Moving from Slam Dancing to Smooth Waltz in Teacher-Specialist Collaboration. Presented at the Council for Exceptional Children Annual Convention, Baltimore, MD.
Gordon, S. (1993, April). Striving to Support Students with Special Needs in the Regular Education Initiative: A Four-year Naturalistic Study of Teacher-Specialist Collaboration. Presented at the meeting of the American Education Research Association, Atlanta, GA.
Gordon, S. (1993, February). Factors that Enhance and Hinder In-class Specialist-Teacher Collaboration in the General Classroom. Presented at the meeting of the Learning Disabilities Association, San Francisco, CA.
Morocco, C., Gordon, S., & Riley, M. (1991, April). Designing Classroom Activities for Diverse Language Needs. Paper presented at the meeting of the American Education Research Association, Chicago, Ill.
Warren, L. & Gordon, S. (1987, April). Building the Bridge from Early Intervention to Preschool. Paper presented at the meeting of the Council for Exceptional Children, Chicago, Ill.
Alumni Impact Follow-Up Study, 2009, Fielding Graduate University with Judy Stevens Long
Student Faculty Mentoring Study, 2003-4, Fielding Graduate University with Jenny Edwards
"Boston Public Schools Middle Schools-University Partnership Project" granted by Boston Public Schools
"Knowledge Base regarding Outcomes from the Placement of Students with disabilities in General Education Classrooms" granted by the US Department of Education, Office of Special Education Programs
"National Growth of Undergraduate Programs in Health Administration" granted by the US Department of Health, Education and Welfare
Shering Foundation Research Fellow, Ithaca College
Other Professional Activities:
Director, Center for Informed Practice, Policy and Research
Principal Investigator/Project Director, Education Development Center (EDC)
Director, Core Programs Evaluation Team, Boston Public Schools
Director, PhD Programs in Applied Social Science, Boston University
Assistant Professor of Health Care Administration, Ithaca College
Lecturer, Department of Sociology, SUNY Binghamton
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