Andrea J. Bingham, PhD

Dr. Andrea J. Bingham portrait

Andrea J. Bingham, PhD

Assistant Professor; Leadership, Research, and Foundations
College of Education

Biographical Information

Dr. Bingham serves as Assistant Professor of Leadership, Research, and Foundations in the College of Education at UCCS. She is also the Ph.D. Program Coordinator. Dr. Bingham received her Ph.D. in Urban Education Policy, with a focus on research methods and sociological theory, from the University of Southern California. She is also a former high school English teacher. Her research focuses on applications of qualitative methodologies, policy implementation and instructional reform, and school change. Her recent work utilizes sociocultural learning theories, organizational theory, policy discourse analysis, and qualitative research methods— including interviews, focus groups, observations, document analysis, and digital and physical artifact analysis—to understand educational change and teacher pedagogy in innovative K–12 school models. Dr. Bingham’s work has been published in academic venues such as Teachers College Record, Educational Policy, and Policy Futures in Education, and has also been featured in Huffington Post and on NPR. Dr. Bingham teaches intermediate and advanced qualitative research methods in the Educational Leadership, Research, and Policy Ph.D. program, and also teaches research methods and statistics across COE programs.

Areas of Interest

Research Interests

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

Areas of Teaching Interest and Expertise   

  • Qualitative Research Methods
  • Policy Analysis and Implementation
  • Sociology of Education

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 8150: Advanced Qualitative Research
  • Lead 8250: Policy Analysis and Evaluation
  • Lead 7600: Doctoral Research Laboratory
  • Lead 5700: Introduction to Research and Statistics
  • Lead 7000: Master's Research Lab

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

Selected Publications

 

  • Burch, P. & Bingham, A.J. (2020). Rethinking distributed school leadership frameworks in contemporary policy contexts. Peabody Journal of Education.
  • Bingham, A.J. (2019). A look at personalized learning: Lessons learned. Kappa Delta Pi Record, 55(3), 124-129.
  • Bingham, A.J. & Burch, P. (2019). Introducing organizational ambidexterity as a lens for policy research. Policy Futures in Education. DOI: https://doi.org/10.1177/1478210318813269
  • Bingham, A.J., Castillo, J., & Dean, S. (2019). Qualitative comparative analysis in educational research: Procedures, processes, and possibilities. Methodological Innovations. DOI: https://doi.org/10.1177/2059799119840982
  • Clayton, G., Bingham, A.J., & Ecks, G. (2019). Characteristics of the opt-out movement: Early evidence for Colorado. Education Policy Analysis Archives, 27(33). DOI: http://dx.doi.org/10.14507/epaa.27.4126
  • Bingham, A.J. (2018). New institutionalism in everyday life. International Journal of Sociology and Education, 7(3), 237-255. DOI: 10.17583/rise.2018.3532
  • Clayton, G. & Bingham, A.J. (2018). The first year: Assistant principals in Title I schools. Journal of Educational Leadership and Policy Studies, 1(2).
  • Bingham, A.J., Pane, J., Steiner, E, & Hamilton, L. (2018). Ahead of the curve: Implementation challenges in the personalized learning movement. Educational Policy, 32(3), 454-489. DOI: 0895904816637688.
  • Bingham, A.J. (2017). Personalized learning in high technology charter schools. Journal of Educational Change, 18(4), 521-549.
  • Bingham, A.J. & Ogunbowo Dimandja, O. (2017). Staying on track: Examining teachers’ experiences in a personalized learning model. Journal of Ethnographic and Qualitative Research, 12(2), 75-96.
  • Bingham, A. J. & Burch, P. (2017). Navigating middle of the road reforms through collaborative community. Democracy and Education, 25(2), Article 1. 
  • Bingham, A.J. (2016). Drowning digitally? How disequilibrium shapes practice in a blended learning charter school. Teachers College Record, 118(1), 1-30.

 

SELECTED PRESENTATIONS

 

  • Bingham, A.J. & Witkowsky, P. (2020). Deductive and inductive approaches to qualitative analysis. Paper accepted as part of a panel presentation at the annual meeting of International Congress of Qualitative Inquiry. Conference cancelled due to COVID-19.
  • Bingham, A.J., Adams, M., Stewart, R. (2020). Making sense of competency-based education. Paper presented at the annual meeting of the Hawaii International Conference on Education.
  • Bingham, A.J. (2019). Using "pilot teachers" to facilitate technological innovation in schools. Paper presented at the annual meeting of the Qualitative Methods Conference, International Institute for Qualitative Methodology.
  • Bingham, A.J. (2019). In-class methods for engaging students in qualitative reading and field work. Paper presented at the annual meeting of the Qualitative Methods Conference, International Institute for Qualitative Methodology.
  • Bingham, A.J., Dean, S., & Castillo, J. (2019). Qualitative comparative analysis in educational policy research. Paper presented at the annual meeting of the Qualitative Methods Conference, International Institute for Qualitative Methodology.
  • Bingham, A.J., Belet, L., Comfort, B., Garcia, C., & Sandler, H. (2019). Mapping the school choice landscape: Toward an updated classification of charter schools. Paper presented at the annual meeting of the Association for Education Finance and Policy (AEFP).
  • Bingham, A.J. (2019). Pilot teachers and innovation. Paper presented at the annual meeting of the Association for Education Finance and Policy (AEFP).
  • Bingham, A.J., Dean, S., Castillo, J. (2019). Qualitative comparative analysis in educational policy research: Procedures, processes, and possibilities. Paper presented at the annual meeting of the American Educational Research Association (AERA).
  • Bingham, A.J. (2018). Personalized learning in the age of accountability. Paper presented at the annual meeting of the Association for Education Finance and Policy (AEFP).
  • Bingham, A.J. & Burch, P. (2018). Introducing organizational ambidexterity as a lens for qualitative policy research. Paper accepted for presentation at the Qualitative Methods Conference, International Institute for Qualitative Methodology.
  • 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).

 

Organizations

American Educational Research Association (AERA), Division L - Educational Policy and Politics, Qualitative Research SIG

Association for Education Finance and Policy (AEFP)

Awards

  • 2020: UCCS College of Education Outstanding Researcher Award
  • 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.
  • Grievance Committee, College of Education, University of Colorado Colorado Springs.
  • Faculty Teaching Evaluation Task Force. Faculty Assembly, University of Colorado Colorado Springs.
  • Faculty Course Questionnaire (FCQ) Redesign Task Force. Faculty Assembly, University of Colorado Colorado Springs.
  • Editorial Advisory Board. Journal of Ethnographic and Qualitative Research.
  • Volunteer Mentor. Qualitative Research SIG Proposal Forum, American Educational Research Association (AERA).