Michael James Knight

Research Centers - Center for Research on Learning
Research Associate
Primary office:
785-864-0623
Joseph R. Pearson Hall
University of Kansas
1122 West Campus Rd.
Lawrence, KS 66045


Summary

Dr. James Knight is a senior research associate at KUCRL and director of the Kansas Coaching Project. He has spent close to two decades studying professional learning and instructional coaching. He has served as the principal investigator of grants and contracts totally nearly $30 million all devoted to the study of professional learning and instructional coaching. He has written or co-authored several books on the topic including Instructional Coaching: A Partnership Approach to Improving Instruction published by Corwin and Learning Forward (2007) and Unmistakable Impact: A Partnership Approach for Dramatically Improving Instruction (2011). Knight co-authored Coaching Classroom Management (2006) and also edited Coaching: Approaches and Perspectives (2008). Knight has authored articles on instructional coaching and professional learning in publications such as The Journal of Staff Development, Educational Leadership, Principal Leadership, The School Administrator, and Kappan.

Dr. Knight earned his PhD in Education from the University of Kansas and has won several university teaching, innovation, and service awards. Knight also hosts Talking About Teaching on the Teaching Channel. His current work can be found and followed at: www.radicallearners.com, jimknightoncoaching.squarespace.com, twitter.com/jimknight99.

Selected Publications

Knight, J. (2015). Better conversations: Coach yourself to be more credible, caring, and connected, Thousand Oaks, CA: Corwin.

Knight, J. (2015). Teach to win: Seven success factors for instructional coaching programs. Principle Leadership, 15(7), 24-27.

Knight, J. (2015). Three steps to great coaching: A simple but powerful instructional coaching cycle nets results. Journal of Staff Development, 36(1), 10-18.

Knight, J. (2014). Focus on teaching: Using video for high-impact instruction, Thousand Oaks, CA: Corwin.

Knight, J. (2013). High-impact instruction: A framework for great teaching, Thousand Oaks, CA: Corwin.

Knight, J. Bradley, B. A., Hock, M. Skrtic, T. A., Knight, D. Brasseur-Hock, I. & Hatton, C. (2012). Record, replay, reflect: Video taped lessons accelerate learning for teachers and coaches. Journal of Staff Development, 33(2), 18-23.

Knight, J. (2011). Unmistakable impact: A partnership approach for dramatically inproving instruction, Thousand Oaks, CA: Corwin.

Knight, J. (2011). What good coaches do. Educational Leadership, 69(2), 18-22.

Knight, J. (Ed.). (2009). Coaching: Approaches and perspectives (J. Knight, Ed.). Thousand Oaks, CA: Corwin.

Knight, J. (2009). Coaching: The key to translating research into practice. Journal of Staff Development, 30(1).

Knight, J. (2008). Coaches as leaders of change. In . (Ed.), Mentoring, coaching, and collaboration (pp. 253-276). Thousand Oaks, CA: Corwin.

Knight, J. (2008). Instructional coaching. In . (Ed.), Mentoring, coaching, and collaboration (pp. 137-162). Thousand Oaks, CA: Corwin.

Knight, J. (2008). Partnership communication. In . (Ed.), Mentoring, coaching, and collaboration (pp. 213-237). Thousand Oaks, CA: Corwin.

Knight, J. (2007). Instructional coaching: A partnership approach to improving instruction, Thousand Oaks, CA: Corwin.

Knight, J. (2007). Conservations can kick off the coaching. Teachers Teaching Teachers, 2(6), 1-4.

Knight, J. (2007). Five keys to building a coaching program. Journal of Staff Development, 28(1), 26-31.

Sprick, R. Knight, J. Reinke, J. & McKale, T. (2006). Coaching classroom management, Eugene, OR: Pacific Northwest.

Knight, J. (2006). Seven success factors for instructional coaches. The School Administrator, 63(4), 36-40.

Knight, J. (2005). Crossing boundaries: What constructivists can teach intensive-explicit instructors and vice versa. In T. M. Skrtic, K. R. Harris, & J. G. Shriner (Eds.), Special education policy and practice: Accountability, instruction, and social challenges (pp. 242-266). Denver, CO: Love.

Knight, J. (2004). Instructional coaches make progress through partnership: Intensive support can improve teaching. Journal of Staff Development, 25(2), 32-37.

Knight, J. (2001). Partnership learning: Bringing conversation into the heart of the classroom. In D. Bucciarelli & S. Pirtle (Eds.), Partnership education in action.

Deshler, D. D., Schumaker, J. B., Lenz, B. K., Bulgren, J. A., Hock, M. F., Knight, J. & Ehren, B. (2001). Ensuring content-area learning by secondary students with learning disabilities. Learning Disabilities Research and Practice, 16(2), 96-108. DOI:10.1111/0938-8982.00011

Knight, J. (1998). Do schools have learning disabilities? Focus on Exceptional Children, 30(9), 1-14.

Fisher, J. & Knight, J. (1997). Content enhancement: Meeting the needs of academically diverse groups. The Learning Consultant Journal, 53, 14-21.

Knight, J. & Froelich, S. (1997). Getting the most out of learning: A qualitative evaluation of the Eaton School of Retailing. Toronto, ON, Canada: Ryerson Polytechnic University Centre for Research on Learning.

Academic Degrees

  • PhD, Education with minor in Organizational Studies, University of Kansas, Lawrence, KS, 1998
  • MA, English Language and Literature, University of Ottawa, Ottawa, ON, Canada, 1984
  • BA, English Language and Literature (with honors), University of Ottawa, Ottawa, ON, Canada, 1983

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