Jennifer Goldstein | Environmental Science | Best Researcher Award Published on 20/09/202520/09/2025 by Environmental Scientists Dr. Jennifer Goldstein | Environmental Science | Best Researcher Award Professor | California State University | United States Dr. Jennifer Goldstein is a distinguished scholar, educator, and leader whose career bridges research, practice, and policy in education. She earned her doctorate in Administration and Policy Analysis with a minor in Sociology at Stanford University and began her academic path with a degree in Social Sciences from the University of California, Berkeley. Her professional journey includes faculty appointments at Baruch College, City University of New York, and her current role as Professor of Educational Leadership at California State University, Fullerton, where she also served as Department Chair. She has directed innovative programs such as Leadership Education for Anaheim Districts and has held leadership roles with the California Office to Reform Education. Dr. Jennifer Goldstein research examines teacher evaluation, peer review, distributed leadership, and university-district partnerships for leadership preparation. Her published works, including books, peer-reviewed articles, and policy briefs, contribute significantly to debates on accountability, equity, and professionalism in education. She has been invited to speak nationally, consulted for teacher unions and educational organizations, and collaborated on major grants and research-practice partnerships. Her teaching spans doctoral, master’s, and credential programs, emphasizing leadership development, instructional practice, and equity-focused preparation. Recognized with numerous honors for scholarship, teaching, and service, she also contributes through editorial and reviewing roles for leading journals and presses. Beyond academia, she is active in community service, civic engagement, and interfaith initiatives, reflecting her commitment to equity and justice both in schools and society. Her career embodies a blend of rigorous scholarship, transformative leadership, and engaged citizenship. Profile: Orcid | Google Scholar Featured Publications Goldstein, J. (2004). Making sense of distributed leadership: The case of peer assistance and review. Educational Evaluation and Policy Analysis, 26(2), 173–197. Goldstein, J. (2007). Easy to dance to: Solving the problems of teacher evaluation with peer assistance and review. American Journal of Education, 113(3), 479–508. Goldstein, J. (2010). Peer review and teacher leadership: Linking professionalism and accountability. Series on School Reform. Teachers College Press. Goldstein, J. (2005). Debunking the fear of peer review: Combining supervision and evaluation and living to tell about it. Journal of Personnel Evaluation in Education, 18(4), 235–252. Goldstein, J., Lozano, M., & Panero, N. S. (2025). Metabolizing the challenges to partnership: Partner learning in a university-district partnership for leadership preparation. Journal of Research on Leadership Education, 20(1), 32–58.
Dr. Jennifer Goldstein is a distinguished scholar, educator, and leader whose career bridges research, practice, and policy in education. She earned her doctorate in Administration and Policy Analysis with a minor in Sociology at Stanford University and began her academic path with a degree in Social Sciences from the University of California, Berkeley. Her professional journey includes faculty appointments at Baruch College, City University of New York, and her current role as Professor of Educational Leadership at California State University, Fullerton, where she also served as Department Chair. She has directed innovative programs such as Leadership Education for Anaheim Districts and has held leadership roles with the California Office to Reform Education. Dr. Jennifer Goldstein research examines teacher evaluation, peer review, distributed leadership, and university-district partnerships for leadership preparation. Her published works, including books, peer-reviewed articles, and policy briefs, contribute significantly to debates on accountability, equity, and professionalism in education. She has been invited to speak nationally, consulted for teacher unions and educational organizations, and collaborated on major grants and research-practice partnerships. Her teaching spans doctoral, master’s, and credential programs, emphasizing leadership development, instructional practice, and equity-focused preparation. Recognized with numerous honors for scholarship, teaching, and service, she also contributes through editorial and reviewing roles for leading journals and presses. Beyond academia, she is active in community service, civic engagement, and interfaith initiatives, reflecting her commitment to equity and justice both in schools and society. Her career embodies a blend of rigorous scholarship, transformative leadership, and engaged citizenship. Profile: Orcid | Google Scholar
Dr. Jennifer Goldstein is a distinguished scholar, educator, and leader whose career bridges research, practice, and policy in education. She earned her doctorate in Administration and Policy Analysis with a minor in Sociology at Stanford University and began her academic path with a degree in Social Sciences from the University of California, Berkeley. Her professional journey includes faculty appointments at Baruch College, City University of New York, and her current role as Professor of Educational Leadership at California State University, Fullerton, where she also served as Department Chair. She has directed innovative programs such as Leadership Education for Anaheim Districts and has held leadership roles with the California Office to Reform Education. Dr. Jennifer Goldstein research examines teacher evaluation, peer review, distributed leadership, and university-district partnerships for leadership preparation. Her published works, including books, peer-reviewed articles, and policy briefs, contribute significantly to debates on accountability, equity, and professionalism in education. She has been invited to speak nationally, consulted for teacher unions and educational organizations, and collaborated on major grants and research-practice partnerships. Her teaching spans doctoral, master’s, and credential programs, emphasizing leadership development, instructional practice, and equity-focused preparation. Recognized with numerous honors for scholarship, teaching, and service, she also contributes through editorial and reviewing roles for leading journals and presses. Beyond academia, she is active in community service, civic engagement, and interfaith initiatives, reflecting her commitment to equity and justice both in schools and society. Her career embodies a blend of rigorous scholarship, transformative leadership, and engaged citizenship. Profile: Orcid | Google Scholar
Dr. Jennifer Goldstein is a distinguished scholar, educator, and leader whose career bridges research, practice, and policy in education. She earned her doctorate in Administration and Policy Analysis with a minor in Sociology at Stanford University and began her academic path with a degree in Social Sciences from the University of California, Berkeley. Her professional journey includes faculty appointments at Baruch College, City University of New York, and her current role as Professor of Educational Leadership at California State University, Fullerton, where she also served as Department Chair. She has directed innovative programs such as Leadership Education for Anaheim Districts and has held leadership roles with the California Office to Reform Education. Dr. Jennifer Goldstein research examines teacher evaluation, peer review, distributed leadership, and university-district partnerships for leadership preparation. Her published works, including books, peer-reviewed articles, and policy briefs, contribute significantly to debates on accountability, equity, and professionalism in education. She has been invited to speak nationally, consulted for teacher unions and educational organizations, and collaborated on major grants and research-practice partnerships. Her teaching spans doctoral, master’s, and credential programs, emphasizing leadership development, instructional practice, and equity-focused preparation. Recognized with numerous honors for scholarship, teaching, and service, she also contributes through editorial and reviewing roles for leading journals and presses. Beyond academia, she is active in community service, civic engagement, and interfaith initiatives, reflecting her commitment to equity and justice both in schools and society. Her career embodies a blend of rigorous scholarship, transformative leadership, and engaged citizenship. Profile: Orcid | Google Scholar
Dr. Jennifer Goldstein is a distinguished scholar, educator, and leader whose career bridges research, practice, and policy in education. She earned her doctorate in Administration and Policy Analysis with a minor in Sociology at Stanford University and began her academic path with a degree in Social Sciences from the University of California, Berkeley. Her professional journey includes faculty appointments at Baruch College, City University of New York, and her current role as Professor of Educational Leadership at California State University, Fullerton, where she also served as Department Chair. She has directed innovative programs such as Leadership Education for Anaheim Districts and has held leadership roles with the California Office to Reform Education. Dr. Jennifer Goldstein research examines teacher evaluation, peer review, distributed leadership, and university-district partnerships for leadership preparation. Her published works, including books, peer-reviewed articles, and policy briefs, contribute significantly to debates on accountability, equity, and professionalism in education. She has been invited to speak nationally, consulted for teacher unions and educational organizations, and collaborated on major grants and research-practice partnerships. Her teaching spans doctoral, master’s, and credential programs, emphasizing leadership development, instructional practice, and equity-focused preparation. Recognized with numerous honors for scholarship, teaching, and service, she also contributes through editorial and reviewing roles for leading journals and presses. Beyond academia, she is active in community service, civic engagement, and interfaith initiatives, reflecting her commitment to equity and justice both in schools and society. Her career embodies a blend of rigorous scholarship, transformative leadership, and engaged citizenship. Profile: Orcid | Google Scholar
Dr. Jennifer Goldstein is a distinguished scholar, educator, and leader whose career bridges research, practice, and policy in education. She earned her doctorate in Administration and Policy Analysis with a minor in Sociology at Stanford University and began her academic path with a degree in Social Sciences from the University of California, Berkeley. Her professional journey includes faculty appointments at Baruch College, City University of New York, and her current role as Professor of Educational Leadership at California State University, Fullerton, where she also served as Department Chair. She has directed innovative programs such as Leadership Education for Anaheim Districts and has held leadership roles with the California Office to Reform Education. Dr. Jennifer Goldstein research examines teacher evaluation, peer review, distributed leadership, and university-district partnerships for leadership preparation. Her published works, including books, peer-reviewed articles, and policy briefs, contribute significantly to debates on accountability, equity, and professionalism in education. She has been invited to speak nationally, consulted for teacher unions and educational organizations, and collaborated on major grants and research-practice partnerships. Her teaching spans doctoral, master’s, and credential programs, emphasizing leadership development, instructional practice, and equity-focused preparation. Recognized with numerous honors for scholarship, teaching, and service, she also contributes through editorial and reviewing roles for leading journals and presses. Beyond academia, she is active in community service, civic engagement, and interfaith initiatives, reflecting her commitment to equity and justice both in schools and society. Her career embodies a blend of rigorous scholarship, transformative leadership, and engaged citizenship. Profile: Orcid | Google Scholar
Featured Publications Goldstein, J. (2004). Making sense of distributed leadership: The case of peer assistance and review. Educational Evaluation and Policy Analysis, 26(2), 173–197. Goldstein, J. (2007). Easy to dance to: Solving the problems of teacher evaluation with peer assistance and review. American Journal of Education, 113(3), 479–508. Goldstein, J. (2010). Peer review and teacher leadership: Linking professionalism and accountability. Series on School Reform. Teachers College Press. Goldstein, J. (2005). Debunking the fear of peer review: Combining supervision and evaluation and living to tell about it. Journal of Personnel Evaluation in Education, 18(4), 235–252. Goldstein, J., Lozano, M., & Panero, N. S. (2025). Metabolizing the challenges to partnership: Partner learning in a university-district partnership for leadership preparation. Journal of Research on Leadership Education, 20(1), 32–58.
Featured Publications Goldstein, J. (2004). Making sense of distributed leadership: The case of peer assistance and review. Educational Evaluation and Policy Analysis, 26(2), 173–197. Goldstein, J. (2007). Easy to dance to: Solving the problems of teacher evaluation with peer assistance and review. American Journal of Education, 113(3), 479–508. Goldstein, J. (2010). Peer review and teacher leadership: Linking professionalism and accountability. Series on School Reform. Teachers College Press. Goldstein, J. (2005). Debunking the fear of peer review: Combining supervision and evaluation and living to tell about it. Journal of Personnel Evaluation in Education, 18(4), 235–252. Goldstein, J., Lozano, M., & Panero, N. S. (2025). Metabolizing the challenges to partnership: Partner learning in a university-district partnership for leadership preparation. Journal of Research on Leadership Education, 20(1), 32–58.
Featured Publications Goldstein, J. (2004). Making sense of distributed leadership: The case of peer assistance and review. Educational Evaluation and Policy Analysis, 26(2), 173–197. Goldstein, J. (2007). Easy to dance to: Solving the problems of teacher evaluation with peer assistance and review. American Journal of Education, 113(3), 479–508. Goldstein, J. (2010). Peer review and teacher leadership: Linking professionalism and accountability. Series on School Reform. Teachers College Press. Goldstein, J. (2005). Debunking the fear of peer review: Combining supervision and evaluation and living to tell about it. Journal of Personnel Evaluation in Education, 18(4), 235–252. Goldstein, J., Lozano, M., & Panero, N. S. (2025). Metabolizing the challenges to partnership: Partner learning in a university-district partnership for leadership preparation. Journal of Research on Leadership Education, 20(1), 32–58.
Featured Publications Goldstein, J. (2004). Making sense of distributed leadership: The case of peer assistance and review. Educational Evaluation and Policy Analysis, 26(2), 173–197. Goldstein, J. (2007). Easy to dance to: Solving the problems of teacher evaluation with peer assistance and review. American Journal of Education, 113(3), 479–508. Goldstein, J. (2010). Peer review and teacher leadership: Linking professionalism and accountability. Series on School Reform. Teachers College Press. Goldstein, J. (2005). Debunking the fear of peer review: Combining supervision and evaluation and living to tell about it. Journal of Personnel Evaluation in Education, 18(4), 235–252. Goldstein, J., Lozano, M., & Panero, N. S. (2025). Metabolizing the challenges to partnership: Partner learning in a university-district partnership for leadership preparation. Journal of Research on Leadership Education, 20(1), 32–58.
Featured Publications Goldstein, J. (2004). Making sense of distributed leadership: The case of peer assistance and review. Educational Evaluation and Policy Analysis, 26(2), 173–197. Goldstein, J. (2007). Easy to dance to: Solving the problems of teacher evaluation with peer assistance and review. American Journal of Education, 113(3), 479–508. Goldstein, J. (2010). Peer review and teacher leadership: Linking professionalism and accountability. Series on School Reform. Teachers College Press. Goldstein, J. (2005). Debunking the fear of peer review: Combining supervision and evaluation and living to tell about it. Journal of Personnel Evaluation in Education, 18(4), 235–252. Goldstein, J., Lozano, M., & Panero, N. S. (2025). Metabolizing the challenges to partnership: Partner learning in a university-district partnership for leadership preparation. Journal of Research on Leadership Education, 20(1), 32–58.
Featured Publications Goldstein, J. (2004). Making sense of distributed leadership: The case of peer assistance and review. Educational Evaluation and Policy Analysis, 26(2), 173–197. Goldstein, J. (2007). Easy to dance to: Solving the problems of teacher evaluation with peer assistance and review. American Journal of Education, 113(3), 479–508. Goldstein, J. (2010). Peer review and teacher leadership: Linking professionalism and accountability. Series on School Reform. Teachers College Press. Goldstein, J. (2005). Debunking the fear of peer review: Combining supervision and evaluation and living to tell about it. Journal of Personnel Evaluation in Education, 18(4), 235–252. Goldstein, J., Lozano, M., & Panero, N. S. (2025). Metabolizing the challenges to partnership: Partner learning in a university-district partnership for leadership preparation. Journal of Research on Leadership Education, 20(1), 32–58.
Featured Publications Goldstein, J. (2004). Making sense of distributed leadership: The case of peer assistance and review. Educational Evaluation and Policy Analysis, 26(2), 173–197. Goldstein, J. (2007). Easy to dance to: Solving the problems of teacher evaluation with peer assistance and review. American Journal of Education, 113(3), 479–508. Goldstein, J. (2010). Peer review and teacher leadership: Linking professionalism and accountability. Series on School Reform. Teachers College Press. Goldstein, J. (2005). Debunking the fear of peer review: Combining supervision and evaluation and living to tell about it. Journal of Personnel Evaluation in Education, 18(4), 235–252. Goldstein, J., Lozano, M., & Panero, N. S. (2025). Metabolizing the challenges to partnership: Partner learning in a university-district partnership for leadership preparation. Journal of Research on Leadership Education, 20(1), 32–58.
Featured Publications Goldstein, J. (2004). Making sense of distributed leadership: The case of peer assistance and review. Educational Evaluation and Policy Analysis, 26(2), 173–197. Goldstein, J. (2007). Easy to dance to: Solving the problems of teacher evaluation with peer assistance and review. American Journal of Education, 113(3), 479–508. Goldstein, J. (2010). Peer review and teacher leadership: Linking professionalism and accountability. Series on School Reform. Teachers College Press. Goldstein, J. (2005). Debunking the fear of peer review: Combining supervision and evaluation and living to tell about it. Journal of Personnel Evaluation in Education, 18(4), 235–252. Goldstein, J., Lozano, M., & Panero, N. S. (2025). Metabolizing the challenges to partnership: Partner learning in a university-district partnership for leadership preparation. Journal of Research on Leadership Education, 20(1), 32–58.
Featured Publications Goldstein, J. (2004). Making sense of distributed leadership: The case of peer assistance and review. Educational Evaluation and Policy Analysis, 26(2), 173–197. Goldstein, J. (2007). Easy to dance to: Solving the problems of teacher evaluation with peer assistance and review. American Journal of Education, 113(3), 479–508. Goldstein, J. (2010). Peer review and teacher leadership: Linking professionalism and accountability. Series on School Reform. Teachers College Press. Goldstein, J. (2005). Debunking the fear of peer review: Combining supervision and evaluation and living to tell about it. Journal of Personnel Evaluation in Education, 18(4), 235–252. Goldstein, J., Lozano, M., & Panero, N. S. (2025). Metabolizing the challenges to partnership: Partner learning in a university-district partnership for leadership preparation. Journal of Research on Leadership Education, 20(1), 32–58.
Featured Publications Goldstein, J. (2004). Making sense of distributed leadership: The case of peer assistance and review. Educational Evaluation and Policy Analysis, 26(2), 173–197. Goldstein, J. (2007). Easy to dance to: Solving the problems of teacher evaluation with peer assistance and review. American Journal of Education, 113(3), 479–508. Goldstein, J. (2010). Peer review and teacher leadership: Linking professionalism and accountability. Series on School Reform. Teachers College Press. Goldstein, J. (2005). Debunking the fear of peer review: Combining supervision and evaluation and living to tell about it. Journal of Personnel Evaluation in Education, 18(4), 235–252. Goldstein, J., Lozano, M., & Panero, N. S. (2025). Metabolizing the challenges to partnership: Partner learning in a university-district partnership for leadership preparation. Journal of Research on Leadership Education, 20(1), 32–58.
Featured Publications Goldstein, J. (2004). Making sense of distributed leadership: The case of peer assistance and review. Educational Evaluation and Policy Analysis, 26(2), 173–197. Goldstein, J. (2007). Easy to dance to: Solving the problems of teacher evaluation with peer assistance and review. American Journal of Education, 113(3), 479–508. Goldstein, J. (2010). Peer review and teacher leadership: Linking professionalism and accountability. Series on School Reform. Teachers College Press. Goldstein, J. (2005). Debunking the fear of peer review: Combining supervision and evaluation and living to tell about it. Journal of Personnel Evaluation in Education, 18(4), 235–252. Goldstein, J., Lozano, M., & Panero, N. S. (2025). Metabolizing the challenges to partnership: Partner learning in a university-district partnership for leadership preparation. Journal of Research on Leadership Education, 20(1), 32–58.
Featured Publications Goldstein, J. (2004). Making sense of distributed leadership: The case of peer assistance and review. Educational Evaluation and Policy Analysis, 26(2), 173–197. Goldstein, J. (2007). Easy to dance to: Solving the problems of teacher evaluation with peer assistance and review. American Journal of Education, 113(3), 479–508. Goldstein, J. (2010). Peer review and teacher leadership: Linking professionalism and accountability. Series on School Reform. Teachers College Press. Goldstein, J. (2005). Debunking the fear of peer review: Combining supervision and evaluation and living to tell about it. Journal of Personnel Evaluation in Education, 18(4), 235–252. Goldstein, J., Lozano, M., & Panero, N. S. (2025). Metabolizing the challenges to partnership: Partner learning in a university-district partnership for leadership preparation. Journal of Research on Leadership Education, 20(1), 32–58.
Featured Publications Goldstein, J. (2004). Making sense of distributed leadership: The case of peer assistance and review. Educational Evaluation and Policy Analysis, 26(2), 173–197. Goldstein, J. (2007). Easy to dance to: Solving the problems of teacher evaluation with peer assistance and review. American Journal of Education, 113(3), 479–508. Goldstein, J. (2010). Peer review and teacher leadership: Linking professionalism and accountability. Series on School Reform. Teachers College Press. Goldstein, J. (2005). Debunking the fear of peer review: Combining supervision and evaluation and living to tell about it. Journal of Personnel Evaluation in Education, 18(4), 235–252. Goldstein, J., Lozano, M., & Panero, N. S. (2025). Metabolizing the challenges to partnership: Partner learning in a university-district partnership for leadership preparation. Journal of Research on Leadership Education, 20(1), 32–58.