Ph.D., University of Michigan
3101 University Blvd, Ste.306,
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Dr. Dan Berebitsky is an Assistant Professor in the Annette Caldwell Simmons
School of Education, specializing in Leadership and Policy. He received his B.S.
in General Physics, M.A. in Research Methods, and Ph.D. in Educational
Administration and Policy, all from the University of Michigan. Dr. Berebitsky
taught high school and middle school at the Thomas Jefferson School in St.
Louis, MO, where he taught AP Physics, Precalculus, Geometry, and Earth Science.
At the University of Michigan, Dr. Berebitsky assisted in the teaching of
graduate level courses in Quantitative Research Methods. His teaching load at
SMU includes doctoral courses in Policy Analysis and Organizational Theory.
Dr. Berebitsky’s scholarly interests focus on the relationship between the
organizational context of a school (e.g., socio-demographics of the student
body, school culture, state/district policy) and the work of the principal as an
instructional leader. He concentrates on the bi-directional nature of the
relationship, as the principal can affect many aspects of the organizational
context (e.g., pressing teachers to raise student achievement, building trusting
relationships, reaching out to parents), and conversely, the organizational
context can affect the work of the instructional leader (e.g., the level of
trust that teachers have in the principal may influence how receptive teachers
are to the principal’s instructional feedback).
While at the University of Michigan, Dr. Berebitsky worked on a number of
projects including the Michigan Study of the Transition from Elementary to
Middle School (principal investigator, Dr. Roger Goddard) and the evaluation of
Reading First in Michigan (principal investigator, Dr. Joanne Carlisle). Dr.
Berebitsky also continues to work with the Middle School Mathematics and the
Institutional Setting of Teaching project (Principal Investigators: Dr. Paul
Cobb and Dr. Thomas Smith) at Vanderbilt University. From these projects, Dr.
Berebitsky has published multiple articles including a paper on the relationship
between organizational trust and student achievement that received the William
J. Davis Award for most outstanding paper published in Educational
Administration Quarterly in 2009.
Berebitsky, D., Goddard, R. D., Neumerski, C. & Salloum, S.J. (in press).
The influence of academic press on students’ mathematics and reading
achievement. In DiPaola, M. F. & Forsyth, P. B. (Eds.), Contemporary Challenges
Confronting School Leaders. Charlotte: Information Age.
Carlisle, J., Kelcey, B., Berebitsky, D., and Phelps, G. (2011). Embracing the
Complexity of Instruction: A Study of the Effects of Teachers’ Instruction on
Students’ Reading Comprehension. Scientific Studies of Reading. 15 (5), 409-439.
Carlisle, J. and Berebitsky, D. (2011). Literacy Coaching as a Component of
Professional Development. Reading and Writing: An Interdisciplinary Journal. 24
Goddard, Y., Neumerski, C., Goddard, R., Salloum, S., and Berebitsky, D. (2010).
A Multilevel Exploratory Study of the Relationship Between Teachers’ Perceptions
of Principals’ Instructional Support and Group Norms for Instruction in
Elementary Schools. Elementary School Journal. 111 (2), p. 336-357.
Goddard, R., Salloum, S., and Berebitsky, D. (2009). Trust as a mediator of the
relationships between academic achievement, poverty and minority status:
Evidence from Michigan’s public elementary schools. Educational Administration
Quarterly. 45 (2), p. 292-311.
Berebitsky, D. and Larson, C. (2011). Teacher Advice Seeking: Relating
Centrality and Expertise in Middle School Mathematics Social Networks. Paper to
be presented at the annual meeting of the University Council for Educational
Administration, Denver, CO.
Berebitsky, D., Henrick, E., Boston, M., and Larbi-Cherif, A. (2011) Developing
School Leaders’ Instructional Leadership Through Content-Specific Professional
Development. Paper presented at the annual meeting of the University Council for
Educational Administration, Pittsburgh, PA.
Berebitsky, D. (2009). The Influence of Graduation Requirements on Course-Taking
Patterns in Mathematics. Paper presented at the annual meeting of the American
Educational Research Association, San Diego, CA.
Berebitsky, D., Goddard, R., Carlisle, J., and Feng, D. (2009). Examining the
Association Between Principals’ Support for Change and Teachers’ Communication
Around Literacy in Michigan’s Reading First Schools. Paper presented at the
annual meeting of the American Educational Research Association, San Diego, CA.
Berebitsky, D. (2008). The Impact of Professional Communities on Teachers and
Students: A Multilevel Examination in Reading First Schools. Poster presented at
the Clark Seminar at the annual meeting of the American Educational Research
Association, New York, NY.
Berebitsky, D. (2007). Graduation Requirements, Course-Taking, and Mathematics
Achievement: A Multilevel Analysis. Paper presented at the annual meeting of the
University Council for Educational Administration, Washington, D.C.
Berebitsky, D., Goddard, R., Neumerski, C., Salloum, S., Leahy, D. (2007)
Academic Emphasis Among Teachers and its Influence on Student Achievement: A
Multilevel Examination. Paper presented at the annual meeting of the American
Educational Research Association, Chicago, IL.