Faculty and Staff Directory
Title/s: Associate Professor;
Specialty Area: Sociology of Education, Education Policy, Urban Education, Organizational Sociology, Teacher Education, School Social Work
Office #: Lewis Towers 1038, WTC
CV Link: Phillippo CV v2
Ph.D., Stanford University, Palo Alto, CA
- Cultural and Educational Policy Studies
- Social Work (Joint Appointment, School of Social Work)
- Organizational, professional, socio-cultural, political and demographic influences on policy and practice enactment
- Student and teachers as policy actors
- Selective public schools
- Student-teacher relationships
- Teachers' social and professional positioning
- Student support practice and policy in K-12 school settings
- School-based mental health and its fit with public K-12 schools, school social work organization
Professional & Community Affiliations
- American Educational Research Association (AERA)
- Sociology of Education Association (SEA)
- American Educational Studies Association (AERA)
- Society for Social Work and Research
- ELPS 240 Urban Education: Policy and Practice
- ELPS 410 Sociology of Education
- ELPS 412 Sociological Analysis of Urban Education and Policy
- ELPS 510 Seminar in Current Educational Literature (Race and Schooling in the United States)
- ELPS 512 Sociology of Teaching
- ELPS 514 The School as an Organization
- RMTD 420 Educational Research I: Building a Body of Evidence
with Qualitative Methods
- Loyola University Chicago, School of Education Distinguished Faculty Award for Excellence in Research (2019)
- Finalist, W.T. Grant Scholars Award (2017)
- Loyola University Chicago, School of Education Distinguished Faculty Award for Excellence in Teaching (2016)
- Finalist, Spencer Foundation Exemplary Dissertation Award (2010)
- Spencer Foundation Dissertation Fellow (2009)
- Phillippo, K. (2019). A contest without winners: Student experiences of competitive school choice policy. Minneapolis, MN: University of Minnesota Press.
- Brown, E., Phillippo, K., Weston, K. & Rodger, S. (2019, available online). United States and Canada pre-service teacher certification standards for student mental health: A comparative case study. Teaching and Teacher Education.
- Phillippo, K., Brown, E.L., & Blosser, A. (2018). Making sense of student–teacher relationships: Teacher educator and candidate engagement with the relational practices of teaching. Action in Teacher Education, 40(2), 169-185.
- Phillippo, K., Kelly, M., Shayman, E. & Frey, A. (2017). School social worker practice decisions: The impact of professional models, training, and school context. Families in Society: the Journal of Contemporary Social Services, 98(4), 275-283.
- Phillippo, K., Conner, J., Davidson, S., & Pope, D. (2017). A systematic analysis of student-report survey instruments that assess student-teacher relationships. Teachers College Record, 119(8).
- Miller, P., Scanlan, M. & Phillippo, K. (2017). Rural cross-sector collaboration: A social frontier analysis. American Educational Research Journal Centennial Issue, 54(1_suppl), 193S-215S.
- Phillippo, K. & Griffin, B. (2016). The social geography of choice: Neighborhoods’ role in students’ navigation of school choice policy in Chicago. The Urban Review, 48(5), 668–695.
- Phillippo, K. & Griffin, B. (2016). “If you don’t score high enough, then that’s your fault”: Student civic dispositions in the context of competitive school choice. Journal of Critical Education Policy Studies, 14(2), 67-95.
- Phillippo, K. & Kelly, M. (2014). On the fault line: A qualitative exploration of high school teachers’ involvement with student mental health issues. School Mental Health, 6(3), 184-200.
- Phillippo, K. (2013). Advisory in urban high schools: A study of expanded teacher roles. New York, NY: Palgrave Macmillan, Series on Urban Education (A. Sadovnik & S. Semel, Eds.).
- Phillippo, K. & Blosser, A. (2013). Specialty practice or interstitial practice? A reconsideration of school social work’s past and present. Children & Schools, 35(1), 19-31.
- Phillippo, K. (2012). “You’re trying to know me”: Students from nondominant groups respond to teacher personalism. The Urban Review, 44(4), 441-467.
- Phillippo, K. (2010). Teacher-advisors providing social and emotional support: A study of complex role enactment in small high schools. Teachers College Record, 112(8), 2258-2293.