John E. Henning, Ph.D.

Professor Emeritus

Department: Curriculum and Instruction

John Henning, Ph.D. is an experienced educational practitioner, researcher, and leader. His primary research interests include practice-based teacher education, teacher development, instructional decision-making, and classroom discourse. These interests developed from more than 20 years of experience as a high school teacher. Henning is also an active scholar and researcher, with more than 50 publications. His fourth book, titled Building Mentoring Capacity in Teacher Education: A Guide to Clinically-Based Teacher Education was recently released by Routledge. Henning was the Dean of the School of Education from 2015 until his retirement in 2022.

Education

Ph.D. Educational Psychology, Kent State University, Ohio

M.Ed., Vocational Education, Kent State University, Ohio

B.S., General Agriculture, The Pennsylvania State University, PA

Research Interests

Henning has more than 50 publications including three books, over 30 refereed journal articles, and seven book chapters. His primary research interests include practice-based teacher education, teacher development, instructional decision-making, and classroom discourse. These interests developed from more than 20 years of experience as a high school teacher.

Books

Henning, J. E., Gut, D.M., & Beam, P.C. (2019) Building mentoring capacity in teacher education: A guide to clinically-based practice. New York: Rutledge. https://www.amazon.com/Building-Mentoring-Capacity-Teacher-Education/dp/0815366035.
Henning, J.E., Kohler, F.W., Robinson, V., & Wilson, B. (2009). Improving teacher quality: Using the teacher work sample to make evidence-based decisions. Lanham, MD: Rowman and Littlefield.
Henning, J.E., Stone, J., & Kelly, J. (2009). Using action research to improve instruction: An interactive guide for teachers. New York: Routledge.
Henning, J.E. (2008). The art of discussion-based teaching: Opening up conversation in the classroom. New York: Routledge.

Scholarly Articles

Villarreal, Angello, and John Henning. 2020. From Teacher Resident to Full-Time Teacher: The Experiences of a Hispanic Teacher Candidate in a Paid Internship Program. PDS Partners: Bridging Research to Practice 15(2): 12-15.
Henning, J.E. (2019). A practice-based approach to teacher educator learning: The foundation for innovation in teacher education. Professing Education 17, (1&2). 65-79.
Henning, J.E. (2019). The gifted practitioner. In Judith A. Bazler, Meta L. Van Sickle,Julie Swanson, & Kathryn Lubniewski (Eds.). Identifying, Describing, and Developing Teachers Who Are Gifted and Talented (pp. 22- 36). Hershey, PA: IGI Global.
Henning, J.E. (2018). Seeing “structure” in text: Eleventh graders’ perception of relationship in essay writing. Educational Studies. DOI.org/10.1080/03055698.2018.1534085
Henning, J.E., Bragen, B.F.. Mulvaney,T., George, W.O., III. (2018). A sustainable teacher residency: Designing paid internships for teacher education. School-University Partnerships. The Journal of the National Association for Professional Development Schools.
Henning, J.E., Bragen, B.F., Jr., Mulvaney, T., George, W.O., III, Duffy, G., Aldarelli, E., Grabowski, C., Harriott, W., Riddle, M., Falco, J., Heaney, P., Earle, C., Foster, L., & Borlan, C. (2018). The Monmouth University partnership: Redesigning practice. School-University Partnerships. The Journal of the National Association for Professional Development Schools, (11) 1, 3-8.
Henning, J.E., McKeny, T., Weade, G., Dani, D.E., Rice, L.J., & Xenos, A.J. (2018). Designing innovative teaching practice: A case study of Proc-c creativity. Teacher Education and Practice, 31(1), 81-100.
Henning, J.E., Rice, L.J., Dani, D.E., Weade, G., & McKeny, T. (2017). Teachers’ perceptions of their most significant change: Source, impact, and process. Teacher Development: An International Journal of Teachers’ Professional Development, 21 (2), 388-403 . doi: 10.1080/13664530.2016.1243570
Henning, J.E., & Duffy, G. (2017). Design features for a yearlong clinical experience: Measuring student learning and using performance-based assessments. PDS Partners, 12 (3), 1, 3-5.
Ahmadi, S., Henning, J.E., & Goli, F. (2017). Awakening teachers to their presence: An experiential course in body wisdom. The Practitioner Scholar: Journal of Counseling and Professional Psychology, 6 (1), 92-107.
Velempini, K. Martin, B., Ward Randolph, A., & Henning, J.E. (2017). Environmental education in southern Africa: A case study of a secondary school in the Okavango Delta of Botswana. Environmental Education Research (CEER) doi: 10.1080/13504622.2017.1377158
Henning, J.E., Erb, D., Randles, H.S., Shoener, H. Fults, N., & Webb, K. (2016). Designing a curriculum for clinical experiences. Issues in Teacher Education 25 (1), 23-38
Henning, J.E., Gut, D., & Beam, P. (2015). Designing and implementing a mentoring program to serve a clinically based model of teacher preparation. The Teacher Educator I50, 145-162. www.tandfonline.com/doi/abs/10.1080/08878730.2015.1011046?journalCode=utte20
Gut, D., Beam, P., Henning, J.E., Cochran, D., & Knight, R. (2014). Teachers’ perceptions of their mentoring role in three different clinical settings: Student teaching, early field experiences, and entry year teaching. Mentoring & Tutoring: A Partnership in Learning, 22 (3), 240-263. www.tandfonline.com/doi/abs/10.1080/13611267.2014.926664
Hendrickson, K., Henning, J.E., & Spinell, A. (2013). Co-teaching with professional interns: A collaborative approach to improving student learning. Education in a Democracy: A Journal of the NNER, (5), 126-140.
Howley, M.D., Howley, A., Henning, J.E., Gillam, M.B. & Weade, G. (2013). Intersecting domains for assessment knowledge: School typologies based on interviews with teachers. Journal of Educational Assessment, 18 (1), 26-48.
Henning, J.E., McKeny, T., Foley, G.D., & Balong, M. (2012). Mathematics discussions by design: Creating opportunities for purposeful participation. Journal of Mathematics Teacher Education, 15(6), 453-479. doi: 0.1007/s10857-012-9224-1
Henning, J.E., Dani, D.E., & Weade, G. (2012). The discourse and reflections of teacher candidates during an early field experience. The New Educator, 8, 283-307. www.tandfonline.com/doi/abs/10.1080/1547688X.2012.726586
Henning, J.E., Hawbaker, B.W. Lee, D.S., & McDonald, C.F. (2010). Growing a multi-site professional development school in Ravid, R. & Slater, J. (Eds.), Collaboration in Education (pp. 26-34). New York: Routledge.
Kohler, F.W., Henning, J.E., & Usma Wilches, J. (2008). Preparing preservice teachers to make instructional decisions: An examination of teacher work samples. Teaching and Teacher Education, 24(8), 2108-2117.
Henning, J. E. (2002). Expanding relationships: A semiotic description of development in the interpretation and organization of text. The American Journal of Semiotics, 18, 145-160.

Book Chapters

Carley-Rizzuto, Kerry, John Henning, and Catherine Duckett. 2019. “Bee Pollination.” In Cases on Models and Methods for STEAM Education, edited by Judith A. Bazler and Meta L. Ban Sickle, 205-223. Hershey, PA: IGI Global.