ABOUT
Kristien Zenkov is the interim lead of the Teaching and Learning Unit and a professor of teacher education and literacy in Secondary Education (SEED) at George Mason University. He is the co-director of the "Through Students Eyes" project, which asks diverse high school and middle school youth to document through photographs and writing what they believe are the purposes of school.
Dr. Zenkov received his Ph.D. in Teacher Education from the University of Wisconsin-Madison and was a faculty member at Cleveland State University before coming to George Mason. He has published more than one hundred fifty articles and book chapters and eleven books concerning urban education, teacher education, social justice education, Professional Development Schools, boundary-spanning clinical structures, English language arts/literacy pedagogy, and curriculum.
In 2023, he received the University-Based Boundary Spanning Award from the National Association for Professional Development Schools (NAPDS) based on his ongoing partnerships with Alexandria City, Fairfax County, Prince William County, Loudoun County, and Manassas City schools. Dr. Zenkov and his colleagues have been awarded grants (totaling nearly $2 million) from private foundations and the US Department of Education in support of the "Through Students Eyes" (TSE) project and numerous other urban teacher education, conflict resolution, and teacher mentoring studies and programs. He has conducted TSE with youth in Sierra Leone, Haiti, and Iraq. He has taught language arts and drama in city high schools across the country. Dr. Zenkov is the former editor of School-University Partnerships and the current president of the Virginia Association of Colleges and Teacher Educators.
Kristien Zenkov, PhD
download CV
recent publications
contact
highlighted work
Talking Equity in Polarized Times: Stories and Strategies from Teachers and Students
Meagan Call-Cummings
Kristien Zenkov
Jeff Keller
Recent Peer-Reviewed Articles
Note: Publications with * denote manuscripts co-authored with teachers and masters/doctoral students
*Zenkov, K. & Rudder, L. (2026). “It’s human nature to search for some kind of company”: Youth, photovoice, and
the theory of listening literacy. Journal of Adolescent and Adult Literacy, 70(2), e70068.
https://doi.org/10.1002/jaal.70068
*Zenkov, K., Rudder, L., Capizzi, F., Gilfillan, L., & Ewaida, M. (2026). “We learn by opening the doors of our
classrooms”: Boundary-spanning and mutually-beneficial outcomes in clinical teacher preparation. The
Teacher Educators’ Journal, 19,(0), 179-213. DOI: 10.66196/DGZW1728
*Rudder, L., Zenkov, K., Goransson, J., & Calabrese, S. (2026). Problems of Practice, Solutions for Sustainability:
Reconceptualizing mutual impact in school-university partnerships. School-University Partnerships, 1-20.
https://doi.org/10.1108/SUP-02-2026-0007
*Rudder, L., Zenkov, K., Goransson, J., Photiou Ettenson, S., & Singleton, S. (2026). “It’s like being on a road trip
with a driver you trust”: Augmenting practice-based methods with critical, project-based clinical
experiences. Midwest Journal of Education, 3(1). https://doi.org/10.69670/mje.3.1.9
*Zenkov, K. & Rudder, L. (2025). Lessons in and from listening: Preparing teachers for a democracy. The Teacher
Educator Journal, 1-18. https://doi.org/10.1080/08878730.2025.2561694
*Rudder, L., Zenkov, K. & Polly, D. (2025). Boundary-Spanning in school-university partnerships and its
related definitions. School-University Partnerships, 18(2), 286-305. https://doi.org/10.1108/SUP-
*Rudder, L., Polly, D., Zenkov, K., & Collonnese, M. (2025). Collective impact school-university
partnerships in teacher education: Intentionally designed clinical practice experiences. School-
University Partnerships. DOI: 10.1108/SUP-11-2024-0035
*Zenkov, K., Taousakis, M., Ewaida, M., Staudt, E., & Gorannson, J. (2023). Positioned as pedagogues,
required to explore their teacher personas: Impacts of clinical experience models on teacher
candidates’ practices and identities. School-University Partnerships, 16(1), 71-
91. https://doi.org/10.1108/SUP-02-2023-0005
Nagro, S. A., Macedonia, A., Raines, A. R., Day, J., Parker, A. K., Parsons, S., Coogel, C. G., & Zenkov, K.
(2023). A systematic review of teacher factors for successfully educating students with disabilities.
The New Educator, 19(2), 77-102. https://doi.org/10.1080/1547688X.2023.2193226
Polly, D., Badiali, B., Burns, R. W., Coler, C., Cosenza, M., Goree, K., Stoicovy, D., Zenkov, K. (2023). A
refresh of the Essentials of Professional Development Schools: The Second Edition of the NAPDS
Nine Essentials. Connections: Journal of the California Association of School-University
Partnerships, 12(1), 6.
Zenkov, K., & Pytash, K. (2022). Critical, project-based clinical experiences as sustainable "third space" reforms. Teacher Education Quarterly. 9(2). pp. 58-85.
Helmsing, M., Parker, A. K., Glaser, H., Zenkov, K., & Porter, A. (2022). Coaching cubed: Mentor teachers’ perspectives on the exponential nature of supporting teacher candidates during uncertain times. Special Themed Issue: School University Partnerships, 15(1).
Recent Invited and Editorial-Reviewed Articles
Note: Publications with * denote manuscripts co-authored with teachers and masters/doctoral students
*Parker, A.K., Rudder, L., & Zenkov, K. (2026, July 28). Four effective strategies for mentors. ISTE +
ASCD Blog. https://www.ascd.org/blogs/4-effective-strategies-for-teacher-mentors
*Zenkov, K. & Rudder, L. (2024, November 1). Listening pedagogies as a foundation for writing
engagement. Writers Who Care. https://writerswhocare.wordpress.com/2024/11/01/listening-
pedagogies-as-a-foundation-for-writing-engagement/
*Zenkov, K., Rogers, R., Parker, A., Jones, L., Rudder, L. & Rogers, D. (September 2024). The Inquiry
Initiative and “opportunity gaps”: Collaborative research structure and challenging inequities in
teacher education. Introductory article in special issue on “opportunity gaps” in teacher education.
The New Educator, 20(3).
Glaser, H., Porter, A., Lague, M., Zenkov, K., & Helmsing, M. (2023). Editors’ Welcome. The Teacher
Educators’ Journal, 16(2).
Glaser, H., Porter, A., Lague, M., Zenkov, K., & Helmsing, M. (2023). Editors’ Welcome. The Teacher
Educators’ Journal, 16(1).
Burns, R. W., Badiali, B., Coler, C., Cosenza, M., Goree, K., Polly, D., Stoicovy, D., Zenkov, K. (2022).
Essential 2: “Clinical Practice” is what Professional Development Schools do. PDS Partners: Bridging
Research to Practice, 17(1), 38-41.
(Note: After first author, remaining authors are listed alphabetically.)
Polly, D., Badiali, B., Burns, R. W., Coler, C., Cosenza, M., Goree, K., Polly, D., Stoicovy, D., Zenkov, K.
(2022). Essential 3: Professional learning in the context of PDS and School-University partnerships.
PDS Partners: Bridging Research to Practice, 17(3), 39-42.
(Note: After first author, remaining authors are listed alphabetically.)
Stoicovy, D., Badiali, B., Burns, R. W., Coler, C., Cosenza, M., Goree, K., Polly, D., & Zenkov, K. (2022).
Essential 4: A shared commitment to reflection, innovation and generative knowledge. PDS
Partners: Bridging Research to Practice, 17(1), 41-42.
(Note: After first author, remaining authors are listed alphabetically.)
Coler, C. Goree, K., Stoicovy, D., Polly, D, Badiali, B., Burns, R. W., Cosenza, M., & Zenkov, K. (2022). The value of school-university partnerships and Professional Development Schools. The Delta Kappa Gamma Bulletin: International Journal for Professional Educators, 88(3), 6-14.
Helmsing, M., Glaser, H., Zenkov, K., & Lague, M. (2022). From frustration to innovation: Considering new practices and approaches for teacher education as post-pandemic pedagogy. The Teacher Educators’ Journal, 15(1), iv-xii.
Zenkov, K., Badiali, B., Burns, R. W., Coler, C., Cosenza, M., Goree, K., Polly, D., Stoicovy, D., Bertrand, S., Haddad, K., Crane, N., & Lague, M. (2021). The “Revised Nine Essentials” article series Essential 1: Justice is our “Comprehensive Mission.” PDS Partners: Bridging Research to Practice. 16(4), 21- 24.
Recent Book Chapters
Note: Publications with * denote manuscripts co-authored with teachers and masters/doctoral students
Zenkov, K. & Rudder, L. (in press). Chapter 12: Looking forward. In G.M. Richardson, H. Bacon, & A.
Henry (Eds.), Collaborative inquiry to address educational inequality: Practices and praxis for minding
the opportunity gap and bridging the divide (pp. XX-XX). Taylor & Francis.
Rudder, L., Zenkov, K., Gilfillan, L., Capizzi, F., & Ewaida, M. (in press). Boundary-spanning to teach
English boldly: Interrupting professional isolation via critical, project-based clinical partnerships. In K.
Covino & J. Bell (Eds.) Teaching English boldly: Inquiry, advocacy, and transformation. Bloomsbury.
*Zenkov, K. & Rudder, L. (2026). Teacher educators’ roles: A profession in flux and a hybrid, clinical way
forward. In J. McIntyre, D. Byrd, & J. Snow (Eds.) Handbook of research on teacher education (4th
edition). Routledge.
*Zenkov, K. & Rudder, L. (in press). Introduction. In K. Zenkov, L. Rudder, S. Parsons, D.V. Dennis, V.
Ellis, A.K. Parker, & R.S. Lucero (Eds.) The AACTE Clinical Practice Commission Proclamations and
cases of teacher education innovation. Information Age Publishing.
*Zenkov, K., Rudder, L., & Polly, D. (2025). An introduction to this collection and consideration of
boundary-spanning work in school-university partnerships. In K. Zenkov, D. Polly, & L. Rudder
(Eds.), Boundary-Spanning in School-University Partnerships. Information Age Publishing.
*Zenkov, K., Fox, M., Ewaida, M., & Haddad, K. (2025). The metaphors we partner by: Lexical slights of
hand and the limiting language of school-university partnerships. In J. Dresden, J. Ferrara, J.
Neapolitan, & D. Yendol-Hoppey (Eds.), The Cambridge Handbook of School-University
Partnerships.
Zenkov, K., Pytash, K., & Lague, M. (2024). "Boundary-Spanners" in literacy education: Roles, activities,
supports, constraints, and futures. In J.R. Feinberg & S.L Ogletree (Eds.), Advancing school-
university partnerships and professional development schools through national research: Revitalized
perspectives for social justice, equity, growth and inclusivity. Routledge.
*Gorannson, J., Zenkov, K., & Taousakis, M. (2023). Windows, mirrors, and sliding glass doors: Co-
teaching and co-supervision internship models for teacher educator learning. In B. Butler, A.
Cuenca, & J. Ritter (Eds.), How teacher educators learn: Profiles in teacher educator professional
development.
Zenkov, K. & Parker, A. K. (2023). Notions of partnership and projectbased clinical
experiences: An ATE Teacher Educator Standard 5 Case. In R. Burns & J. Jacobs (Eds.), The
complex work of teacher educators: Cases that illustrate teacher educator standards in action.
Zenkov, K., Lague, M., Haddad, K., Gervacio, A., Sabah, M., & Kolapalli, A. (2022). “Storying” injustice with future English teachers: Narrating our way to the equity foundations of our writing pedagogies. In T. Hodges (Ed.), Handbook of equity-focused writing instruction. pp. 224-247. IGI Global.
Zenkov, K. (2022). Teachers, teaching, teacher educators, teaching education: A case for class-based and classroom-based transitions. In N. Vines & A. Broemmel (Eds.), Teacher reflections on transitioning from K-12 to higher education classrooms, pp. 381-391. IGI Global.
*Zenkov, K., Parker, A.K., Glaser, H., & Vardas-Doane, A. (2020). Valuing the expertise of school-based teacher educators in school-university partnerships: Creating a sustainable model of mentor teacher preparation. In P.E. Bernhardt, T. Conway & G. Richardson (Eds.), Effective Clinical Practice: Preparing Mentor Teachers and University-Based Educators to Support Teacher Candidate Learning and Development.
*Johnson, R.D., Parsons, S.A., Parker, A.K., Zenkov, K., Dennis, D., del Prado Hill, P., Garas-York, K., Loving, K., & Slattery, C. (2020). The case for PDS as an exemplary model of school-university partnerships. Proposal accepted for inclusion in P. Chandler & L. Barron (Eds.), Rethinking School- University Partnerships: A New Way Forward.
*Zenkov, K., Lague, M., & Azevedo, P.C. (2020). SEED “Seeds,” “Stories of Injustice,” and the ideals of our profession: A program in formation and pre-service teachers as bridges to equity. In E. Garin & R.W. Burns (Eds.), The NAPDS Nine Essentials in Action: Cases of Professional Development Schools (pp. 249-255).
Books
Note: Publications with * denote manuscripts co-authored with teachers and masters/doctoral students
*Zenkov, K., Rudder, L., Parsons, S., Dennis, D.V., Ellis, V., Parker, A.K., & Lucero, R.S. (in press). The AACTE
Clinical Practice Commission Proclamations 1 to 5 in Action. Emerald.
*Zenkov, K., Rudder, L., Parsons, S., Dennis, D.V., Ellis, V., Parker, A.K., & Lucero, R.S. (in press). The AACTE
Clinical Practice Commission Proclamations 6 to 10 in Action. Emerald.
*Polly, D., Zenkov, K., & Rudder, L. (2025). Boundary-spanning in school-university partnerships.
Information Age.
*Call-Cummings, M., Zenkov, K., & Keller, J. (2024). Talking equity in polarized times: Stories and
strategies from teachers, for teachers. Routledge.
Cushman, K., Zenkov, K., & Call-Cummings, M. (2021). New fires in our lives: Advice for teachers from high school students. New Press.
Zenkov, K., & Pytash, K. (2018). Critical, project-based experiences in teacher preparation: Classroom interventions, teacher training and development, boundary-spanning roles, and collaborative scholarship. Routledge.
*Zenkov, K., & Harmon, J. (2016). Through students’ eyes: Writing and photography for success in school. Rowman & Littlefield.
Richards, J.C., & Zenkov, K. (Eds.) (2015). Social justice, the Common Core, and closing the instructional gap: Empowering diverse learners and their teachers. Information Age.
Gorski, P. & Zenkov, K. (Eds.) (2014). The big lies of education reform. Routledge.
Zenkov, K., Corrigan, D. & Beebe, R. (Eds.). (2013). Professional development schools and social justice: Schools and universities partnering to make a difference. Lexington Books.
Gorski, P., Zenkov, K., Osei-Kofi, N., & Sapp, J. (Eds.). (2012). Cultivating social justice teachers: How teacher educators have helped students overcome cognitive bottlenecks and learn critical social justice concepts. Stylus.
Navarro, V. & Marquez-Zenkov, K. (Eds.) (2005). Staying connected: Re-framing the contours of partnership work in education with PDS standards. Urban Network to Improve Teacher Education.