Anika Anthony

Anika Anthony, PhD, is associate professor of educational administration in the Department of Educational Studies at The Ohio State University. Her research focuses on the implementation of educational technology in K-12 and teacher preparation settings. She has also examined the influence of distributed technology leadership, strategic partnerships, and systemic alignment on technology implementation. Anika began her career as an engineer, management consultant, and systems analyst. Through her work, she has designed and evaluated e-learning environments and advised school and district leaders in educational technology implementation.

• PhD, Education-Learning Technologies, University of Michigan
• MS, Education-Learning Technologies, University of Michigan
• BSE, Industrial and Operations Engineering, University of Michigan

• Educational Administration
  • Educational leadership
  • Systemic alignment
  • Technology leadership
• Educational/Instructional Technology
• Learning Technologies
• Technology Integration

• Anthony, A. B., &Miller, D. (in press). Leading equitable distance education during times of crisis. Education and Urban Society.
• Miller, D., & Anthony, A. B. (in press). Preparing educators to lead professional learning in P-12 schools: Applying research on leadership development and adult learning. In K. N. LaVenia & J. J. May (Eds.), Case studies in leadership and development: Applying theoretical perspectives to real world challenges. New York, NY: Routledge.
• Anthony, A. B., & Acree, L. (2021). Section on technology leadership. In A. W. Hoy & W. K. Hoy (Eds.), Instructional leadership: A research-based guide to learning in schools (5 ed., pp. 18 - 22): Upper Saddle River, NJ: Pearson.
• Miller, D., & Anthony, A. B. (2021). Collaborative problem solving: Developing professional learning plans to improve student learning outcomes in urban middle schools. Journal of Cases in Educational Leadership, 24(4), 84-102.
• Zhan, X., Anthony, A. B., Goddard, R., & Beard, K. S. (2020) Development, factor structure and reliability of the Shared Instructional Leadership Scale (SILS).Educational Management Administration & Leadership.
• Watkins, S., Anthony, A. B., & Beard, K. S. (2020). Principals’ sensemaking of leading under accountability and innovation policies. Leadership and Policy in Schools, 20(3), 522-542.
• Anthony, A. B., Gimbert, B., Luke, J., & Hurt, M. (2019). Distributed leadership in context: Teacher leaders’ contributions to novice teacher induction. Journal of School Leadership, 29(1), 54-83.
• Gimbert, B. G., Acree, L, Xie, K., & Anthony, A. B. (2019). P-16 partnerships for learning with mobile technologies: Evaluate, design, implement. In Y. Zhang & D. Cristol (Eds.), Handbook of mobile teaching and learning (2 ed.). Berlin, Heidelberg: Springer.
• Anthony, A. B., Greene, H., Post, P., Parkhurst, A., & Zhan, X. (2016). Preparing university students to lead K-12 engineering outreach programs: A design experiment. European Journal of Engineering Education, 41(6), 623-637.
• West, M., Kajfez, R., Anthony, A. B., Greene, H., & Post, P. (2017). Self-efficacy of teaching engineering: Does TEK8 help or hinder? IEEE Frontiers in Education (pp. 1-5). doi:10.1109/FIE.2017.8190675
• Anthony, A. B., Gimbert, B. (2015). Higher education partnerships for learning with mobile technologies in P-12 environments. In Y. Zhang (Ed.), Handbook of mobile teaching and learning. Berlin: Springer. DOI: 10.1007/978-3-642-41981-2_34-1
• Watkins, S., Anthony, A. B., Schaffer, C., & Smith, K. J. (2015). A spectrum of parent and community engagement for conceptualizing and responding to the institutional complexity of urban schools. In M. Khalifa, N. W. Arnold, A. F. Osanloo & C. M. Grant (Eds.), Handbook of urban educational leadership (pp. 268-279). Lanham, MD: Rowman & Littlefield.
• Anthony, A. B., & Patravanich, S. (2014). The technology principal: To be or not to be? Journal of Cases in Educational Leadership, 17(2), 3-19.
• Greene, H., Anthony, A. B., Parkhurst, A., Post, P., & Zhan, X. (2014). Preparing teachers and university students to translate engineering research to K-8 students in an afterschool program. Proceedings of the American Society of Engineering Education Annual Conference 2014, Indianapolis, IN: ASEE.
• Anthony, A. B., Gimbert, B. G., & Fultz, D. M. (2013). The effect of e-coaching attendance on alternatively certified teachers’ sense of self-efficacy. Journal of Technology and Teacher Education, 21(3), 277-299.
• Anthony, A. B. (2012). Activity theory as a framework for investigating district-classroom system interactions and their influences on technology integration. Journal of Research on Technology in Education, 44(4), 331-352.
• Anthony, A. B. (2012). Technology leadership. In A. W. Hoy & W. K. Hoy (Eds.), Instructional leadership: A research-based guide to learning in schools (4 ed., pp. 21-24): Upper Saddle River, NJ: Pearson.
• Anthony, A. B., & Clark, L. (2011). Examining dilemmas of practice associated with the intgration of technology into mathematics classrooms serving urban students. Urban Education, 46(6), 1300-1331.
• Anthony, A. B. (2011). Innovation in educational organizations: Implications for research an administrative practice. In M. DiPaola & P. Forsyth (Eds.), Leading research in educational administration: A festschrift for Wayne K. Hoy (pp. 165-184). Greenwich, CT: Information Age.