Joshua Bornstein, Ph.D.

My work weaves together the research, application, and theory gathered in twenty-five years of eliminating race, class, gender, and disability as predictors of school success. My career in public education spans numerous leadership roles in a similarly broad set of communities.  I have served as teacher, union leader, principal, staff developer, and school board member.  I have been privileged to work in urban, rural, and suburban communities: Prince George’s County, MD; Ithaca, NY; Candor, NY; Lansing, NY; and Syracuse, NY. My research centers on inclusive educational practices and the leadership necessary to implement them.

Courses Taught at Felician University

EDU 515: Current Trends and Issues in Special Education
EDU 675: Educational Law and Administration
EDU 670: Supervision and Organizational Administration
EDU 690: Current Trends and Issues in Curriculum
EDU 701: Data-Informed Leadership
EDU 715: Internship in Administration I

Papers Presented

Bornstein, J. (2016) Can PBIS Build Justice Rather than Merely Restore Order? Inclusive Leaders’ Experience of Implementation. Paper presented at Disability Studies in Education Annual Conference, Des Moines, IA.

Bornstein, J. (2016) “Data-Driven Toward the Panopticon: With Positive Behavioral Interventions and Supports, Leaders Restore Order Rather than Establish Justice.” Paper presented at American Educational Research Association Annual Meeting, Washington, DC.

Bornstein, J. (2015) “If they’re on Tier I, there are really no behavioral concerns that we can see:” Positive Behavioral Interventions and Supports Medicalizes Compliant Behavior. Paper presented at 27th Ethnographic and Qualitative Research Conference, Las Vegas, NV. 

Bornstein, J. (2014) “If you’ve seen the tool, it seems everything is ‘at-risk:” Leadership Discourses of Data, Medicalization and Order for Inclusion.” Paper presented at the American Educational Research Association Annual Meeting, Philadelphia, PA.        

Bornstein, J. (2014) “We need to better understand the difference between systematic, systemic, and robotic:” Leadership Discourses of Normalcy Shifting from Disciplinary to Medicalized Order for Inclusion.  Paper presented at American Educational Research Association Annual Meeting, Philadelphia, PA.    

Bornstein, J.  (2012) Medicalized Exclusion Replaces Disciplinary Exclusion via PBIS/RTI.  Paper presented at the American Educational Research Association Annual Meeting, Vancouver, BC.

Bornstein, J.  (2011) PBIS/RTI Paradoxically Supports Deficit Discourses by Inclusive School Leaders.  Paper presented at the 25th University Council for Educational Administration Convention, Pittsburgh, PA.     

Bornstein, J.  (2007) Making Sound Confidentiality Decisions Regarding Students Identified with Mental Health Disabilities. Paper presented at the 20th Disability Studies in Education Conference, Chicago, IL.

Publications

Bornstein, J. (2015). "If they're on Tier I, there are really no concerns that we can see:" PBIS medicalizes compliant behavior. Journal of Ethnographic and Qualitative Research, 9, 4, 247-267.
Office Location:
Sammartino Hall, Room 16, Rutherford Campus
Contact Phone:
(201) 559-3537
Contact Email:

Education

Doctor of Philosophy, Cultural Foundations of Education, Syracuse University
Certificate of Advanced Study, Disability Studies, Syracuse University
Certificate of Advanced Study, School District Leadership, State University of New York at Cortland
Master of Arts, Curriculum and Instruction, University of Maryland at College Park
Bachelor of Arts, Education, Dartmouth College