Dr Augusto Riveros

Assistant Professor

Profile

My main research interests are global education reform, comparative and critical policy analysis in education, and the theoretical foundations of educational administration and leadership. Currently, I am conducting a SSHRC funded study on how school administrators translate standards and competency frameworks into practices.

Expertise Areas

Recent Publications

Books

Viczko, M. & Riveros, A. (Eds.) (2017). Assemblage, enactment and agency: Educational policy perspectives. New York: Routledge

Journal Articles and Book Chapters

Hohner, J., & Riveros, A. (2017). Transitioning from teacher leader to administrator in rural schools in South-Western Ontario.International Journal of Teacher Leadership, 8(1), 43-55.

Riveros, A. (2017). Review of Global education reform: How privatization and public investment influence educational outcomes. Teachers College Record, Retrieved from: http://www.tcrecord.org/content.asp?contentid=21936

Riveros, A., Newton, P., & Burgess, D. (2017). Leadership standards and the discursive repositioning of leadership, leaders, and non-leaders: A critical examination. In G. Lakomski, S. Eacott, & C. Evers (Eds.). Questioning leadership: New directions for educational organizations (pp. 151 - 163). London: Routledge

Riveros, A. (2016) Thinking relationally about the “school leader”: Reflections on Eacott’s “Educational Leadership Relationally”. Journal of Educational Administration and Foundations, 25 (2), 15-24.

Riveros, A., & Newton, P. (2016). Ontological issues in educational administration: The ontological status of educational organizations. in M. Peters (Ed.), The Encyclopedia of Educational Philosophy and Theory (v.1, pp. 1-5). Singapore: Springer

Riveros, A., Verret, C., & Wei, W. (2016). The translation of leadership standards into leadership practices: A qualitative analysis of the adoption of the Ontario Leadership Framework in urban schools, Journal of Educational Administration. 54(5).

Newton, P., & Riveros, A. (2016). Toward an Ontology of Practices in Educational Administration: Theoretical implications for research and practice. In S. Eacott & C. Evers, (Eds.), New directions in educational leadership theory, London: Routledge

Paranosic, N., & Riveros, A. (2016). The metaphorical department head: Using metaphors as analytic tools to investigate the role of department head. International Journal of Leadership in Education: Theory and Practice. 19(1)

Riveros, A. (2015). Technology: The new frontier of educational leadership research and practice. A review of Sheninger’s digital leadership: Changing paradigms for changing times. Leadership and Policy in Schools. 14(4), 490-494

Newton, P., & Riveros, A. (2015). Toward an ontology of practices in educational administration. In S. Eacott & C. Evers (Eds.), New Frontiers in Educational Leadership, Management and Administration Theory. Educational Philosophy and Theory. 47(4)1-12

Viczko, M., & Riveros, A. (2015). Assemblage, enactment and agency: educational policy perspectives. Discourse: Studies in the Cultural Politics of Education, 36(4), 479-484.

Riveros, A., & Viczko, M. (2015). The enactment of professional learning policies: Performativity and multiple ontologies. In Viczko, M. & A. Riveros (Eds.). Policy enactments, assemblage and agency in educational policy contexts. Special issue of: Discourse: Studies in the Cultural Politics of Education. 36(4), 1-15.

Riveros, A. (2015). Cognition and administrative practices in education. In D. Burgess & P. Newton (Eds.), Theoretical foundations of educational Administration. New York: Routledge.

Riveros, A. (2015). Thomas Greenfield and the foundations of educational administration. In D. Burgess & P. Newton (Eds.), Theoretical foundations of educational administration. New York: Routledge.

Newton, P., Riveros, A., & da Costa, J. (2013). The influence of teacher leadership in the career advancement of schoolteachers: A case study. Journal of Educational Administration and Foundations. 23(2), 105-117.

Riveros, A. (2014). Embodiment and educational policy sensemaking (In Spanish) La corporeidad en la escuela y la construcción de los sentidos de la política educativa. Archivos Analíticos de Políticas Educativas / Education Policy Analysis Archives, 22(32).

Riveros, A., Newton P., & Da Costa, J. (2013). From teachers to teacher-leaders: A case study. International Journal of Teacher Leadership, 4(1).

Riveros, A. (2012). Beyond collaboration: Embodied teacher learning and the discourse of collaboration in school reform. Studies in Philosophy and Education, 31(6), 603-612

Riveros, A., Newton, P., & Burgess, D. (2012). A situated account of teacher agency and learning: Critical reflections on Professional Learning Communities. Canadian Journal of Education. 35(1), 202-216.

Riveros, A., & Viczko, M. (2012). Professional knowledge “from the field”: Enacting professional learning in the contexts of practice. McGill Journal of Education, 47(1), 37-52

Riveros, A., Norris, S. P., Phillips, L. P., & Hayward, D. V. (2012). Dispositions and the quality of learning. In M. J. Lawson & J. R. Kirbi (Eds.) Enhancing the quality of learning. Cambridge University Press. pp 32-50

Riveros, A. (2012). La distribución del liderazgo como estrategia de mejoramiento institucional. Revista Educacion y Educadores, 15(2), 289-301.

Riveros, A. (2012). Review of So much reform, so little change: The persistence of failure in urban schools. C. Payne. Alberta Journal of Educational Research. 58(1).

Riveros, A. (2009). Thomas Greenfield and the quest for meaning in organizations: A postponed dialogue with Ludwig Wittgenstein. Journal of Educational Administration and Foundations. 20(2), 51-67.

Kachur, J., Riveros, A., et al. (2008). The ‘Great Experiment’ for education, and a conversation beyond the boundaries, Globalisation, Societies and Education, 6(4), 367-408.

Conference Presentations

Riveros, A. (Sep. 2017). The “school leader” as an emerging identity: Performativity and the enactment of education policy. Section: Relational Approaches to Policy Analysis. European Consortium for Political Research (ECPR), Oslo.

Riveros, A. (Aug. 2017). The Discursive Construction of “The School Leader” Through Leadership Standards: A Case Study. European Educational Research Association (EERA), Copenhagen.

Riveros, A., & Newton, P. (Aug. 2017). Leadership, Leaders, and Non-Leaders: Interrogating Agency in Canadian Education Policy Discourses. European Educational Research Association (EERA), Copenhagen.

Hohner, J., & Riveros, A. (May, 2017). The Transition from Classroom Teacher to Vice-Principal in Rural Schools. Canadian Association for the Study of Educational Administration. (CASEA) / Canadian Society for the Study of Education (CSSE). Toronto, ON

McCarthy, T., & Riveros, A. (May, 2017). The Role of the Secondary Vice-principal and the Enactment of the Ontario Leadership Framework. Canadian Association for the Study of Educational Administration. (CASEA) / Canadian Society for the Study of Education (CSSE). Calgary AB

Burgess, D., Newton, P., & Riveros, A. (Nov, 2016). Educational Administration, Leadership, and Zombies: The Zombie Apocalypse as a Window into Educational Change. Paper presented at the 9th annual International Conference of Education, Research and Innovation, Seville (Spain) 

Riveros, A., & Wei, W. (May, 2016). Leadership standards and transnational policy discourses: A policy transfer analysis. Comparative and International Education Society of Canada (CIESC) / Canadian Society for the Study of Education (CSSE). Calgary AB.

Riveros, A., & Newton, P. (May, 2016). Leadership standards and the discursive repositioning of leaders and leadership. Canadian Association for the Study of Educational Administration. (CASEA) / Canadian Society for the Study of Education (CSSE). Calgary AB.

Wei, W., & Riveros, A. (April, 2016). Education policy in transnational times: Professional standards for school leaders. Paper presented at the American Educational Research Association (AERA), Washington D.C.

Riveros, A., Verret, C., & Wei, W. (May, 2015). Leadership as a matter of Policy: The translation of leadership standards into leadership practices. Paper presented at the meeting of the Canadian Association for the Study of Educational Administration (CASEA). Canadian Society for the Study of Education (CSSE)

Riveros, A., Myers, P. & Duggal, A. (May 2015). Identities in Transition: Latin American parents' encounters with Canadian schools. Paper presented at the meeting of the Citizenship Education Research Network (CERN). Canadian Society for the Study of Education (CSSE)

Riveros, A. (April, 2015). Examining the “leadership turn” in school reform: The translation of leadership standards into leadership practices. Paper presented at the American Educational Research Association (AERA). Chicago, Il.

Riveros, A., Newton, P. & Burgess, D. (June, 2014). Agency and leadership: Exploring the assumptions behind conceptualizations of leadership in Canadian policy documents. Paper presented at the Commonwealth Council For Educational Administration and Management (CCEAM) Conference, Fredericton, New Brunswick.

Riveros, A. & Viczko, M. (June, 2014). Enacting scenarios of professional learning: An ontological examination of professional learning. Paper to be presented at the Commonwealth Council For Educational Administration and Management (CCEAM) Conference, Fredericton, New Brunswick.

Riveros, A. (May, 2014). Embodiment and critical policy enactment: Resisting authoritative instrumentalism. Paper to be presented at the Canadian Philosophy of Education Society (CPES). Canadian Society for the Study of Education (CSSE). Saint Catharines, Ontario.

Riveros, A. & Viczko, M. (May, 2013). “It just became more realistic for me”: Exploring the ontologies of professional learning. In Policies, practices, knowledges and other “things” in education: A panel on Socio-material approaches to educational research. Canadian Society for The Study of Education (CSSE), Victoria, BC.

Viczko, M. & Riveros, A. (July, 2012) On the Ontology of Professional Learning. In Assemblage, Enactment and Agency: Educational Policy Perspectives. Panel at the 7th International Conference in Interpretive Policy Tilburg University, The Netherlands.

Riveros, A., Newton, P., & Da Costa J. (November, 2012). The influence of a cascade model of leadership in the career advancement of schoolteachers: A case study. In the Commonwealth Council For Educational Administration and Management (CCEAM) Conference, Limassol, Cyprus.

Riveros, A., Newton, P., & Parker, L. (November, 2012). Teachers’ conceptual understandings of teacher leadership. In the Commonwealth Council For Educational Administration and Management (CCEAM) Conference, Limassol, Cyprus.

Riveros, A. & Newton, P. (May, 2012) The structure and components of a cascade professional development model: Implications for leadership and career advancement. Canadian Association for the Study of Educational Administration. (CASEA) Waterloo, ON.

Riveros, A. (May 2012). Leadership development and career advancement through a cascade leadership model: A case study Canadian Association for the study of Educational Administration (CASEA) Waterloo, ON.

Viczko, M. & Riveros, A. (April, 2012) Enacting policy through professional learning: The multiple ontologies of school reform. Educational Policy Research Day, Department of Educational Policy Studies, University of Alberta. Edmonton, AB.

Riveros A. (April, 2012). Embodiment, Professional Collaboration and Teacher Learning. Paper presented at the American Educational Research Association (AERA). Vancouver, BC, Canada

Riveros, A., & Vizcko, M. (June, 2011). Knowing as enacting: Reflections on professional learning in schools. Paper presented at the Canadian Society for the Study of Educational Administration (CASEA), Conference of the Canadian Society for the Study of Education. Fredericton, NB, Canada.

Riveros, A., (June, 2011) Beyond collaboration: Embodiment and teacher learning. Paper presented at the Canadian Philosophy of Education Society (CPES) Conference of the Canadian Society for the Study of Education. Fredericton, NB, Canada.

Riveros, A. & Vizcko, M. (April, 2011) Knowing as enacting: Reflections on professional learning in schools. Paper presented at the Educational Policy Research Day, Department of Educational Policy Studies, University of Alberta.

Riveros, A. (April, 2011) Embodied professional knowledge: Beyond professional learning communities. Paper presented at the Educational Policy Research Day, Department of Educational Policy Studies, University of Alberta.

Riveros, A. (April, 2010). The elusive participant: Reframing action and agency in educational organizations. Paper presented at the Educational Policy Research Day in the Department of Educational Policy Studies, University of Alberta.

Riveros, A. (April, 2009) Making sense of policy implementation: Exploring the distributed cognition framework. Paper presented at the Educational Policy Research Day in the Department of Educational Policy Studies, University of Alberta.

Riveros, A. (May, 2009) Diverse perspectives on evidence in science and science education: A panel discussion. Paper presented at the Department of Educational Policy Studies Brown Bag Session at the University of Alberta.

Riveros, A. (May, 2009) Evidence in Science and evidence in science education: Is there any difference? Paper presented at the Canadian Society for the Study of Education, Ottawa. Riveros, A. (May, 2009) Shared meanings and change in educational organisations. Paper presented at the Canadian Society for the Study of Education, Ottawa.

Special Issues Edited in Peer-Reviewed Journals

Riveros, A. (Ed.) (In Progress). Annual Review of Books (2018). Canadian Journal of Educational Administration and Policy

Riveros, A. (Ed.) (2017). Annual Review of Books. Canadian Journal of Educational Administration and Policy, 26(1).

Viczko, M., & Riveros, A. (Eds.) (2015). Assemblage, enactment and agency: educational policy perspectives. Discourse: Studies in the Cultural Politics of Education, 36(4).

Teaching and Supervision

My teaching areas are education research, leadership theory, and education policy analysis. I teach or have taught the following courses:

Teaching - Graduate

  • ED 9507, Graduate Seminar in Leadership
  • ED 9201, Introduction to Educational Research
  • ED 9720, Theoretical Foundations of Inquiry
  • ED 9715, PhD Research Seminar

Teaching - Undergraduate

  • ED 5002, Social Foundations of Education

Supervision - Ph.D.

IN PROGRESS

  • The Experiences of Students in Alternative Education Programs. Student: Rafaela Lopez-Cobar
  • Examining the Enactment of the Ontario Enhanced Teacher Education Program Towards Preparing Teachers for Inclusive Classrooms: A Neo-Institutional Approach. Student: Ayman Massouti

Supervison - Ed.D.

COMPLETED

  • The Role of Advocacy Organizations in Promoting Inclusive Education Policies for Students with Rare Chronic Health Conditions: Insights for Education Leaders: Jennifer Flinn
  • Pathways to Inclusion: Leadership and Inclusion in a High School: Angelica De Koning
  • Exploring the transition from teaching to leading in Rural Schools: A Case Study: Julie Hohner
  • An Analysis of the Role of the Vice-principal and its relationship with the implementation of the Ontario Leadership Framework: Tracy McCarthy
  • An examination of school culture and organizational learning in a consolidated 7 -12 School. Student: Krista Dalzell

IN PROGRESS

  • The implementation of professional practice standards in a Denturism program. Student: Georgia Lampracos Gionnas