Photo of Salisbury, Jason

Jason Salisbury, PhD

Assistant Professor of Educational Policy Studies

Educational Policy Studies MEd Coordinator


Building & Room:

3220 ETMSW


1040 W. Harrison St. (MC 147), Chicago, IL 60607

Office Phone:

(312) 996-1848


Jason Salisbury is an Assistant Professior in the Department of Educational Policy Studies working in the College of Education's Urban Education Leadership program where he teaches classes related to instructional leadership and organizational theory. His research focuses on understanding how school leaders are able to support teachers in engaging in culturally relevant or sustaining pedagogies and how school leaders are able to create spaces for marginalized youth to engage in transformative leadership in their schools.

Selected Publications

Salisbury, J. (2020). A tale of racial fortuity: Interrogating the silent covenants of a high school’s definition of success for youth of color. American Journal of Education, 126(2), 265-291.

Salisbury, J. D. (2020). Moving a School toward Cultural Relevance: Leveraging Organizational Structures, Routines, and Artifacts to Shape Social Interactions. Journal of Education for Students Placed at Risk 25(2).


Salisbury, J. D., Sheth, M. J., & Angton, A. (2020). “They Didn’t Even Talk About Oppression”: School Leadership Protecting the Whiteness of Leadership through Resistance Practices to a Youth Voice Initiative. Journal of Education Human Resources, 38(1), 57-81.

Salisbury, J, Sheth, M. J., Spikes, D., & Graeber, A. (2019) “We have to empower ourselves to make changes!”: Developing collective capacity for transformative change through an urban student voice experience. Urban Education 0042085919857806.

Salisbury, J. (2019). Promoting culturally relevant educational practices: Leveraging locally designed instructional artifacts as change agents. Journal of School Leadership 29(5).

Salisbury, J., Goff, P., & Blitz, M. (2019). Making sense of the noise: Developing a decision matrix for selecting a leadership assessment tool.  Journal of School Leadership 29(1), 84-112.

Salisbury, J., Rollins, K., Lang, E., & Spikes, D. (2019). Creating Spaces for Youth through Student Voice and Critical Pedagogy: The Case of RunDSM. International Journal of Student Voice 4(1).

Salisbury, J., Spikes, D., & Graeber, A. (2018) Bringing the voices of youth to the table: A social justice youth development approach. Journal of Ethical Educational Leadership

Bowers, A., Blitz, M. H., Modeste, M., Salisbury, J., & Halverson, R. (2017). Is there a typology of teacher and leader responders to CALL and do they cluster in different types of schools? A two level latent class analysis of CALL survey data. Teachers College Record 119(1).

Min, S., Modeste, M., Salisbury, J., & Goff, P. (2016). Heeding the CALL: An inquiry into instructional collaboration among school professionals. Journal of Educational Administration, 54(2), 135-151.


Ph.D. Educational Leadership and Policy Analysis, University of Wisconsin - Madison
M.S. Special Education, University of Illinois - Urbana Champaign
B.S. Special Education, Michigan State University