Coby Meyers headshot

Coby Vincent Meyers

Research Associate Professor of Education & PLE Chief of Research
Chief of Research
Unit: Curry School of Education
Department: Curry School of Education
Office location and address
Ruffner Hall 160
405 Emmet St S
Charlottesville, Virginia 22903
Ph.D., Vanderbilt University, 2009
M.A., University of Kentucky, 2001
B.A., University of Kentucky, 2000

Coby Meyers is the Chief of Research of the Darden/Curry Partnership for Leaders in Education (PLE) and Associate Professor of Education in the Curry School of Education at the University of Virginia. Dr. Meyers' research focuses on understanding the role of school system leadership, especially in the context of school turnaround. Meyers has also played integral roles in various school turnaround initiatives, an area in which he has presented and published, including co-authoring the book Turning Around Failing Schools: Leadership Lessons from the Organizational Sciences and multiple journal articles. He was recognized in 2012 with the Emerging Scholar Award by the American Educational Research Association's special-interest group School Turnaround and Reform. Prior to joining the PLE in 2015, Dr. Meyers was a senior researcher at American Institutes for Research (AIR), where he managed AIR's work in the Regional Educational Laboratory (REL) Northeast and Islands. He also led beating-the-odds work for REL Midwest and REL Northeast and Islands that focused on identifying schools achieving at higher levels than expected and analyzing organizational factors that might be related to those achievement levels. He was also co-PI of the $2.5 million randomized controlled trial evaluation of the i3 eMINTS Validation Study and is a certified What Works Clearinghouse reviewer. After working as a middle and high school English language arts teacher, Meyers earned his doctoral degree in education leadership, policy, and organizations from Vanderbilt University.

Robertson Innovations in Education
Source: Robertson Foundation
May 15, 2020 – May 31, 2023
EDLF 5301: Academic Writing for Practitioner-Scholars
Credits: 1
Students analyze the principles of excellent academic writing including research papers, conference proposals, & Capstones focusing on the development of a clear, interesting, & rigorous research paper. Students also receive detailed feedback on their writing. During editing & redrafting activities, attention is given to the structure & logic of the author's argument, the use of details & visuals, the placement of transitions, word choice, & flow.
EDLF 8382: Educational Inquiry for Practitioners
Credits: 3
Problems of practice through systematic inquiry are the focus of this course. We explore the intersection of theory and practice with emphasis on the design of thoughtful, ethical inquiry about educational problems of practice. There is a co-requisite (EDLF 5301: Academic Writing for Practitioners that is focused exclusively on academic writing to address problems of practice).
EDLF 9998: Doctoral Research Apprenticeship
Credits: 3–12
Designed to give doctoral students experience conducting research in professional settings appropriate to their disciplines. Prerequisites: Advisor Permission Required.
EDLF 9999: Doctoral Dissertation
Credits: 3–12
Doctoral Dissertation Research completed under the guidance of dissertation committee. 12 hours is required for graduation. Permission of instructor required.