Jenny Grant Rankin, Ph.D.
Email for Press/Media: email@example.com
Dr. Rankin is always happy to share input and soundbites for journalists' projects related to data, education, edtech, IQ/giftedness, the brain, teacher burnout, or how to spread research and expertise. Press/media can reach Dr. Rankin at firstname.lastname@example.org.
Dr. Rankin's many media appearances include NBC News, National Public Radio (NPR), O: The Oprah Magazine, Newsweek, Good Housekeeping, Huffington Post (HuffPost), The Washington Post, Comic-Con, U.S. News & World Report, Reader’s Digest, Nonfiction Authors Association (NFAA), her own writing for publications like Psychology Today (for which she writes a column), award appearances at the United States White House and other venues, her keynote and TED appearances, her book signings, and many others.
This press kit (located at www.JennyRankin.com/press) contains the author’s:
Dr. Jenny Grant Rankin has taught the Post Doc Masterclass at University of Cambridge in England (as lecturer) but lives in Laguna Beach, California writing award-winning books (10 so far) relating to data, education, teacher burnout, gifted education, and sharing one's research and expertise with the world. Dr. Rankin has 2 doctorates (a Ph.D. in Education, as well as an honorary doctorate L.H.D) and is an award-winning educator with previous experience as a K-12 teacher, teacher on special assignment, assistant principal / school administrator, district administrator, and chief education & research officer.
Dr. Rankin's many media appearances include NBC News, National Public Radio (NPR), O: The Oprah Magazine, Newsweek, Good Housekeeping, Huffington Post (HuffPost), The Washington Post, Comic-Con, U.S. News & World Report, Reader’s Digest, Nonfiction Authors Association (NFAA), and others. She is a seasoned keynote speaker who presents her research findings regularly for organizations like the American Educational Research Association (AERA) and U.S. Department of Education, has contributed Congressional testimonies to inform policy, and frequently presents internationally (e.g., her TED Talk, which began as a TEDxTalk at TEDxTUM before spending a few years on TED.com). Dr. Rankin writes for such publications as Psychology Today (for which she writes an ongoing column), EdSurge, Education Week, The Los Angeles Times, Mensa Bulletin and other magazines and journals. She is an active member of Mensa and many educational organizations, and she serves on multiple advisory boards. Dr. Rankin’s many honors include winning Teacher of the Year and being honored multiple times by the U.S. White House for her contributions to education (for example, the American flag was flown over the U.S. Capitol Building in honor of Dr. Rankin). Details on Dr. Rankin's specific accomplishments are detailed in her CV (at www.JennyRankin.com/bio).
In addition to the appearances Dr. Rankin makes in publications for which she writes (see www.JennyRankin.com/publications) and events at which she speaks (see www.JennyRankin.com/speeches), Dr. Rankin's many media appearances include:
National Public Radio (NPR)
O: The Oprah Magazine
HuffPost (formerly Huffington Post)
The Washington Post
U.S. News & World Report
Nonfiction Authors Association (NFAA)
…and many others. Details on each specific media appearance can be found at www.JennyRankin.com/media.
Press Release for Latest Book
Dr. Jenny Grant Rankin's 10th book, Sharing Your Education Expertise with the World: Make Research Resonate and Widen Your Impact, was published by Routledge/Taylor & Francis and released October, 2018 (though the official publication year is 2019). This book covers content the author taught in a professional development course for the American Educational Research Association (AERA) and in the Post Doc Masterclass at University of Cambridge. This book helps any education expert (primary and secondary school teachers, administrators, education graduate students, professors, researchers, etc.) share what he or she knows with the world.
Too often experts speak in silos where they share with only one type of audience (such as teachers sharing with colleagues but not outside the school, or researchers publishing in academic journals but not in publications most teachers read). Other times experts try to share their ideas but don’t know the most effective or efficient ways to gain exposure. The more you share your knowledge, work, and/or research, the more you can help students. Thus, this book helps you “get out there” with:
branding (crafting your pitch, leveraging social media, etc.)
writing (landing book deals and succeeding in key writing opportunities)
speaking (giving TED Talks, delivering conference keynote presentations, appearing on NPR, etc.)
participating (making connections, influencing policy, etc.)
serving (such as joining panels and advisory boards)
honors (winning awards and recognition to expand your platform)
media (landing interviews and contributing to public dialogue)
Special features include downloadable eResources that provide hundreds of opportunities (links and details to apply to be featured on radio and podcasts, present at conferences and other events, write for different publications, have one’s book published, etc.), templates, and exercises. Though pursuing the prospects in this book will enhance your resume, CV, and career, the greater incentive is that you’ll enhance more students’ lives when you share your expertise with the world.
You have something valuable to share. Open this book and step onto the world stage so you can help as many students as possible.
Though the book was only recently released, it has already been honored by the Society of Professors of Education (SPE) with the 2019 “Outstanding Book Award” Honorable Mention, presented to Dr. Rankin as the 2019 American Educational Research Association (AERA) Annual Meeting.
TO PURCHASE THE BOOK
Excerpt from Latest Book
The book’s front matter (Preface, Meet the Author, etc.) and first chapter ("Introduction") can be viewed at https://www.book2look.com/book/xvDRfK1Dos?utm_source=banner_ad&utm_medium=banner&utm_campaign=B181001865.
Marketing Plan for Latest Book
The publisher of each of Dr. Rankin’s books developed a marketing plan for it. Most of Dr. Rankin’s books (including her 10th, most recent book) were published by Routledge/Taylor & Francis. General information on its marking plan can be found at www.routledge.com/resources/authors, whereas details on its specific marking plan include:
As the world’s largest academic publisher in the Humanities and Social Sciences, Routledge/Taylor & Francis uses its offices in the UK, Europe, US, Australia, and Asia – including editors, printers, sales teams, and distributors – to maintain a strong international presence and propel the book’s exposure.
Routledge/Taylor & Francis uses its editorial, marketing, foreign rights, and sales teams to ensure the book has the right exposure.
Routledge/Taylor & Francis continues to forge new relationships in emerging markets.
Routledge/Taylor & Francis leverages social media, journalist contacts, news outlets, and other avenues to promote the book.
Routledge/Taylor & Francis maintains long-standing relationships with institutions to secure the book’s place in new courses, universities, and professional development providers.
Routledge/Taylor & Francis publishes across the whole spectrum of the Humanities, Social Sciences, and Behavioral Sciences, with 3,500 new titles per year across disciplines. Its lists include both classic and cutting-edge content, mainstream and niche – from research monographs and handbooks to textbooks and books for professionals working in a range of sectors, and its growing journals program includes more than 1,800 journals, meaning Routledge/Taylor & Francis is truly a full-service provider for the academic community. These qualities allow Routledge/Taylor & Francis to cross-promote the book.
Since it was published by Routledge/Taylor & Francis, the book has become part of an exceptional list that includes books by many of the greatest thinkers and scholars of the past hundred years, as well as great contemporary minds. Publishing since the early twentieth century, Routledge/Taylor & Francis’s current publishing program encompasses the liveliest texts and the best in research.
Routledge/Taylor & Francis uses the latest technology, so the book was produced efficiently, quickly, and attractively, with in-house production and design teams alongside key partnerships with external partners. These qualities enhance the book’s quality and marketability.
As the industry rapidly evolves, Routledge/Taylor & Francis is committed to staying ahead of the curve – for example, with its additional digital publishing abilities (so the book was published not only in paperback and hard cover, but also as an e-book), Routledge/Taylor & Francis has invested in a range of innovative new ways of delivering the highest quality content to its markets, from eBooks and Companion Websites to platforms like Routledge Handbooks Online, open access options, strategic partnerships, and important projects such as how to maximize the discoverability of academic content in the new digital environment.
Routledge/Taylor & Francis regularly notified the author of - and recommends the author for - media interviews and other opportunities for the author’s and the book’s increased exposure.
Reviews of Latest Book
Request Copy of Book for Review
If you would like a copy of one of Dr. Rankin’s books for review in your magazine, journal, TV or Radio broadcast, or other venue, please complete the form at http://pages.email.taylorandfrancis.com/review-copy-request.
If you want to consider one of Dr. Rankin’s books for course adoption, please request an inspection copy at www.routledge.com/resources/instructors/inspection-copies.
Visit www.routledge.com/resources/instructors to learn more information about academic inspection/examination and desk copies.
Dr. Rankin’s 10 books were all published by well-respected academic publishing houses. Most of her books were published by Routledge/Taylor and Francis. 7 of her 10 books were written only by Dr. Rankin, and 3 of her 10 books were co-authored (where Dr. Rankin wrote a single chapter in a book for which a different academic wrote each chapter in the scholarly collection).
Dr. Rankin has written well over 100 papers and articles for such publications as EdSurge (funded by The Washington Post), Education Week, The Los Angeles Times, Mensa Bulletin: The Magazine of American Mensa, Mensa Oracle, Mensa Weekly Brainwave, OnCUE: Journal of Computer Using Educators (CUE), Psychology Today (for which she writes an ongoing column) and many others. Dr. Rankin’s 10 books include:
Rankin, J. G. (2019). Sharing your education expertise with the world: Make research resonate and widen your impact. New York, NY: Routledge/Taylor & Francis.
Rankin, J. G. (2017). Data system-embedded analysis support’s implications for Latino students and diverse classrooms. In C. Curran & A. Petersen (Eds.), Handbook of Research on Classroom Diversity and Inclusive Education Practice, (pp. TBD-TBD). Hershey, PA: IGI Global.
Rankin, J. G. (2017). First aid for teacher burnout: How you can find peace and success. New York, NY: Routledge/Taylor & Francis.
Rankin, J. G. (2016). Engaging & challenging gifted students: Tips for supporting extraordinary minds in your classroom. Alexandra, VA: ASCD.
Rankin, J. G. (2016). Standards for reporting data to educators: What educational leaders should know and demand. New York, NY: Routledge/Taylor & Francis.
Rankin, J. G. (2016). How to make data work: A guide for educational leaders. New York, NY: Routledge/Taylor & Francis.
Rankin, J. G. (2016). Designing data reports that work: A guide for creating data systems in schools and districts. New York, NY: Routledge/Taylor & Francis.
Rankin, J. G. (2015). Data system-embedded guidance significantly improves data analyses by making data ‘over-the-counter’ for users. In J. T. Martins & A. Molnar (Eds.), Handbook of Research on Innovations in Information Retrieval, Analysis, and Management, (pp. 125-151). Hershey, PA: IGI Global. doi:10.4018/978-1-4666-8833-9
Rankin, J. G. (2015). Guidelines for analyzing assessment data to inform instruction. In C. Suurtamm & A. R. McDuffie (Eds.), Annual Perspectives in Mathematics Education (APME) 2015: Assessment to Enhance Learning and Teaching, (pp. 191-198). Reston, VA: National Council of Teachers of Mathematics.
Rankin, J. G. (2013). Over-the-counter data’s impact on educators’ data analysis accuracy. ProQuest Dissertations and Theses, 3575082.
Sample Author Q&A
One of Dr. Rankin’s recent interviews that relates to her most recent book was conducted by the American Educational Research Association (AERA) for AERA Highlights. The interview is available at www.aera.net/Newsroom/AERA-Highlights-E-newsletter/AERA-Highlights-September-2018/AERA-Member-Jenny-Rankin-Discusses-How-Education-Researchers-Can-Share-Their-Findings-Widely, and its content is as follows:
AERA Member Jenny Rankin Discusses How Education Researchers Can Share Their Findings Widely
The following Q&A is one in an occasional series of conversations with scholars and policy and opinion leaders with an interest in and commitment to education research.
Jenny Grant Rankin, Ph.D., taught a professional development course at the 2017 and 2018 AERA Annual Meetings on how scholars can best share their research with multiple audiences. Rankin teaches this topic each year in the Post Doc Masterclass at University of Cambridge, and her latest book is Sharing Your Education Expertise with the World: Make Research Resonate and Widen Your Impact. She can be reached at DrJRankin@gmail.com.
Q. Why is it important for education researchers to share their work outside of the usual outlets like journals and research conferences?
A. If you discovered an easy way for dyslexic students to read, yet that way was never taught to dyslexics, the societal benefit of your discovery would be questionable. Sure, you want to advance future research and an academic body of knowledge, but those goals are meager compared to the chance to benefit lives with your findings. When education researchers restrict their communication to outlets that mainly reach other researchers, they augment the scholarly community’s understanding but do little to directly impact students. Those interacting with learners daily—such as teachers, administrators, and parents—need to know your discoveries in order to improve their practice accordingly. Policymakers (and the public and media whose discourse influences policy) need to know your findings to make decisions in the best interest of kids. In many cases, students, whose ability to self-advocate is often underappreciated, need to learn of your developments as well.
Also, don’t underestimate what audiences outside our field can do with knowledge you share. For example, imagine you’ve learned something groundbreaking about the need for students to have elderly loved ones in their lives. The Alliance for Audited Media tells us AARP The Magazine and AARP Bulletin dominate the world’s circulation rankings with 24 million readers apiece (the next closest noncommercial magazine is Better Homes & Gardens, with fewer than eight million subscribers). These AARP publications aren’t academic journals, but writing a single article for them would lend you the power to reach millions of elderly folks who could apply your teachings to changing children’s lives. On a similar note, you can reach thousands or even millions by delivering a TED Talk, being interviewed on NPR, or nabbing countless other opportunities. Mainstream venues have a long history of sparking ideas and change.
Q. What can researchers do to better present/translate their findings for broader, non-academic audiences?
A. Though these tips also apply to researcher audiences, they are especially important for those not proficient in scholar-speak: Get out from behind the lectern. Leverage images more than text in your slides. Embed your findings in a story (more on that below). Skip jargon or define any you deem unavoidable. Be selective in what you share so as not to overload your audience or bury your core message.
With all that in mind, cater your presentation to your audience’s needs, and adjust your delivery based on attendee feedback. Even Dr. Martin Luther King, Jr. went off-script at the March on Washington in order to move listeners; his famous “I have a dream” line wasn’t even written into what he planned to say. Eleven minutes into King’s planned speech, Mahalia Jackson shouted from the crowd, “Tell ’em about the dream, Martin!” King recognized his audience needed that valuable message, so he spontaneously launched into the “I have a dream” description, giving the millions watching exactly what they needed to hear, and offering what became the most remembered words from that speech (and arguably any other). If you have an audience of parents, they want to know how your findings can help their kids. If you have an audience of teachers, they want to know how their instruction should look in light of leading findings. Adjust what you share and how you share it to match what your audience needs.
Q. What advice would you give to researchers presenting at conferences and other similar events, so that those who hear about a finding or concept tell others about it?
A. If we played the telephone game, where a message is whispered from person to person, which message would have an easier time traveling accurately: “Students are five times more likely to pass a class after the teacher visits their home” or “A mixed methods study on how teacher visits to students’ homes influenced academic outcomes as examined in randomized experiments in New York’s urban, suburban, and rural schools rendered results that blah blah blah…”? The former is more spread-friendly, because it’s packaged neatly and in a compelling way.
When presenting at conferences and similar events, researchers often bask in the minutia of their studies (what was the sample size? how was it funded? etc.) yet fail to thwack the audience with the study’s value and essence, packaged like a home run baseball that everyone wants to catch and toss around with those they encounter. Consider how we are all familiar with Maslow’s Hierarchy of Needs, Dweck’s “growth mindset,” and Bloom’s Taxonomy. The first is illustrated as a pyramid that’s easy to draw and recall, the second is a term more succinct than “belief that one can acquire any ability with enough effort and study,” yet still telling, and the last is a classification that’s easy to reference. Far fewer of us would know of these developments if they were only housed within lengthy expositions.
Communicating a concept’s value (how it can help students) is important, but making an idea spread-worthy involves more than just having an idea with merit. Researchers should identify the core, concise message they want to share, make sure that message shines in the presentation, and package that message in an image, phrase, classification, figurative description, tool, or other condensed format that renders it easy to pass to others.
Q. How can researchers communicate their findings in publicly accessible ways while making sure their findings are not oversimplified or misconstrued?
A. Some simplification is needed to make research accessible, so simplify the findings yourself rather than rambling in academic-speak that leaves journalists or an audience to craft their own synopses. For example, rather than cram all important details into your delivery, make your big picture (e.g., what your idea looks like—such as how it manifests in students—and its value) clear and unforgettable to lay a strong foundation. Refer to a succinct list of main talking points to ensure you repeat key ideas, including important cautions (like why your finding doesn’t mean something people might want it to mean). Provide these talking points in writing so journalists or the audience can refer to them later, and direct everyone to where more details can be found (a reference sheet online, an organization with related resources, a book that guides readers through implementation, etc.).
Q. What are some options researchers might not know about when it comes to connecting to non-academic audiences?
A. Check out the Consortium for Policy Research in Education (CPRE) Knowledge Hub for resources and help sharing research with policymakers and practitioners. Check out the Center for Research Use in Education (CRUE) for resources and help sharing research with practitioners. There are tools and tricks that enable researchers to share widely without sacrificing time spent on their actual research or practice. For example, just adding #TellEWA to a tweet about something you’ve published immediately lets the Education Writers Association (EWA) know about it and potentially share it with its 3,000+ journalists in the field as an “EWA Story of the Week.” You can register with free databases, such as Public Insight Network (PIN) and SourceSearch, that reporters use when finding experts to book on television and radio. Examples like these abound.
Q. What emerging trend(s) in how people communicate should researchers be aware as they think about how to their share their work more broadly?
A. Storytelling has long been an effective way to share important information (Little Red Riding Hood taught us to not talk to strangers, a tortoise and hare taught us the value of diligence, and countless other such stories stand the test of time and beg to be retold, carrying their lessons with them). Researchers are increasingly using storytelling when disseminating findings, and audiences are increasingly expecting to be engaged. Since you study education, you know that engaging your audience is a premise of good teaching. When you communicate through stories that carry your messages, your audience is more likely to care about, remember, spread, and apply your findings to help students. Consider an example:
When I answered this interview’s second question, the most important message I wanted to get across was the need to cater one’s presentation to the audience’s needs (something requiring flexibility). If I merely mentioned, “cater your presentation to your audience’s needs, no matter what,” the tip would be forgettable. I thus told a short story about Dr. King that embodied the tip. The story worked well for several reasons: (1) It is impossible for audience members to retell the story without simultaneously communicating the message I wanted to spread (success is achieved when speakers remain flexible and cater to audience needs); (2) You are likely to remember the story (and thus its message) because it is surprising, is interesting, and involves an extreme outcome (perhaps the most powerful speech in history); (3) You are likely to share the story with others (when King’s name comes up, can you really resist saying, “Did you know that King never planned to say, ‘I have a dream’ in his speech?”); (4) The story is easy to picture (this aids memory); (5) Memory of the story (and thus of the tip embedded within it) is likely to be triggered regularly, such as by MLK Day and other times we are reminded of Dr. King; (6) The story is short, which helps it fit within tight word count requirements when writing and makes the story easy to tell to others. The fact that the story builds on the audience’s preexisting knowledge (you already knew who MLK was and how influential his “I have a dream” proclamation was) helps the story to stay short.
Your story need not meet all the criteria listed above, but aiming for that list is good practice. Researchers tell stories of what inspired their study, how they solved a mystery (i.e., problem) over the course of their study, how their study affected a student’s life, and more. Such narratives move audiences to care about the finer study details shared afterward or waiting elsewhere.
Suggested Interview Questions
The questions asked of Dr. Rankin usually depend on which of her expertise areas is being inquired about (such as data, education, gifted education, teacher burnout, or how to spread research and expertise). Since Dr. Rankin’s most recent research area pertains to how to best share knowledge, research findings, and ideas (combined with aspects that relate to ideal communication, such as storytelling, data visualization, promoting diversity amongst voices heard, public speaking skills, and writing), the following questions are often recommended:
What are some good tips for people who want to communicate their knowledge, research findings, or ideas effectively?
How can storytelling be applied to make “dry” information or data come alive?
What are some surprising and easy-to-land opportunities for sharing one’s message widely (such as nationally or internationally)?
What are key guidelines to effective data visualization?
What strategies can writers apply to get their work accepted for a particular format (e.g., journal, magazine, newspaper op-ed, etc.)?
How might researchers turn their “academic speak” into public-friendly language anyone can understand?
What are some expert tips for public speaking?
What strategies can people apply to land a prestigious speaking opportunity (such as a TED Talk, an interview on NPR, etc.)?
Why (and how) must data be made “over-the-counter” in order to make it easy to understand?
Why (and how) must data be humanized in order to make it easy to care about, remember, act upon, and share with others?
How can someone best pitch a story idea to the media?
What should researchers, academics, and educators know about branding?
What are some key resources and tips that people from traditionally underrepresented groups can use to increase their exposure and opportunities to be heard?
What should people know about discrimination in academia?
What are some “scrappy tips” to landing a book deal?
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ORCID Author Page: https://orcid.org/0000-0002-1440-9187
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TED Profile: www.ted.com/profiles/1719824
Twitter: @JennyGRankin (https://twitter.com/JennyGRankin)
Website (Blog, etc.): www.jennyrankin.com