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| Faculty Name | Research and Scholarship Description | Dept. | Keywords |
|---|---|---|---|
| Dredger, Katie | What are the characteristics of differentiated texts used with the secondary classroom? How do exemplary teachers balance reading theory and practice in the secondary classroom? How do exemplary teachers motivate adolescents to read? How do exemplary teachers use new literacies to offer spaces where students collaborate, communicate, and create meaning in authentic ways? | MSME | Text differentiation, Adolescent motivation to read, Reading in the content Areas, Qualitative and Quantitative text complexity measures, New Literacies |
| Myers, Joy | Using Informational Texts in Elementary Classrooms Reading and Writing Workshop Pre-Service and In-Service Literacy Teacher Education | EERE | Using Informational Texts in Elementary Classrooms, Reading and Writing Workshop Pre-Service, In-Service Literacy Teacher Education |
| Brown, Tiara | Early Childhood Education; Adapted Curriculum; Special Education; Intervention Research; Paraprofessionals; Global Models of Inclusion | EFEX | Early Childhood Education, Adapted Curriculum, Special Education, Intervention Research, Paraprofessionals, Global Models of Inclusion |
| Doubet, Kristina | How do inclusive, innovative secondary programs for English Language Learners emphasize learning strengths over language deficits? What innovative approaches are successful programs using to foster community among students from all cultures, languages, and backgrounds? | MSME | Differentiated Instruction, English Language Learners, Equity and Excellence, Flexible Grouping, Performance-Based Assessment, Middle and Secondary Education, Strengths-Based Approaches, Digital Learning |
| Bahlmann Bollinger, Chelsey | What resources do emergent bilingual students mobilize in their oral reading and retelling of texts, when they are provided with opportunities to incorporate all their languages and literacies? How do family literacy practices shape the ways children demonstrate knowledge during assessment events? | EERE | Emergent bilingual students, oral reading and retelling of texts, family literacy practices, teachers' literary pedagogical beliefs, childhood teachers support young writers |
| Sawyer, Amanda | How do Social Media and Internet resources influence teaching in modern society? What are the levels of cognitive demand of the top 100 pins on Pinterest? What are the influences on preservice and in-service teacher’s mathematical beliefs? What practices can be implemented in the classroom to help reduce students’ mathematical anxiety? | MSME | Social Media, teacher mathematical beliefs, student mathematical anxiety |
| Shoffner, Melanie | My scholarship examines the intersections of secondary teacher education, ELA pedagogical content knowledge, and reflective practice. Areas of interest include care as a pedagogical construct and ELA teacher educators' dispositional development. | MSME | ELA teacher education; secondary ELA; pedagogy; reflection; care; self-study |
| Mathur, Smita | Play-based learning and Play Diplomacy: What do people learn during play? How can we leverage the innate, joyful, educational, and emotionally uplifting qualities of play to promote more just and harmonious communities? | EERE | Play, social justice, diplomacy, children, education |
| Lewis, Mark | My research interests include examining and critiquing representations of adolescence and youth in young adult and adult literature, defining the multifaceted literary competence of secondary students, and identifying effective ways to support linguistically diverse learners. | MSME | Young adult literature; literary competence; bilingual learners; middle-level education |
| Hass, Chris | My research explores social justice teaching in K-5 classrooms as it relates to culturally relevant and sustaining pedagogies, anti-racist/anti-bias education, critical dialogue, and civic engagement. | EERE | Social Justice Education, Civic Engagement, Critical Literacy |
| Koubek, Katya | Preservice teacher identity and agency, action research in teacher education, high-impact practices, and culturally responsive and sustaining practices | EFEX | action research, intercultural competence, culturally responsive pedagogy, teacher identity, high-impact practices |
| Quinn, Alexa | I study elementary teacher education and instructional planning and practice across content areas so that I can increase access to high-quality educational experiences for all children. | EERE | elementary teacher preparation; instructional planning; teacher learning; inquiry-based social studies; informational text instruction |
| Estes, Michele | Leveraging design methods and technologies to address complex learning problems in context. | LTLE | constraints and innovation, power and access, global virtual exchange, innovation diffusion and change |
| Griffin, Oris | In addition to teaching courses in leadership, learning theory, diversity, thesis preparation, and reading and research preparation, I also have expertise in student leadership and development and student and faculty access, recruitment, and retention. | LTLE | Retention access and recruitment, academic and social integration |
| Pulos, Joshua | My research interests include (a) comprehensive secondary transition education; (b) culturally responsive/sustaining teaching practices; (c) evidence-based practices and predictors; (d) school-based behavior analysis consultation; (e) self-determination; and (f) significant support needs. | EFEX | Applied Behavior Analysis; Disability; Evidence-Based Practices; Evidence-Based Predictors; Secondary Transition Planning and Education; Self-Determination |
| Brantmeier, Edward | My past research focuses on transformative pedagogy and learning for teachers, educational leaders, and university level faculty. At present, I am concerned with regenerative pedagogies for the future and decolonizing academic knowledge creation processes. I am keenly interested in future studies and contemplative pedagogies-- such as mindfulness meditation and nature immersion. | LTLE | leadership education; transformative pedagogy; contemplative pedagogy; cultural competence; critical peace and social justice education; innovation and the future; decolonizing knowledge creation |
| Smith-Woofter, Monica | coaching, advising, and supporting educational leaders through professional learning and growth opportunities, -navigating and dealing with microaggressions, -promoting efforts and continuous supports of diversity, equity, inclusion, access, and educational justice; and -investigating and researching transformational and innovative changes within schools for continuous school improvement. | LTLE | DEI, leadership, continuous improvement, advising, professional learning, educational leaders |
| Jin, Ying | I collaborate with in-service teachers and assessment professionals to design formative and summative measurement tools to evaluate student learning in STEM disciplines. Additionally, I engage in related research and extension endeavors, such as providing professional development for K-16 STEM educators and professionals, conducting project evaluations, and contributing to STEM workforce and certificate program development. | LTLE | educational measurement; assessment; quantitative methods; project evaluation, STEM education |
| Haraway, Dana | My passion surrounds ways to make schools good places for kids and families. Therefore, my research interests include resilience, mentoring processes and strategies, fostering productive and safe learning environments, and responsive assessment strategies and data use. | LTLE | mentoring, resilience, learning environment, adolescent development, assessment |
| Almarode, John |
John Almarode's work centers on translating research in educational neuroscience, cognitive science, and educational psychology into practical strategies that can be used in schools and classrooms to enhance student learning outcomes.
|
EERE | evidence-based practice, science of learning, meta-analyses, student engagement |
| Hadley, Donica |
Culturally Responsive Leadership & Teaching; Innovative Teaching K-12 |
External Initiatives | Culturally Responsive Teaching & Leadership; Innovative Learning |
| Aga, Zareen |
My research activities include developing instructional materials for methods courses to help preservice teacher build students' mathematical identities, inclusive teaching practices of mathematics. My research adds to the current body of research, extending existing work on culturally responsive mathematics teaching, teaching mathematics for social justice and critical mathematics education. I'm also interested in tackling the problem of discrepancies between mathematics preservice teachers’ classroom and fieldwork experience. |
MSME | teacher education, culturally responsive mathematics education, teaching mathematics for social justice, critical mathematics education. |
| Webb, Angela |
I study the professional education and early career development of secondary science teachers. I seek to understand the experiences of secondary science teachers as they prepare to teach and during their initial years in the profession. Specifically, I am interested in the identity development and meaning-making of early career science teachers during their induction into the teaching profession. Who are our newest science teachers expected to be and who do they become in the classroom? What supports and thwarts their learning and development? |
MSME | Secondary science teacher education; teacher induction; teacher identity; teacher learning; teacher development |
| Germansky, Sara |
Supporting young children's healthy social-emotional development, the use of coaching and other effective/efficient professional development methods to enhance practitioner and caregiver capacity to implement a variety of evidence-based practices particularly around early communication, social-emotional development, and challenging behavior. |
EFEX | coaching, inclusive early childhood education, social-emotional development, challenging behavior |
| Collins, Roger |
I am passionate about developing executive level leaders. This includes supporting professionals who desire to work as a school superintendent, assistant superintendent, director, principal or the leader of a 501(c)3 non-profit organization.
|
LTLE | Executive level leadership |
| Wiley, Kristofor |
Equity and community responsiveness in advanced K-12 academics; Identity and experience in students identified as gifted; Constructing, integrating, and assessing global experience and intercultural awareness in teacher preparation
|
EFEX | gifted; global; culture |
| Higdon, Robbie |
Qualitative research (case studies, autoethnography)
|
MSME | Educator retention, mentoring, study abroad, culturally responsive pedagogies |
| Lupo, Sarah |
Dr. Lupo's research strives to put theory into practice to find practical ways teachers can improve comprehension and disciplinary learning for K-12 students, while positioning all learners’ as capable and bringing cultural and linguistic assets to the reading experience.
|
MSME | intervention, adolescent intervention, comprehension, content area reading and writing |
| Thomas, Tim |
What educational experiences at school connect learners with the places where they live, work, and play? In what ways can learners' awareness of the landscape affect their active stewardship of it?
|
EFEX | place attachment, environmental education, civic engagement, alternative assessment, place-based education |
| Desportes, Laura |
I am an educational psychologist with concentrations in quantitative research methods, qualitative research methods, and literacy development. My focus is on assessment and measurement in general, but with specialized training from the Institute for Education Sciences (IES) in cluster randomized trials design as it relates to educational intervention research. My research focuses on the impact of educational and psychological interventions and global models of inclusive educational and social support of people with disabilities. I have extensive experience with the Institutional Review Board process
|
LTLE | Intervention research, logic models and theories of change, inclusive education |
| Underwood, Amelia |
Qualitative, Exploring Leadership Identity through Storytelling and Narrative Construction, Scholarship of Teaching and Learning,
|
LTLE | leadership identity, authentic leadership, adult learning, gender, intersectionality, human resource development |
| Snead, Cecil |
A Meta-Analysis of Attention Deficit/Hyperactivity Disorder Interventions: An Empirical Road to Pragmatic Solutions
|
LTLE | leadership |
| White, Bill | My research focus has been slanted toward the intersection of political, social, economic, and ideological forces on the practice and promise of education. By using concepts from Pierre Bourdieu (highlighting how ruling classes preserve their social privileges across generations) as well as from Deleuze and Guattari (understanding of the use of surveillance and discipline regimes to constrict political and social movements), I attempt to examine the ways in which education is a tool, used by oppressive regimes, to ensure minimal questioning of social and economic injustices. | LTLE | social justice, surveillance and discipline, education |
| Merritt, Joi | Dr. Merritt's areas of expertise and research focus on: (a) designing science and engineering curriculum materials and assessments to investigate P-20 student learning, (b) preparing teachers to teach science equitably in the inclusive, culturally and linguistically diverse classroom, and (c) Black girls in STEM. Her newest area of interest is examining AI and education, where she has a specific interested around STEM education | EERE | social justice, culturally responsive/relevant pedagogy, curriculum, assessment, teacher preparation |
| Kang, Shin Ji | Shin Ji is a transnational, cross-cultural, and bilingual teacher-scholar working with students and teachers of various backgrounds and nationalities including North & South Korea and Uzbekistan. In the past, her work was centered around teachers’ personal spirituality and professional efficacy beliefs, and North Korean refugee children’ cultural identities and their education. Guided by post-colonial perspectives and Third Space theory, Shin Ji is currently working with early childhood teachers and teacher educators in Uzbekistan for culturally sustainable professional development and innovation in a global context. | EERE |
Pedagogy of Love, Early Child & Elementary Teacher Development, Teacher Identity & Culture, Intercultural Learning, Inclusive Global Partnership, Sustainable Development Goals, Post-Colonialism, Third Space Theory, Education in Post-Communist Contexts, Qualitative Research, Duoethnography
|
| Amoako-Kayser, Abigail | Culturally and Linguistically Sustaining Literacy Practices Representation in Children’s Literature Multilingual Learners’ Educational Experiences Decolonizing Literacy and History Curricula in Ghana Black Girls’ Identity Development Teacher Preparation and Professional Development |
EERE |
Culturally and Linguistically Sustaining Literacy Practices Representation in Children’s Literature Multilingual Learners’ Educational Experiences Decolonizing Literacy and History Curricula in Ghana Black Girls’ Identity Development Teacher Preparation and Professional Development
|
| Bodle, Aaron | My scholarship interests include two distinct but related lines of inquiry, (1) the critique and (re)conceptualization of knowledge production in qualitative inquiry, and (2) the analysis of written and lived social studies curricula related to race, place, and religion in K-12 and teacher education. I explore these lines of inquiry via participatory methods including, arts-based educational research, action research, and duoethnography. | EERE |
critical place-conscious education, social studies education, arts-based education research
|
| Blatz, Sharon | I am focused on SPED teacher retention through clarity of SPED teacher roles and use of empowering tools, and developing professional advocacy. I, also, work on supporting and developing Transitions and postsecondary outcomes for students with disability--particularly through the use of partnerships. Finally, I do some work in the area of inclusion of students with disabilities. | EFEX |
SPED teacher retention, Case load Management, resource support, transition, postsecondary outcomes, inclusion
|
| Riden, Benjamin | Component Analysis (SCRD), Changing Criterion (SCRD), Effective and Efficient Behavioral Strategies, Explicit Instruction, Systematic and Meta-Analytic Reviews | EFEX |
Single Case Research Design, Behavior, Special Education, Classroom and Behavior Management, Collaboration
|
| Chaudhuri, Parama | My research and scholarship is at the crossborders of technology integration in K12 schools especially in rural and remote schools and how that is impacting the digital divide. I am also interested in assessing the learning outcomes of students and at-risk students. I aspire to also gain expertise in how STEM education can create a trajectory and pathway for students foir their higher education. | LTLE |
Transformative nature of technology, Post-Covid integration of technology
|
| Oliver-Eggert, Eileen | Supporting educational leaders through professional learning opportunities and mentoring; applications of transformational, distributed and servant leadership for sustaining continuous school improvement, creating and maximizing a positive and inclusive school culture, retention of school leaders and teachers | LTLE |
Administrator and teacher retention, continuous school improvement, mentoring and coaching school leaders, inclusive leadership education, school culture, transformational leadership, distributive leadership, servant leadership
|
| Walters, Katherine (Katie) | I study how learning (instructional) design occurs in context—how relationships, community dynamics, and socio-cultural factors influence both the process and the outcomes of design projects. I am interested in how instructional designers navigate emerging tensions, make decisions in situated contexts, and engage with their co-designers in ways that are reciprocal and accountable. | LTLE |
instructional design, technology integration, socio-cultural approaches, co-design
|
| McNaught, John |
What factors lead to positive post school outcomes for youth with disabilities? What factors contribute to successful school improvement efforts? What role does self-determination play in graduation rates, dropout rates, and matriculation to higher education for students with disabilities?
|
TTAC |
disability, post school outcomes, self-determination, school improvement, program improvement, secondary transition, qualitative research
|
College of Education
