Edward L. Myers, Temple University, Philadelphia, PA
Biography: Dr. Edward Myers has an extensive and diverse background in the education and behavioral health fields. Ed earned his doctorate from Temple University’s College of Education, within the department of Psychological, Organizational, and Leadership Studies. Previously, he earned B.S. and M.Ed. degrees from East Stroudsburg University. Ed also completed a post-graduate certification program in Educational Administration at Alvernia University, and he completed post-graduate work in education, behavioral health/special education, and research at Saint Joseph’s University. Currently, Ed is a lecturer of adolescent development and secondary education at Alvernia University and an adjunct professor of educational administration & policy at Temple University. Additionally, Ed serves academia as the executive editor of the Journal of Education Policy, Planning and Administration (JEPPA), the executive editor of the Journal of Ethical Educational Leadership (JEEL), and as a peer reviewer for Current Issues In Education, an Arizona State University journal publication. For the past twenty years, Ed has gained valuable professional experience as a school administrator, adjunct professor, teacher, and counselor in the public high school, college/university, and community agency settings. His areas of research and academic interest include: leadership & organizational behavior, philosophy & policy of secondary schools, adolescent learning & development, and qualitative research methods.
ASSISTANT EXECUTIVE EDITOR
Ella Macklin, Duquesne University, Pittsburgh, PA
Biography: Ella is currently a doctoral candidate in the Professional Doctorate in Educational Leadership Program at Duquesne University. The focus of her dissertation is on an aspect of the impact of technology and reading instruction for students with learning disabilities. She holds a Master of Education degree in Early Education of Disabled Students and a Master of Social Work degree from the University of Pittsburgh. Ella also earned a B.A. in Psychology/Speech Pathology-Audiology from Carlow College. Additionally, she is a licensed PA social worker who specialized in community organization/planning. Certified in special education(mental and physical disabilities), Ella taught students in learning support/scholars/gifted education classes and coordinated K-5 special education services for nine years in a charter school. Serving as a practicum supervisor for Pitt and Duquesne has allowed her to mentor undergraduate/graduate students in the fields of psychology and education. Some of her many experiences in the field of writing emanates from her work as an action research co-coordinator, teacher researcher and writing instructor. Ella has specialized training as a Teacher-Consultant (2011 Western Pennsylvania Writing Project Fellow, University of Pittsburgh). Her work appears in the following publications: Macklin, E.M. (2015) Learning how to set and reach goals (essay). Chapter 9 Social Cognitive Theory: Student, Regulate Thyself. Improving Practice Through Inquiry: One Teacher’s Story. In J. Snowman & R. McCown (Eds.) Psychology applied to teaching 14th Ed. Stamford: Cengage Learning and Wolfe, C. & Macklin, E. M. (2013). Anagrams and animals: Teaching poetry to elementary students with exceptionalities. In M. Luskey & C. Wolfe (Eds.) The Poetic Classroom: A Collection of Lessons, Reflections and Poetry from Teachers and Students in Western Pennsylvania. Pittsburgh: Autumn House Press.
Agnes Africanus, Duquesne University, Pittsburgh, PA
Biography: Agnes Africanus is currently a doctoral student in the Department of Education Professional Doctorate in Educational Leadership (ProDEL) at Duquesne University. She earned her B.S. and M.S. in Accounting and International Business from D’ Youville College Buffalo, New York in 2011. After graduation, she worked as a part time coordinator, D’ Youville College Tutorials Services before she moved to Duquesne University in 2012. She has nine years of work experience from the diocese of Musoma, Tanzania where she worked as an accountant and treasurer general before she came to the United States. Her research interest is how poverty denies deprived children educational opportunities. Her dream is to see many deprived children have an opportunity for a quality education.
Noelle Witherspoon Arnold, University of Missouri, Columbia, MO
Biography: Dr. Noelle Witherspoon Arnold is an Associate Professor in the Department of Educational Leadership and Policy Analysis at the University of Missouri. Prior to that appointment, she taught elementary school, and served as an administrator at the district and state level. Dr. Arnold also currently serves as a consultant throughout the United States, advising districts in analyzing data for school improvement, strategies for struggling students and Response to Intervention, cultural mediation and pedagogy, STEM leadership, and best practices in reading and math. She received her Ph. D. from the University of Alabama in Educational Administration, with minors in Social Foundations and Qualitative Research. Dr. Arnold’s research agenda includes analyses of life history and narratives documenting and analyzing how individuals integrate and negotiate personal religious and spiritual belief(s) in schooling practices. Other aspects of her research agenda explore faith-based organizations and schools, how various belief systems emerge and impact the (re)interpretation of policy and practice in schools, education for social justice and advocacy, ethics of education, and gender and race in education. Other areas of strength and expertise that provide grounding for much of her teaching and research include womanisms and feminisms, ethics, philosophy, cultural studies, African American spirituality, sociology, history, critical geography and narratology. Dr. Arnold’s most recent articles have appeared in the International Journal of Qualitative Studies in Education, The Journal of Educational Administration History, Equity and Excellence in Education, The Journal of Negro Education, and the Journal of Educational Administration. Dr. Arnold is Secretary/Treasurer of the AERA Leadership for Social Justice SIG and Assistant Editor of the International Journal of Leadership in Education.
Daisy Arredondo-Rucinski, University of Alabama, Tuscaloosa, AL
Biography: Daisy Arredondo-Rucinski is professor of educational leadership and policy at The University of Alabama, Box 870302, Tuscaloosa, AL 35487. Telephone: 205.348.7826; email: email@example.com. She teaches instructional leadership and supervision, and conducts research on supervision for improved student learning, teacher evaluation, reflection, and professional development for school reform. She holds a Ph.D. from the University of Washington, Seattle. Recent publications appear in: Journal of Educational Administration, Educational Policy Analysis Archives, and International Journal of Educational Leadership. She is currently working on a book about research on professional learning community schools.
Adem Bayar, University of Missouri, Columbia, MO
Biography: Adem holds his B.S. from Cukurova University, Turkey in 2004 and his M.Ed. from Sakarya University, Turkey in 2008. Before coming to the United States, Adem worked as a principal and teacher for three and half years in Turkey. Upon his arrival in the United States, he attended the English Language Center (ELS) from June 2008 to June 2009 and received his English as a Second Language Certification at the University of St. Thomas in Houston, Texas. Currently, he is a doctoral student in the educational leadership and policy analysis department at the University of Missouri-Columbia. His areas of academic interest include: leadership in education, philosophy of education, educational reform and policy, teacher education and professional development of teachers.
Kakali Bhattacharya, Kansas State University, Manhattan, KS
Biography: Kakali is an associate professor in Educational Leadership at the Kansas State University. Her research interests include race, class, gender issues in higher education informed by transnational and critical race theories, and de/colonizing methodologies. She is also a trained research methodologist in qualitative inquiry and has an interest in technology-integrated learning and social spaces. Currently, reflecting on the sociocultural nature of education, she has taken up contemplative inquiry and pedagogies for ethical teaching and research practices.
Juan G. Berumen, Univ. of San Francisco, San Francisco, CA
Biography: Dr. Berumen recently earned his Doctorate of Philosophy in Educational Policy Studies at Indiana University. He specializes in researching the multitude of social pressures, facilitators, and inhibitors that develop and shape the implementation of educational policy, including those overlooked by conventional frameworks such as community assets. Dr. Berumen positions his research to inform the implementation of best practices and pedagogies to transform the P-20 pipeline for historically minoritized communities. He relies on both personal and professional experiences to guide and inform these endeavors and much-needed discussions. He has over 15 years of practical experience as a researcher and educator in California and Indiana communities and schools in addition to his own experiences attending some of the most challenging public schools in the San Francisco Bay Area. His accomplishments have resulted in research publications, academic presentations, and policy agendas for a recent state assembly campaign. Currently, Dr. Berumen is consulting the strategic planning for Immaculate Conception Academy High School and collaborating with the Japanese Community Youth Council to assess and develop policy that supports its youth workforce development programs. He is also an adjunct professor and teaches educational policy in the Leadership Studies Department at the University of San Francisco.
Ann Biswas, University of Dayton, Dayton, OH
Biography: Ann is the Director of Writing Programs and a Lecturer in English at the University of Dayton, where she also is a doctoral candidate in Educational Leadership, Higher Education. Her research focuses on plagiarism, authorship, and originality, and she has a particular interest in how the emotions involved in plagiarism impact pedagogy and professional identity. Ann earned a B.A. in Communication from Wright State University and an M.A. in English from the University of Dayton. Prior to beginning her academic career, Ann worked for more than 10 years as a business writer, editor, and corporate communications manager.
Marcia Bolton, Widener University, Chester, PA
Bigraphy: Dr. Marcia Bolton is currently Associate Professor at Widener University, Chester PA. She serves as the Director of Student Teaching, Interns and Certification. Marcia serves on the experiential student learning committee, is counselor for Kappa Delta Pi national educational honor society, Eastern Education Research Association treasurer and many student based activities which include traveling with students to build homes for Habitat for Humanity during University spring breaks. In addition to the director duties, Marcia teaches classes in early education, reading, teacher education methods classes for early education and middle school levels, and has supervised student teachers at the preschool, elementary, middle school, and high school levels. Marcia’s research agenda focuses on improving teacher preparation with a major interest in developing the supervision of student teachers. Recently Marcia served n the planning committee for the International Professors of Reading Teachers symposium held in Sweden.
Sielke Caparelli, (University of Pittsburgh), Pittsburgh, PA
Biography: Sielke is currently a director of special education working to provide services to families and children with disabilities. As a teaching fellow, she earned her doctoral degree in education in school leadership from the University of Pittsburgh’s School of Education, Administrative and Policy Studies Department. Her dissertation featured a case study analysis focusing on the intersection of school mental health and school leadership. As a member of the Mental Health and Education Integration Consortium (MHEDIC – an interdisciplinary, professional, national workforce) she continues to move policy and practice through national efforts considering the role of school leaders in school mental health. In addition to teaching and school administration, Sielke was a former music therapist, and is also currently a Licensed Professional Counselor working with a goal of supporting staff and systems who serve children in crisis. Other experiences include working in emotional support settings, assisting in the Chanda Smith federal Consent Decree within the L.A. Unified School District, counseling emotional support staff through self improvement plans and finally, and developing policy and staff supports to guide programs serving children of all ages into best practice.
Robert Cenczyk, University at Buffalo, The State University of New York, Buffalo, NY
Biography: Rob earned his B.A. from Le Moyne College in Syracuse, NY, and an M.S. in Higher Education Administration from Syracuse University. He has worked in higher education for the past 13 years holding research and administration positions at Brandeis University, Syracuse University, and most recently at the University at Buffalo where he is Assistant to the Academic Dean in their School of Nursing. Rob is also a doctoral student in the Higher Education Administration program at UB, focusing on organization and governance. His other areas of interest include crisis management and strategic campus planning.
Jennifer Clayton, George Washington University, Washington, D.C.
Biography: Dr. Clayton serves as an Assistant Professor in Educational Leadership with The George Washington University. Dr. Clayton earned her Ph.D. in Educational Leadership at Old Dominion University, Master’s of Education in Educational Administration at Rutgers University, and Bachelor of Arts at James Madison University. Her primary research interest in is the leadership development trajectory including leadership identification, development, preparation, and early career assistant principals.. Dr. Clayton also serves on a variety of boards, including SIGs within AERA and CREATE (Consortium for Research on Educational Assessment and Teaching Effectiveness).
Sarah Diem, University of Missouri, Columbia, MO
Biography: Sarah is an Assistant Professor of Educational Leadership and Policy Analysis at the University of Missouri. Her research focuses on the social and cultural contexts of education, paying particular attention to how the politics and implementation of educational policy affect diversity outcomes. Sarah is also interested in how conversations surrounding race and race relations are facilitated in the classroom and whether these discussions are preparing future school leaders to be able to address critical issues that may impact the students and communities they will oversee. Sarah received her Ph.D. in Educational Policy and Planning from The University of Texas at Austin.
Patricia Rice Doran, Towson University, Towson, MD
Biography: Dr. Patricia Rice Doran is an Assistant Professor of Special Education in the College of Education at Towson University. Her doctoral work and subsequent research has focused on teacher knowledge, attitudes and perceptions, particularly with respect to teaching students with special education needs or those who are culturally and linguistically diverse. She completed her Ed.D. at the George Washington University with a focus in bilingual special education. Prior to her doctoral work, she taught English language arts and special education to students in both public and private settings. She recently coauthored Teaching Diverse Learners: Principles for Best Practice, a handbook published by Corwin Press for teachers working with culturally and linguistically diverse students or those with special education needs.
Daniel Eadens, Northern Arizona University, Flagstaff, AZ
Biography: Daniel W. Eadens, Ed.D. is currently an Associate Professor of Educational Leadership at Northern Arizona University. He was named ‘Runner-Up Teacher of the Year’ in his first year of public school teaching, was one of five Florida public school teachers to win a 1997 Fulbright Memorial Fund to Tskuba Science City prefecture to learn the education system, was a secondary Special Education teacher, and has served as an administrator at different locations. He graduated Magna Cum Laude with a BSME, M.Ed., and Ed.D. from the University of South Florida and is a retired Army Major with foreign service in Japan and a combat tour teaching the New Iraqi Army during Operation Iraqi Freedom. He served as content leader in Sweden learning the education system for the International School Connection. In 2011, he was named the ELSC’s recipient of the Hampton E. Williams ‘Research Award’ and the Jack Mulcahy Award for ‘Best Doctoral Dissertation’, presented by The Association for the Advancement of Educational Research. He passionately researches Special Education, Brain Research, Graduate Reform, and Shared Leadership, is actively involved in various professional associations, maintains a driven record of scholarly publications in peer-reviewed journals, and routinely presents at regional, national, and international professional conferences.
Jennifer Fellabaum, University of Missouri, Columbia, MO
Biography: Jennifer is an Assistant Teaching Professor in the Department of Educational Leadership and Policy Analysis at the University of Missouri. Jennifer holds a BSS in professional leadership and a MEd in college student personnel from Ohio University. She completed her PhD with an emphasis in Higher and Continuing Education at the University of Missouri. Jennifer’s research interests include identities in higher education, faculty issues, institutional contexts, and student affairs professionals.
Tabitha S. Harper, The Catholic University of America, Washington, DC
Biography: Dr. Harper is currently a project manager with the National University Relations team in the Center of Excellence at the Kaiser Foundation Health Plan and works as an educational consultant with schools in the San Francisco/Bay Area. Dr. Harper completed her Ph.D in 2014 with a concentration in Educational Psychology and also holds a B.S. from Meredith College and a M.Ed., with a concentration in Curriculum and Instruction, from North Carolina State University. Her academic research interests include emotional IQ and ability in academic settings, cognitive development and literacy acquisition of preschoolers, STEM research in K-12 school systems, and the history of women in secondary and post-secondary education. Dr. Harper has served as a committee chair and a member of the Board of Directors in various volunteer organizations including the Junior League of Washington and the Campagna Center of Alexandria, VA.
Haigen Huang, University of Missouri-Columbia, Columbia, MO
Biography: Haigen earned his B.A. from Nanchang University, China, in 2005 and his M.Ed. in comparative education from Beijing Normal University in 2009. He is a doctoral student and research assistant in the educational leadership and policy analysis department at the University of Missouri, where he specializes in PK-12 policy. His research interests include rural women’s education in China, international and comparative education, quantitative and qualitative research design, and LGTB issues.
Nadine D. Hylton, University of Rochester, Rochester, NY
Biography: Nadine Hylton is currently a PhD student in Education Policy and Theory at the Margaret Warner School of Education and Human Development at the University of Rochester. Her primary research focuses on school choice and in particular inter-district choice as a vehicle for urban school reform. She is also interested in how communities of color situated in urban locales access and utilize school choice options and how community-school partnerships are built and utilized in education policy. Since commencing doctoral studies, Nadine has worked with Rochester’s Urban-Suburban Interdistrict Transfer Program, as a research assistant, looking at various organizational, programmatic and policy issues salient to the program and its operation. Prior to commencing doctoral studies, Nadine completed her BA and MA in Forensic Psychology at John Jay College of Criminal Justice, City University of New York.
Mary Kropiewnicki, Wilkes University, Wilkes-Barre, PA
Biography: Dr. Kropiewnicki is the chair of the Department of Educational Leadership and an associate professor of Education at Wilkes University. Dr. Kropiewnicki was the founding chair of the Doctor of Education program and has worked in the field of education as a teacher, school administrator, and now as a college professor and administrator at the graduate level. Dr. Kropiewnicki has worked with educators in U.S. and international schools who seek to advance their knowledge of instruction and leadership. Dr. Kropiewnicki attained an Ed.D. in Educational Administration from Temple University and has degrees in elementary education and reading education and professional certificates in the areas of elementary teaching, reading specialist, supervisor of curriculum and instruction, principal, and school superintendent. Her research interests are in ethics and school leadership with a focus on female school leadership.
Huiwen Li, Carnegie Mellon University, Pittsburgh, PA
Biography: Huiwen Li is an instructor of Chinese at Carnegie Mellon University. He holds a BA in English Education and an MA in Research Methodology. Currently he is also enrolled in anther Master’s program in Public Management (MPM) at Carnegie Mellon University and the doctoral program in Educational Leadership (EdD) at Duquesne University. His research interests include student learning assessment, educational policy, program evaluation, and social justice issues in education. He has been a member of the American Evaluation Association (AEA) since 2011 and a conference proposal reviewer since 2012.
Guodong Liang, Community Training & Assistance Center, Boston, MA
Biography: Dr. Guodong (Robert) Liang is a research specialist at the Community Training and Assistance Center (CTAC) in Boston, MA. Before joining CTAC, he has worked as a post-doctoral researcher in the Department of Educational Leadership and Policy Analysis at the University of Missouri where he completed his Ph.D. in 2011 with an emphasis area of policy analysis. Dr. Liang’s research interests include comparative and international education, teacher policies, and social justice. His recent work has been published in such journals as Educational Policy, Journal of Postdoctoral Research, International Journal of Educational Research, and Journal of School Leadership.
Daniel D. Liou, Arizona State University, Glendale, AZ
Biography: Daniel D. Liou is as an assistant professor of Educational Leadership and Innovation in Mary Lou Fulton Teachers College at Arizona State University. Daniel’s research focuses on the social and institutional analysis of educational pathways and inequities across race, class, gender, and immigration. Daniel’s research centers on the institutional dynamics of academic expectations from the perspectives of the students, teachers, school leaders, and the P-20 educational pipeline. Daniel is committed to understanding how these dynamics influence students’ academic success and college readiness. In addition to his expertise in education, Daniel brings perspectives from critical race studies, ethnic studies, sociology, and social psychology to his work. For more than two decades, Daniel has worked and researched in schools in Boston, Des Moines, Los Angeles, Phoenix, and the San Francisco Bay Area. Daniel is the 2015 recipient of AERA’s Leadership in Social Justice Teaching Award (LSJ SIG). Daniel is the first in his family to graduate from high school and to attend college, and seeks to engage in research, teaching, and school improvement efforts central to this experience.
P. Malyadri, Government Degree College, Patancheru, Osmania University, India
Biography: Dr. P. Malyadri has 30 years of experience in teaching, research, administration, training and consultancy. A prolific writer; Dr. Malyadri has authored 4 Books and 76 Research papers on banking and rural and economic development issues in various national and international journals of repute. He has presented research papers at approximately 100 national and international seminars and conferences. He is on various international editorial advisory boards and is a member of 301 international peer reviewed journals that are published in the United States, Canada, , UK, Taiwan, Czech Republic, Italy, Turkey, Dubai, Philippines, Australia, Bangladesh, Romania, Pakistan, Kenya, Iran, Africa, Nigeria, Berlin, Tunisian Republic, Indonesia, Singapore, Thailand, Iceland, Republic of Lithuania, West Africa, Brasil, Poland, and Nepal. Dr.Malyadri carried out two major research projects sponsored by the UGC, New Delhi. He is a recognized research supervisor to guide M.Phil. and Ph.D. students in the Departments of Commerce and Business Management, Osmania University, with 4 Ph.D.’s and 22 M.Phil.’s being awarded under his guidance. He is also a recognized research supervisior who guides Ph.D. scholars in the Department of Commerce and Management, Bharathiar University, Coimbatore & Kanchi University, Kancheepuram, Tamilnadu. He served as Program officer of the National Service Scheme for 5 years and conducted several programs and received outstanding awards. Presently he is serving as the Principal at Osmania University, which is affiliated with the Government Degree College. Dr. Malyadri was a state level Best Teacher awardee in the year 2008, honored by the Government of Andhra Pradesh. His current research interests include CRM, Bank Marketing, and Micro Finance, Rural Development, Human Resource Management, and Entrepreneurial development.
Jackie Mania-Singer, Oklahoma State University, Stillwater, OK
Biography: Jackie Mania-Singer is a Research Associate for Oklahoma City Public Schools, Oklahoma’s largest school district. Her primary responsibilities in this position are conducting qualitative and quantitative research studies on district programs and analyzing statistical data for state and federal reporting. Her professional experience includes developing curriculum for local non-profit organizations, serving as the Oklahoma State Director of School Turnaround, and leading Oklahoma City Public Schools’ first full-time virtual school program. Ms. Mania-Singer has presented at State and National conference and meetings on topics such as school planning, school improvement, and virtual schools. Ms. Mania-Singer has a master’s degree in English Education from the University of Oklahoma and is an Ed.D. candidate at Oklahoma State University. Her academic research interests include effective district central offices, system wide school reform, organizational learning, and social network analysis.
Robert Maranto, University of Arkansas, Fayetteville, AR
Biography: Robert Maranto (firstname.lastname@example.org) is the 21st Century Chair in Leadership at the Department of Education Reform at the University of Arkansas, and previously taught at Villanova and served in government in the Clinton years. He holds a B.S. from the University of Maryland and a Ph.D. from the University of Minnesota. In concert with others he has produced 11 scholarly books which have sold dozens of copies and are so boring his own mother refused to read them, including President Obama and Education Reform: The personal and the political (Palgrave/Macmillan, 2012). The Obama Presidency (Routledge, 2011), Judging Bush (Stanford, 2009), The Politically Correct University (AEI, 2009), A Guide to Charter Schools (Rowman and Littlefield Education, 2006), and School Choice in the Real World: Lessons from Arizona Charter Schools(Westview, 2001). He is now working on a book on KIPP. Bob has worked in over 150 schools. He lives in Fayetteville with his wife, April Gresham Maranto, and their bosses, Tony (13) and Maya (9), who attend traditional public schools.
Mona Anita K. Olsen, Cornell University, Ithaca, NY
Biography: Dr. Mona Anita K. Olsen is a Visiting Assistant Professor and Assistant Director of The Leland C. and Mary M. Pillsbury Institute for Hospitality Entrepreneurship (PIHE) at Cornell University. Mona Anita’s research focus includes entrepreneurship education, higher education curriculum planning, and instructional technology . She identifies as a qualitative researcher with a strong interest in arts-based self-study. Previously, Mona Anita was a US Fulbright Grantee to Norway. Based out of The Norwegian School of Hotel Management at the University of Stavanger. Her project focused on entrepreneurship education at the university level. Mona Anita holds a PhD in Education from The Graduate School of Education at George Mason University, a Masters in Management of Information Technology from the University of Virginia’s McIntire School of Commerce, and a Bachelor of Science with Distinction from The School of Hotel Administration at Cornell University.
Joe Polizzi, Marywood University, Scranton, PA
Biography: Joe is currently an Associate Professor of Education at Marywood University where he is the director of of the Educational Leadership program. He holds a Ph.D from Penn State in Educational Leadership. Prior to pursuing the Ph.D, Joe was a New York State Senate Fellow serving on the Senate Education Committee, a Fulbright exchange teacher in Pecs, Hungary and a high school English teacher for 8 years in the New York City School system. His areas of research include authentic leadership, transformative learning, using films as a medium of instruction, alternative schools and school reform. He lives in Clarks Summit, PA. with his wife Eva and daughters, Lily Julia and Sofie Joy.
Duane Rohrbacher, Penn State University, State College, PA
Biography: Duane Rohrbacher earned two Bachelor degrees from The Ohio State University: one in Linguistics and the other in German. He then went on to earn a JD from Penn State University, where he is currently an ABD PhD Candidate in Higher Education Administration. His research interests are in the areas of alternative dispute resolution, k-20 education policy, higher education law, and curriculum development. He currently holds positions as a ghostwriter for a large education technology company, as a mentor and tutor for student athletes, and as a legal research assistant for one of the top law professors in the field of arbitration.
David Rojeck, The Catholic University of America, Washington, D.C.
Biography: David Rojeck had the fortunate opportunity to take his bachelors’ degree in physical education (K-12) from Baldwin-Wallace College for employment as a teacher, coach, and administrator in American/International schools in the Middle East, South East Asia, Latin America, the Navajo Nation, and the Pacific Islands. While in Indonesia, he was the creator and founder of the South East Asian Schools Activities Conference, known as SEASAC. In between these foreign experiences, he worked in schools in his hometown of Cleveland, Ohio. David received his masters’ degree in Catholic School Leadership from the University of Dayton in 2004 and is now finishing his PhD in Catholic Educational Leadership and Policy Studies at The Catholic University of America begun in 2006. He is a director for the Center for Teaching Effectiveness. His scholarly interests include comparative education, school choice, and student virtue.
Karen Sanzo, Old Dominion University, Norfolk, VA
Biography: Karen Sanzo is currently an Associate Professor in the Darden College of Education at Old Dominion University and coordinates the PK-12 School Leadership program. As Coordinator she has lead the redesign of the PK-12 school licensure program, developed numerous district-university partnerships, and has expanded ODU’s reach in leadership development across the Commonwealth of Virginia. Dr. Sanzo is also the Director of the School Leadership Preparation and Development Network (SLPDN). The SLPDN was originally funded by the US Department of Education (USDE) to facilitate the sharing of innovative practices developed across grant-funded school leadership programs. The network continues to facilitate best practices in leadership development and training through sharing of research, practical experience, and innovative preparation models. Prior to her work at Old Dominion, Dr. Sanzo served as a middle school mathematics teacher and an elementary school administrator in Virginia. She has also served as Principal Investigator for several national and state-level grants around her research areas of school leadership and formative assessment.
Charol Shakeshaft, Virginia Commonwealth University, Richmond, VA
Biography: Charol Shakeshaft is professor in the Department of Education Leadership at Virginia Commonwealth University in Richmond, Virginia. She teaches graduate courses in research design, the economics of education, policy research methods, gender equity, and technology. Charol is the author of three books and over 200 referred articles and papers, many of which have received national and state awards. Her research focuses on three strands: gender and leadership, sexual abuse of students by adults employed in schools, and the effectiveness of technology for learning, particularly for students of color. Dr. Shakeshaft is the recipient of a $5.2 million grant to develop state of the art principal preparation to include the first immersive, interactive and web-enabled computer simulation for school administrators. She previously completed a three-year national study of the relationships between a school-based risk prevention program and risk behaviors of 6th to 8th grade students. Dr. Shakeshaft was also the principal investigator on a three-year National Science Foundation project to promote interest in science careers among seventh and eighth grade girls, particularly girls of color from low-income families. Dr. Shakeshaft is a Fellow of the American Educational Research Association and received the 2015 AERA Distinguished Contributions to Gender Equity in Research Award.
W. Franklin Spikes, Kansas State University, Manhattan, KS
Biography: W. Franklin Spikes is Professor and Director of the Doctoral Program in the Department of Educational Leadership at Kansas State University. He holds the doctorate from Northern Illinois University and is a recipient of the Outstanding Alumni Award from the Department of Leadership and Educational Policy Studies at NIU. Dr. Spikes is a past Fellow of the American Council on Education in Academic Administration, past President of the American Association for Adult and Continuing Education, and former President of the Faculty Senate at Kansas State University. His teaching and research interests are related to human resource and organizational development; educational leadership, program planning and evaluation; and continuing professional education. He is currently serving his second term on the Kansas Commission for Continuing Legal Education and is the first non-attorney to do so in the 30 plus year history of the Commission.
Luke Stedrak, Seton Hall University, South Orange, NJ
Biography: Luke J. Stedrak, Ed.D. is an Assistant Professor of Education Leadership, Management and Policy at Seton Hall University. He began his career in education as a secondary education teacher in Pinellas County, Florida. Dr. Stedrak’s research interests include school finance, school law, and virtual education. His national study about the funding of elementary and secondary virtual schools won Dissertation of the Year awards from both the Association for the Advancement of Educational Research and the National Education Finance Conference. Dr. Stedrak has presented his school finance research to such organizations as the American Educational Research Association, Education Law Association, National Education Finance Conference as well as other national organizations. He currently serves on the editorial advisory boards of the Journal of Education Finance and the Journal of Education Policy, Planning and Administration. He is a member of the Board of Advisors for the National Education Finance Conference, and is a National Reporter for the Education Law Association’s School Law Reporter.
Jennifer Tomon Stephens, Univ. of North Carolina, Greensboro, NC
Biography: Jennifer T. Stephens, Ph.D. is the Coordinator for Residential College Development and the Director of the Teacher Education Fellows Program in the University Teaching and Learning Commons at The University of North Carolina at Greensboro (UNCG). She holds a B.A. in Education from The University of North Carolina at Chapel Hill, an M.S. in Counseling from the North Carolina State University, and a Ph.D. in Educational Studies with a concentration in Cultural Studies from UNCG. As a former K-12 educator and college counselor, she has published and presented on her work with college students and personnel and continues to pursue research related to P-20 collaborations, cultural studies, curriculum development, and innovative practices in teaching.
Mike Trevisan, Washington State University, Pullman, WA
Biography: Dr. Mike Trevisan is the Dean for the College of Education at Washington State University. He is a Professor of Educational Psychology and Co-Director of the Learning and Performance Research Center, a center devoted to developing state-of-the-art solutions to pressing educational situations. Dr.Trevisan’s expertise is in the fields of applied measurement and educational program evaluation, with more than 20 years of experience. He is published widely in the peer-reviewed literature and presents regularly at professional meetings. In addition, he is often sought after to participate in panels for federal agencies, state and school district advisory committees for new initiatives and policy deliberations, and as a consultant to businesses in the private sector.
Courtney Vaughn, University of Oklahoma, Norman, OK
Biography: Courtney Vaughn is a Brian E. and Sandra O’Brien Presidential Professor in the Jeannine Rainbolt College of Education, Department of Educational Leadership and Policy Studies at the University of Oklahoma, Norman, Oklahoma. She has produced four books and over 50 articles and book chapters in numerous education, sociology, and history journals and publications. Throughout her career, she has focused on the history and sociology of U. S. education, dealing with gender, race, and ethnicity. Other major research interests are the sociology of knowledge and qualitative inquiry.
Philip Woods, University of Hertfordshire, UK
Biography: Dr. Philip Woods holds a Chair in Educational Policy, Democracy and Leadership at the University of Hertfordshire, UK, as well as being Vice-Chair and a Council member of the British Educational Leadership Management and Administration Society (BELMAS), a Fellow of the RSA and and an active member of the U.S. based New DEEL (Democratic Ethical Educational Leadership) network. He is also currently an Expert Adviser to the European Policy Network on School Leadership, funded by the European Union and coordinated by the Foundation for Research and Technology-Hellas / Institute of Applied and Computational Mathematics (FORTH/IACM), Crete. Philip is an internationally recognized scholar in leadership and policy in education and has wide-ranging experience and expertise in managing and participating in major funded projects, including research and evaluations undertaken for a range of organizations, such as the UK government, National College for Leadership of Schools and Children’s Services (formerly NCSL), Specialist Schools and Academies Trust, Learning and Teaching Scotland, Economic and Social Research Council and the British Academy.