Dr. Joanne Arhar, Ed.D.
Wendy Bedrosian, Ph.D
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I have been teaching and working on program improvement with the Early Childhood faculty at Kent State for more than almost 15 years. I also served as the Field Experience Coordinator for the program. Courses taught at Kent include our child development course, guidance of primary-school children, the ECED survey course, and leading the student teaching seminar for teacher candidates in preschool settings, as well as the graduate seminar for the Masters of Arts in Teaching practicum. I feel that it is critical for future teachers to understand how the brain develops as it impacts wellness, behavior, and learning. It is my hope that our teachers will move into their careers with the knowledge and skills to apply contemporary brain research in their teaching practice. My research interests include teacher decision making, student teacher development & mentoring, and making teaching/learning visible to the families of young children. I earned my BA in Languages & Literature from Bard College, M.Ed. in Early Childhood Development & Intervention from the University of Pittsburgh, and Ph.D. in Special Education and Early Childhood from Kent State University. Previous professional experiences include: toddler and preschool teaching in family-centered, hospital-based, center-based, and home-based service agencies; early intervention program development; staff training/supervision for families of newborns in drug withdrawal in New York City; special education coordination for Maricopa County Health & Human Services' Head Start delegate; and developmental consultant/team leader with Child Protective Services.
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Dr. William Bintz, Ph.D
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I am currently a Professor in the Department of Teaching, Learning, and Curriculum Studies at Kent State University. I have extensive classroom teaching experience including teaching high school English in Chicago, Illinois and San Juan, Puerto Rico; middle school language arts in Dhahran, Saudi Arabia; and grades 4-6 at an Alternative School in Bloomington, Indiana. I have also been a Visiting Lecturer in Language Education at the Armidale College of Advanced Education in Armidale, Australia, as well as an assistant professor at Western Kentucky University, James Madison University, and the University of Kentucky. My personal experiences and professional interests include using award-winning literature to teach across the curriculum K-12, collaborative teacher research, and reading comprehension assessment. I have published numerous articles and book chapters in leading literacy journals such as The Reading Teacher, Language Arts, Journal of Adolescent and Adult Literacy, and Middle School Journal; presented at many international, national, and state conferences; and conducted professional development workshops throughout the United States.
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Dr. Christa Boske, Ed.D.
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As an Associate Professor of PreK-12 Educational Administration, Christa works to encourage school leaders to promote humanity in schools, especially forchildren and families from historically disenfranchised populations. Christa's line of inquiry focuses on the intersections of the cognitive and affective domains of school leadership with a particular focus on how school leaders transform their sense of self to lead for social justice and equity in schools. This line of inquiry is organized into three specific areas of interest: A) The influence of beliefs and attitudes on school practices, B) Pedagogical practices and programmatic structures within preparation programs, and C) The study and support of school leaders as they address social justice issues within their school communities. Christa's most recent research has been published in journals including: Journal of School Leadership, Journal of Research, Leadership and Education, Journal of Cases in Educational Leadership, Multicultural and Technology Journal, Journal of Curriculum Theorizing, High School Journal, International Journal of Educational Management, Planning and Changing, Academic Exchange Quarterly, Journal of Educational Considerations, National Council of Professors in Education Administration Yearbook, and Connexions. She has also published over 12 book chapters. Two of her most recent chapters include, "Clashing epistemologies: Reflections on change, culture and the politics of the professoriate" in Jean-Marie & Normore's (2010) "Educational leadership preparation: Innovation and interdisciplinary approaches to the Ed.D. and graduate education" (Palgrave MacMillan), as well as "Creating social justice leaders: Building bridges between school leaders and communities they serve" in Carolyn Shield's (2012) "Transformative Leadership" (Peter Lang). Christa co-edited a book with Dr. Autumn K. Tooms (2010) titled Bridge leadership: Connecting educational leadership and social justice to improve schools (Information Age Publishing). She has two new edited books published in the fall/winter of 2012, which include: 1) Educational leadership: Building bridges between ideas, schools and nations(Information Age Publishing) and 2) Global leadership for social justice: Taking it from the field to practice (co-edited with Dr. Sarah Diem) (Emerald Publishing). Christa also serves as the Kent State University Plenum Representative for The University Council of Educational Administration.
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Elizabeth Brooks, Ph.D
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I received my BA in History from the University of North Carolina-Greensboro, MAT in Social Studies (concentration in History) from UNC-Chapel Hill, and my Ph.D. in Curriculum and Instruction at Kent State University in December 2005. I have taught secondary social studies across three states (North Carolina, Georgia, and New York), participated in a National Science Foundation grant focused on issues-centered teaching and learning, and, during the first years of my teaching career, was part of two faculty teams specifically selected to ease the early days of school integration. Since coming to Kent in 1990, I have served as a Teaching Fellow and then as Non-tenure Track Faculty in the elementary, middle childhood, and adolescent-young adult teacher education programs. Currently, I coordinate the Middle Childhood Education program on the Kent campus, coordinate the adolescent-young adult (ADED) social studies practicum, and advise in both the MCED and the ADED programs. My research interests are focused on social studies teacher education and the academic content standards, teacher beliefs, and the impact of field experience on teacher development.
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Joanne Caniglia, Ph.D
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Joanne Caniglia earned an undergraduate degree in mathematics at John Carroll University and her masters in mathematics at Youngstown State University. She was a secondary teacher and department chair in Niles and Akron, Ohio for 12 years and spent time as a graduate researcher at Kent State University where she received her doctorate in Curriculum and Instruction with an emphasis in Mathematics Education. She taught for 14 years at Eastern Michigan University where she was Professor of Mathematics Education. While there she was awarded the Distinguished Teaching Award and the Governor's Award for Distinguished Teaching. Her research investigates effective professional development models in urban settings. She is a PI and Co-PI for many National Science Foundation and Board of Regents inititiatives.
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Dr. Moon-Heum Cho
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Dr. Moon-Heum Cho is an Assistant Professional in Kent State University-Stark. Since 2009, he has taught educational technology and educational psychology for undergraduate pre-service and graduate in-service teachers. Dr. Cho completed his Ph.D. from the University of Missouri in 2008. Before joining Kent-Stark, he worked as an instructional consultant/ designer in Indiana. Uni.-Purdue Uni. Ft. Wayne (IPFW). His research interests are self-regulated learning, teaching and learning, and instructional design.
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Scott Courtney, Ph.D.
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I am a recent transplant from Arizona, having completed my Ph.D. in Curriculum and Instruction (Mathematics Education) from Arizona State University. Prior to moving to Kent, I was fortunate to have been provided with opportunities to teach a variety of mathematics and statistics courses at both the secondary and tertiary levels. My research interests are driven by inquiry, by a desire to attain insights into: 1) students’ and teachers’ conceptions of mathematics ideas within the 6-12 curriculum; 2) the kinds of instructional engagements that are propitious for student development of intended ideas and ways of thinking; and 3) teachers’ conceptions and ways of thinking that either support or constrain their capacity to transform their ways of operating with cognitive structures that are more conceptually oriented. When not engaged in teaching or research, I enjoy spending time with my wife and daughters.
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Alicia Crowe, Ph.D
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I am an Associate Professor of Middle and Secondary Social Studies Education in the Department of Teaching, Learning, and Curriculum Studies at Kent State University. I love to teach and study teaching. It is wonderful to be a part of the growth of new and experienced teachers. I am very interested and do research in teacher education, social studies education, teacher learning, and technology integration in social studies education at both the secondary and pre-service levels.
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Kenneth Cushner, Ed.D.
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I received the B.A. from Kent State University in 1973, and began teaching biology and general science in schools in Switzerland and Australia. I returned to Kent State to pursue a Master's degree in Guidance and Counseling and then taught fifth and sixth grade in the KSU Lab School. Following a few years of teaching and traveling internationally with young people, I received a scholarship through the East-West Center to pursue the Doctorate at the University of Hawaii, where I studied Curriculum and Instruction and Cross-Cultural Psychology. I returned to Kent State University in 1987 to teach social studies and multicultural education. I have authored or co-authored seven different books, including Human Diversity in Education: An Intercultural Approach, 7th ed (McGraw-Hill, 2012); Intercultural Student Teaching: A Bridge to Global Competence (Rowman Littlefield, 2007); Beyond Tourism: A Practical Guide to Meaningful Educational Travel (Rowman Littlefield, 2004); and Intercultural Interactions: A Practical Guide, 2nd ed (Sage Publications, 1996). I am Director of COST - the Consortium for Overseas Student Teaching, a former Fulbright scholar to Sweden; am a Founding Fellow and past-President of the International Academy for Intercultural Research, and have organized and led international travel programs on all seven continents. In my spare time, I enjoy music (percussion and guitar), travel, and photography.
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Dr. Robin Dever
Lisa Donnelly, Ph.D
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I am currently an Assistant Professor in the Department of Teaching, Leadership, and Curriculum Studies at Kent State University. I taught high school biology and K-8 informal science in Indiana before earning my doctorate in science education from Indiana University Bloomington. My research interests center upon the teaching and learning of evolution and the nature of science and how state biology standards support and constrain this teaching and learning. I regularly present and publish on these fascinating topics, and some of my work has appeared in Journal of Research in Science Teaching, Research in Science Education, and International Journal of Science Education. Here at Kent State, I very much enjoy teaching science methods for preservice undergraduate and MAT preservice teachers as well as graduate courses in science education.
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Joanne Dowdy, Ph.D
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Joanne Kilgour Dowdy is a Professor at Kent State University, Ohio. A graduate of the Juilliard School in the theatre division, Dr. Dowdy continues to use her drama training to prepare teachers for the literacy classroom, and as a performer who facilitates writing development through interactive workshops. Her major research interests include documenting the experiences of Black women involved in education from adult basic literacy to higher education. She has written and edited seven books. Her first book is a volume co-edited with Dr. Lisa Delpit, entitled, The Skin That We Speak: Thoughts on Language and Culture in the Classroom (The New Press). Her second book, GED Stories: Black Women & Their Struggle for Social Equity, is published by Peter Lang. Her fifth book: Ph.D. Stories: Conversations with My Sisters, is published by Hampton Press and was awarded the 2009 American Educational Research Association Narrative and Research Special Interest Group's Outstanding Book Award. In The Public Eye, was released in October, 2009 by Commess University press. Connecting the Literacy Puzzle will be released by Hampton Press in May, 2010.
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Jennifer Fisette
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Jennifer Fisette is an assistant professor of Physical Education Teacher Education in the School of Teaching, Learning, and Curriculum Studies. She joined the faculty at Kent State University in 2008. She previously taught physical education and health in Rhode Island. She obtained her BS in physical education from Rhode Island College, MS in sport pedagogy from Ithaca College, and EdD in Physical Education Teacher Education from the University of Massachusetts-Amherst. Her teaching responsibilities include: Secondary Physical Education Content, Inquiry into Professional Practice, Development and Analysis of Game Performance, Introduction to Physical Education, Fitness, and Sport, Analysis of Motor Skills, and Curriculum Development. Her scholarship explores the critical examination of girls' lived experiences and embodied identities within physical education and physical activity through student voice; assessment and curriculum development.
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Dr. Ramona Freeman, Ph.D
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Dr. Freeman received her Ph.D. from the University of Akron in Curricular and Instructional Studies. After having taught at the elementary level in Florida and Ohio, she owned and operated an academically focused child care program while serving as editor of a family child care newsletter for the Northeast Ohio Provider's network. She has taught courses at the undergraduate and graduate level, and co-authored a grant from The Ohio Association for the Education of Young Children. She has been appointed to the editorial review committee for ScholarlyPartnershipsEdu, and has presented at numerous state and national conferences. Dr. Freeman has contributed to several journals, including: The Journal of Early Childhood Teacher Education, The International Journal of Learning, Early Childhood Education Journal, Young Children, and Early Childhood News. Topics of research and interest: -quality in informal educare programs -professional development in family child care -socio-cultural practices in preschool and the primary years -authentic classroom pedagogy -professional development partnerships with early childhood teacher mentors and pre-service teachers.
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Walter Gershon, Ph.D
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Walter S. Gershon is an Assistant Professor in the School of Teaching, Learning, and Curriculum Studies at Kent State University. He received his Ph.D. from the University of California, RiversideHis scholarly interests focus on the ways in which students make sense in educational contexts and how they and other educational actors construct meaning through their senses, particularly in and through sound. This interest tends to center on questions about the relationship between curriculum and students, the ways in which sociocultural precepts inform this relationship, and the qualitative research methodologies utilized to study educational actors’ sensemaking. Walter is the author of The Collaborative Turn: Working Together in Qualitative Research (Sense Publishing, 2009) and is guest editor of a forthcoming special issue of the Journal of Curriculum Theorizing that explores the intersection of curriculum and the senses. Prior to his time in higher education, Walter taught in urban schools in the United States and in rural and urban contexts in Japan.
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Danielle Gruhler, Ph.D
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I began my professional career in 1991 as a third grade teacher in Solon, Ohio, after graduating from John Carroll University with a Bachelor of Arts degree in Elementary Education. I taught at the elementary level for nine years before leaving to teach full-time at the university. Upon completion of my Masterâ¹s Degree in Literacy Studies at John Carroll, I was invited to teach literature and language arts courses there in 1996 and 1997. I began my doctoral work at Kent State University in 1997. As a doctoral student, I served as both a Graduate Assistant and a Teaching Fellow. During my tenure as a doctoral candidate, I was awarded a University Fellowship for the 2001-2002 academic year. I have been on the full-time faculty at Kent for two years. I currently serve as the Co-coordinator for the Reading Endorsement cohort program. My research interests include the student and teacher discourse that surrounds the literacy processes of young readers and writers, and the ways in which teachers construct their professional thinking about literacy based on their personal and practical experiences.
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Todd Hawley, Ph.D
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Todd S. Hawley is an Assistant Professor in the Department of Teaching, Learning and Curriculum Studies at Kent State University. His research interests include rationale-development as a core theme of graduate and undergraduate social studies teacher education, and the transformative possibilities of justice-oriented social studies teacher education. Prior to receiving his Ph.D. he taught high school social studies for four years in the Atlanta Public Schools and for three years at Oglethorpe County High School.
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James Henderson, Ed.D.
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After seven years of public school teaching, I pursued a doctorate in curriculum and teaching studies. I've been extremely pleased with this decision and feel fortunate to work at Kent State University, particularly given our Teaching, Learning and Curriculum Studies (TLC) School's commitment to offer curriculum-based graduate degrees. I regularly teach three courses: Fundamentals of Curriculum, Curriculum Leadership, and Theory and Research in Curriculum. I am coordinator of our TLC School's C&I Master's Degree (M.Ed.), Educational Specialist (Ed.S.) & Doctoral (Ph.D.) programs and the co-creator and first co-editor of The Journal of Curriculum and Pedagogy. I am an active member in the Curriculum & Pedagogy Association, the American Association for the Advancement of Curriculum Studies, the American Educational Research Association, and the Professors of Curriculum (POC) Honorary Society. I am a past president of the POC Society. My service work in these organizations is closely linked to my scholarly interests, which focus on reflective inquiry and curriculum leadership for democratic education. I have authored, co-authored and co-edited five books on these topics, and two of these books are currently in their third editions. I have worked closely with a local Superintendent of Instruction on the creation of a web-based Curriculum Leadership Institute, and I am the co-coordinator of the TLC School's Teacher Leader Endorsement Program (TLEP).
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Mary Lou Holly, Ph.D
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Mary Louise Holly began her career as an elementary school art consultant and teacher. She earned graduate degrees in curriculum and teaching with a major in human development and learning at Michigan State University. Her study of professional development led her as a visiting scholar to the Centre for Applied Research in Education at the University of East Anglia, Norwich, England, and to the School of Education at Deakin University in Geelong. Australia. Early in her career, Mary Lou began documenting and learning from her teaching using artistic and qualitative methods. Her continuing scholarly interests are in human development and learning and how environments and resources can be used to support growth, learning in community, and cultural change in higher education. Mary Lou is founding director of Kent State University's Faculty Professional Development Center. Over the last several years her research has focused on the biology of learning and on cultivating environments for learning across ages and roles. "Igniting Streams of Learning in Science" an inquiry-based STEM Academy with co-directors Denny Taylor (Biology, Hiram College) and Sajit Zachariah (Technology, University of Akron) is in the third year of funding from the Ohio Board of Regents and Martha Holden Jennings Foundation.
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Janice Hutchison, Ph.D
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I currently serve as the Coordinator of the Masters of Arts in Teaching program and am a non tenure track faculty member in secondary education. I have been a classroom teacher for over 30 years and started this career by teaching reading to incarcerated male convicts. Over the years, I have taught English to public school adolescents and instructional strategies and education research to college students. My undergraduate degree in secondary education (English, math and reading) is from Ohio University. I received my masters degree in Educational and Cultural Foundations and my doctorate in Curriculum and Instruction from Kent State University. Before retiring from Kent City Schools as the Coordinator of Staff Development, I served as an adjunct faculty member at Kent State. By working extensively in the two settings, I have developed a passion for teacher leadership.
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Melanie Irvine, M.A.
Dr. Wendy Kasten, Ph.D
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Wendy C. Kasten earned her B.S. degree at Rowan University in New Jersey (formerly Glassboro State College), her M.Ed from the University of Maine (1981), and her Ph.D. from the University of Arizona (1984). She is 1996-2002 president of C.E.L.T., (Center for the Expansion of Language and Thinking), an invitational society of literacy educators who advocate meaning-centered views of learning. She is active in the International Reading Association, the National Reading Conference/Literacy Research Association, and the Special Interest Group on Children's Literature and Reading of IRA. Kasten taught elementary school in Maine, previously taught at the University of South Florida, and was a visiting faculty fellow to Deakin University in Victoria, Australia. She is co-author of several books, including The Multiage Classroom: A Family of Learners (1993 with Clarke); Implementing Multiage Education: A Practical Guide (1998, with Lolli);Action Research for Teachers: Traveling the Yellow Brick Road (2001; 2005 w/ Holly and Arhar); and Living Literature (2005, w/Kristo & McClure) Articles can be found in Reading and Writing Quarterly; Anthropology and Education Quarterly; Journal of Adolescent and Adult Literacy; Literacy, Teaching and Learning, The National Reading Conference Yearbook, and others. She is Associate Editor of Reading and Writing Quarterly. Areas of interest and research include: children's literature in K-8 classrooms, action research, literature circles, Multicultural issues in literacy education; multiage education, struggling readers, reading assessment, independent reading, and teacher reflection. Personal website address is: http://www.personal.kent.edu/~wkasten
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Claudia Khourey-Bowers, Ph.D
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My career as a science educator has taken many interesting turns. It began with a Bachelor of Science degree in zoology from The Ohio State University, followed by a stint working in a neuroanatomy research lab at NEOUCOM, and a master's degree in biology from the University of Akron. From there, I launched my teaching career in Canton City Schools, where I also worked in science curriculum and professional development. My experiences in the classroom and in professional development raised questions about the teaching-learning dynamic that I felt warranted further study. This took me to Kent State University, where I earned a Ph.D. in Curriculum and Instruction, with an emphasis in science education. I am now beginning my ninth year at Kent State University-Stark as a faculty member, where my teaching responsibilities are split between Middle Childhood nd C & I program areas. My line of inquiry explores the relationships existing across teacher beliefs, teacher knowledge and pedagogy, and the role of teacher content knowledge on student achievement, classroom culture, and inquiry/integration.
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Insook Kim
William Kist, Ph.D
Patricia Koontz, Ph.D
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Kent State University has been home to me for more years than any other academic institution. Receiving my undergraduate, masters and doctorate from Kent State has been a source of pride knowing the excellent professors and opportunities KSU has afforded me. As a student teacher I took advantage Kent State's international student teaching program and student taught in Cali Columbia, South America. Prior to joining Kent State as a professor, I was a chemist; a mathematics teacher at Hillman Jr. High in Youngstown; a mathematics, chemistry, and physics teacher at North High School in Akron; and a mathematics teacher for autistic children in Kent City Schools. I am presently the Director of the Mathematics Specialist Program (the only such master's degree program in Ohio) as well as the co-director of the Northeast Ohio Center of Excellence for the Teaching of Mathematics and Science (NEOCEx). I serve on the Ohio Mathematics Education Task Force and the Ohio Resource Center math review board. Two of my most recent books are Teaching Science to Children: an Inquiry Approach co-authored with A. Friedl and Science and Society in the Twentieth Century co-authored with W. Sherman.
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Dr. Karl Kosko
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Karl Kosko earned his undergraduate degree in Elementary Education, with a minor in mathematics, at Winthrop University in Rock Hill, SC. While teaching in the Rock Hill School District, he also received his M.Ed. in Middle Level Education with an emphasis in mathematics. Later, he attended Virginia Tech and earned his doctorate in Curriculum and Instruction with an emphasis in Mathematics Education. He then completed a post-doctoral fellowship at the University of Michigan before taking a position at Kent State University. His research interests include studies of student engagement in and teacher facilitation of mathematical communication with particular focus on whole class discussions and mathematical writing.
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Janice Kroeger, Ph.D
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I began my teaching career as a specialist in early education in a university lab school setting, with both bachelor degrees and a master's degree in child development and family studies in around1989. Having taught in community colleges, early childhood lab schools, and public school settings for about 8 years, I pursued doctoral studies at the University of Wisconsin, Madison and earned a PHD in Curriculum and Instruction in 2003.
My research and teaching interests are focused on issues of power and identity in home, school, and community partnerships, early years teacher development, early childhood policies and practices, and qualitative and mixed-methods research methodologies. I have researched in and written scholarly work about social action, agency, culture and cultural and identity change in diverse communities as well as the impact of pre service teacher's work on ECED classrooms. I find the intersections of social justice work, activism, school formation and the formation of schooled subjects (students) fascinating.
In 2010, Investigationg change in field sites through Mentor and Candidate Dialogues was chosen as the outstanding article of the year in the Journal of Early Childhood Teacher Education. Other authored and co-authored work(s) have or will appear in such journals as, Journal of Educational Policy, Teaching and Teacher Education, The Journal of Early Childhood Teacher Education, the Journal of Educational Change and The Urban Review, and the Center for Innovation and Equity in Childhood and I've contributed to or co-authored works in English Education, The American Educational Review Journal, and Early Childhood Research and Practice, and Contemporary Issues in Early Childhood.
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Martha Lash, Ph.D
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I began my career as a psychiatric social worker after earning my bachelor's degree in sociology from West Liberty State College, WV. A geographical move to South Texas provided opportunity for a pivotal career move into the field of education where I have remained, served, and taught in various roles: director/teacher in an early childhood education program, executive director for drop-out prevention and school-community partnership programs, and liaison for school (pre-school through higher education), business, and community initiatives. Upon moving to Indiana, I returned to directing and teaching in early childhood programs, including as the director of the Indiana University Campus Children's Center. I earned my M.Ed. and Ph. D. degrees in Curriculum Studies with an Early Childhood Emphasis from Indiana University-Bloomington in 1996 and 2004 respectively. In 2003 I joined the Kent State University faculty with program affiliations in Early Childhood Education (ECED) and Curriculum and Instruction (C & I). My research interests include early childhood education teachers' beliefs and practices; young children's social development and forming of community, especially during the transition period from preschool to public school; and issues of professionalism and quality in early childhood care and education issues on a national and international basis.
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Michael Mikusa, Ph.D
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I started my career as a middle school mathematics teacher in Columbus Public Schools after graduating from The Ohio State University. While teaching 5 different courses to an average of 195 students my first two years, I opted for a teaching position in the Mathematics department at OSU while working on a masters degree in Mathematics Education. After completing my degree (and getting married) I took a position teaching mathematics at Clearview high school in Lorain, Ohio. While in Lorain I also taught mathematics part time at Lorain County Community College. After 6 years in Lorain I started the PhD program and took a research assistant position for the Logo and Geometry project headed by Dr. Michael Battista at Kent State University. As research assistant I conducted over 500 clinical interviews with children grades K-6. I finished my PhD and have been a faculty member in the department of Teaching, Learning, and Curriculum Studies at Kent State University for 20 years. My current research includes how students develop geometric reasoning, mathematics teacher professional development, and how web-based mathematics education can facilitate teachers and students learning of mathematics.
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Monica Miller Marsh
Dr. Stephen Mitchell
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I am in my 19th year at Kent State, having done Doctoral work in Teaching and Curriculum at Syracuse University, and Masters and Bachelors degrees in Physical Education and Education at Loughborough University, England. With colleagues Judy Oslin and Linda Griffin, I have authored numerous articles and book chapters related to tactical games teaching, my major area of academic interest. We have co-authored three textbooks related to games teaching within public school physical education, including Teaching Sport Concepts and Skills: A Tactical Games Approach, now into its second edition (having also been translated into Japanese and soon into Korean). I am also currently collaborating with faculty in health education, nutrition, and communication on a project to combat childhood obesity through appropriate diet and exercise programming. I have been heavily involved with NCATE accreditation over the past ten years, having served as a program report reviewer and as the Program Report Coordinator for our SPA, the National Association for Sport and Physical Education. I am currently on the NCATE Board of examiners and President-Elect of the Ohio Association for Health, Physical Education, Recreation and Dance.
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Dr. Gumiko Monobe
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I am an Assistant Professor in the Department of Teaching, Learning, and Curriculum Studies at Kent State University. I am originally from Japan and earned a B.A. with 1st - 6th grade teaching licensure in Elementary Education in the Education Department, Yokohama National University, Japan. I also attended Tamagawa University for my Pre-K teaching licensure. After teaching in mostly Pre-K settings in Japan over 8 years, I decided to come to the United States to continue my education. I received my M.A. and Ph.D. degrees from the Ohio State University. Meanwhile, I taught in varied settings including teaching as a University Field Experience Supervisor in the Early Childhood M.Ed. Program, an instructor for some courses including Introduction to Children’s Literature, in the Ohio State University, and a 6th grade classroom teacher in a local Japanese Saturday School. My research interests are focused on the population of children and their families, and teachers from diverse backgrounds, especially immigrant-ELL populations in and outside of school contexts. I find how the children and adults from diverse backgrounds develop their voices fascinating. I am also interested in their development of multiple identities and agency in the intersections of varied social aspects such as cultures, languages, societies, and nations. I believe this is important to study in order to explore and co-create better educational environments and pedagogies for all children. I use qualitative research epistemologies and methodologies such as narrative inquiry. I am also interested in critical literacy and critically engaged learning using multicultural/international children’s literature and drama in teaching and research.
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Denise N. Morgan, Ph.D
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I received my B.S. from the University of Alabama in Early Childhood/Elementary Education and my M.Ed. in Elementary Education from the University of Illinois. I taught Kindergarten, second and fourth grade in Illinois before earning my Ph.D. from the Ohio State University in Language, Literacy and Culture. Upon my graduation in 2001, I accepted a three-year post doctoral position at the University of South Carolina to work on a federally funded grant studying long term professional development. I have worked at Kent State since 2004 and am currently an associate professor of literacy education and the Director of the Reading and Writing Center. My research interests include understanding in-service and pre-service teacher change in theoretical knowledge and practice and understanding student development as readers and writers.
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Becky Morsefield
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I graduated from Kent State University in with a degree in secondary education- comprehensive science. I enjoyed teaching chemistry, physics, environmental science and biology for ten years. When our first child was born, she was diagnosed with Down syndrome shortly after birth. Our family was suddenly introduced the world of special education. I returned to Kent State to pursue a master's degree in special education. I received a training fellowship in early intervention and worked at the Family Child Learning Center providing direct services for families, training and supervising students. I graduated in 1997 with a master's degree in special education. After graduation I worked for the Portage County Early Intervention Collaborative as a service coordinator. I began teaching at Kent State in 1998 in the special education and early childhood departments and supervising student teachers. I bring to teaching a family perspective on early intervention, assessment as it relates to the IEP process, inclusive education, transition and family and professional partnerships. I have served on the Portage County Board of Mental Retardation and Developmental Disabilities for the past tweleve years.
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Bridget Mulvey
Dr. Davison Mupinga
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I am a faculty member in the Career and Technical Teacher Education program, specializing in the preparation of career and technical teachers/instructors and trainers. I began my teaching career as a high school technical and business education teacher. Over the years, I have worked with trainers, pre-service, and in-service technical teachers from different parts of the world, including Zimbabwe, Kenya, Lesotho, Uganda, and South Africa. I have held faculty positions at the University of Zimbabwe, State University of New York, Oswego, and Indiana State University. My research interests are in international technical education, integrating technology into career and technical education, and preparation of technical teacher for the 21st century.
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Patrick OConnor
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I've been at KSU for 18 years focusing mainly on coordinating teacher education programming and leadership for the Career-Technical Education community primarily in North East Ohio. The main activities to this end have been in teacher preparation for initial licenses and continuing professional development as well as scholarship related to workforce education/development. My scholarly and publication interests are quite broad ranging from workplace literacy to leadership/organizational change. My primary teaching duties are at the master degree level. I have had similar positions at the University of Georgia and Indiana University of Pennsylvania. I also have high school and community college teaching experience.
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Dr. Sandra Pech, M.S.
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Following graduation from Heidelberg College in 1983 my educational career began with 10 years of teaching in the Alliance City Schools, Alliance, Ohio. During those ten years, I had the opportunity to teach second graders through fifth graders in various combinations. In 1987 I received my Masters Degree in Elementary Education from Akron University. The arrival of our first child and my husbands’ work related transfer to North Carolina in 1994 lead to my involvement with infants through 5 year olds in a preschool setting where I was the director of a Mother’s Morning Out program. After returning to Ohio in 1999, I taught at the preschool level for two years and later was invited to become a supervisor for Kent State University’s Early Childhood Education program where I facilitated college students who were completing their student teaching at the pre-k and primary levels. Following six years of supervising, I decided to pursue a Ph.D in Curriculum and Instruction in order to return to the classroom as an educator. I was a graduate assistant, and an instructor until my graduation in May 2010.
I am currently an assistant professor for Kent State University at Tuscarawas and am the coordinator of their Bachelor of Science in Education (BSE) program in early childhood education. I began as the coordinator of the program when the 4 year BSE was added to the 2-year associate's degree during the fall of 2009.
My research interests include curriculum development in the primary grades and inquiry based learning. I am interested in the integration of content as well as teacher-stuent interactions that support both the academic and social-emotional interactions at the primary grade level.
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Dr. Kristine Pytash
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I received my B.A. in English Literature and a M.Ed. in Secondary Education from John Carroll University. I taught high school English in Texas before earning a Ph.D. in Curriculum and Instruction from Kent State University. Upon my graduation, I accepted a non-tenure track position at Kent State University. In 2010, I accepted a position as an Assistant Professor in Adolescent Literacy Education at Kent State. My research interests include the literacy practices of young adults attending alternative schools and dropout prevention. I also have a special interest in disciplinary literacy.
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Timothy Rasinski, Ph.D
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Timothy Rasinski is a professor of literacy education at Kent State University. He has written over 200 articles and has authored, co-authored or edited over 50 books or curriculum programs on reading education. He is author of the best selling book on reading fluency entitled The Fluent Reader, published by Scholastic, and co-author of the award winning fluency program called Fluency First, published by the Wright Group. His scholarly interests include reading fluency and word study, reading in the elementary and middle grades, and readers who struggle. His research on reading has been cited by the National Reading Panel and has been published in journals such as Reading Research Quarterly, The Reading Teacher, Reading Psychology, and the Journal of Educational Research. Tim is currently writing the fluency chapter for Volume IV of the Handbook of Reading Research. Tim recently served a three year term on the Board of Directors of the International Reading Association and from 1992 to 1999 he was co-editor of The Reading Teacher, the world's most widely read journal of literacy education. He has also served as co-editor of the Journal of Literacy Research. Rasinski is past-president of the College Reading Association and he has won the A. B. Herr and Laureate Awards from the College Reading Association for his scholarly contributions to literacy education. Prior to coming to Kent State Tim taught literacy education at the University of Georgia. He taught for several years as an elementary and middle school classroom and Title I teacher in Nebraska. In 2010 Dr. Rasinski was elected to the International Reading Association's Reading Hall of Fame for his career achievements and contributions in the fields of literacy and literacy education.
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Anne Reynolds, Ph.D
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I received my Bachelors and Masters Degrees in Education at James Cook University of North Queensland, Australia. I taught for 19 years in Queensland, Australia, as an elementary teacher, a high school mathematics and accounting teacher, and as a resource teacher for students with special needs. In 1990, I came to the United States to complete my Doctorate in Mathematics Education at Florida State University. In 1993, I joined the faculty at the University of Oklahoma and concentrated my efforts in mathematics education in the early childhood, special education, and middle grades programs at the undergraduate level as well as teaching and advising in the mathematics education graduate programs. I joined the faculty at Kent State University in the Fall 2004, where I teach mathematics education courses in the MCED, ECED, and C & I programs. My research interests are focused on how students learn mathematics, particularly the imagery involved in making sense of mathematical ideas, and in learning in a problem centered setting.
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Dr. Teresa Rishel, Ph.D
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Teresa Rishel is an Assistant Professor in the Department of Teaching, Leadership, and Curriculum Studies. She teaches undergraduate and graduate courses in Middle Childhood Education, Curriculum and Instruction and Multicultural Education. Her educational experience includes serving as an elementary principal and teaching elementary and middle level grades. She earned her Master of Science in Elementary Education and her PhD in Curriculum Studies at Purdue University. Her undergraduate degrees include Elementary Education (St. Joseph's College, Indiana) and Physical Education & Health K-12 (Ball State University, Indiana). Dr. Rishel's interests include guiding middle level preservice teachers as they transition into effective novice teachers. She is interested in curriculum theory, multicultural issues of education and social justice. Her research interests include adolescent suicide in relationship to teaching, leadership, and curriculum, with a focus on affective environments. Dr. Rishel presents her research nationally as well as in education classes at Kent State.
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Dr. Takahiro Sato
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Takahiro Sato is an assistant professor of Physical Education Teacher Education in the School of Teaching, Learning, and Curriculum Studies. He joined the faculty at Kent State University in 2010. He was a coordinator of Health and Physical Education program at Hampton University in Virginia (2007-2010). He recieved his BS from University of Mount Union, his MS from University of Hawaii at Manoa, and his PhD from The Ohio State University. Takahiro's scholary interests focus on physical education teachers' beliefs on teaching students with disabilities, diversity and social justice of students and teachers of color in physical education, and international students' experiences in higher education.
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Julia Stoll, M.A.
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After receiving my Bachelor of Science degree in Education from BGSU in 1993, I taught preschool and kindergarten and then served as a director for a child care center in the Cleveland area. I obtained my Master of Arts degree in Early Childhood Education from KSU in 2000 and I am currently pursuing a doctorate in Curriculum & Instruction at KSU. I currently teach three courses a semester for the Early Childhood Program in the areas of preschool education, mathematics, and science. I also work at the Child Development Center on campus as the Coordinator for the Children's Program - Finances. I also participate in ongoing faculty research initiatives at the center. My research interest is in the area of teacher education and early mathematics and science teaching and learning.
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Tsung-Hui Tu, Ph.D
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I joined the Kent State University faculty at Salem campus in January 2002. I earned a B.S. in Human Development and Family Studies and concentration in Child Development from University of Alabama. I received my M.S. and Ph. D. from Iowa State University in Human Development and Family Studies with specialization in Early Childhood Education. I am the Director of Early Childhood Education Technology Program at Salem Campus. The courses that I have taught include introduction to early childhood services, infant/toddler curriculum and services, preschool curriculum, program organization and parent involvement, and student teaching seminar. I also supervise student teachers in various field placements. I strongly value teacher reflection as a critical means of teacher preparation and my research and teaching interests focus on preschool science, preschool teacher-child verbal interactions, teacher preparation, and student teaching.
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Steven Turner, Ph.D
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Steven L. Turner is an associate professor in the Teaching, Leadership and Curriculum Studies Department, Kent campus. He teaches undergraduate and graduate courses in Curriculum and Instruction and Middle Childhood Education. He joined the KSU faculty in 2005. He earned his PhD in Curriculum and Instruction from the University of Virginia (2005) and his M.Ed from Boston University (2000). His dual undergraduate degree was Honors Liberal Studies and Special Education from Longwood University (1998). His research interests include the Learning Sciences and ethical and appropriate high-stakes test preparation. His current research project examines the misalignment between how teachers teach and how students learn.
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Dr. Lori Wilfong, Ph.D
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Lori G. Wilfong, Ph.D., began her career in East Los Angeles, CA, teaching English as a second language to 6th, 7th, and 8th graders for the Los Angeles Unified School District. This sparked her interest in motivating adolescent readers and led to positions in Rootstown Local Schools and Maple Heights City Schools as a literacy coach and literacy specialist. Upon completion of her doctoral degree in Literacy Education from Kent State, Wilfong began her current position in the Middle Childhood Education and Curriculum & Instruction programs at the Stark Campus. She remains an active consultant in several area urban school districts, furthering her research interests in multicultural literature and education, fluency, and reading in the content areas.
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Dr. Belinda Zimmerman, Ph.D
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Belinda S. Zimmerman is an Assistant Professor of Literacy and Early Childhood Education at Kent State University where she teaches graduate and undergraduate courses in literacy education. In addition to years of experience as a classroom teacher, Reading Recovery teacher, literacy specialist, and professional development coordinator, Dr. Zimmerman served as a Regional Literacy Consultant for the Ohio Department of Education. Her interests related to literacy are many, but she has always focused on helping struggling readers to achieve success and in assisting teachers in providing the highest quality literacy instruction possible for all learners. In addition to journal publications, Dr. Zimmerman is the co-author of the book Phonics Poetry, which she wrote with Dr. Timothy Rasinksi and Evidence-Based Instruction in Reading, written with Dr. Nancy Padak and Dr. Timothy Rasinski. She has also authored chapters in several books on effective teaching practices. She is a proud graduate of Kent State University where she earned her Ph.D. in Curriculum and Instruction. Dr. Zimmerman credits Kent State University with supporting a very child-centered approach to teaching and for nurturing her deep and abiding respect for those who dare to teach.
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