As Program Coordinator and Associate Professor of PreK-12 Educational Administration, Christa works to encourage school leaders to promote humanity in schools, especially for children 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 17 book chapters. Two 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 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 has two new books coming out in winter 2014 including, Students, teachers, and leaders addressing bullying in schools (Sense Publishing) and Living the work: Promoting social justice and equity work in schools around the world (Emerald Publishing). Christa also serves as the Kent State University Plenum Representative for The University Council of Educational Administration. You can also connect with her @ http://www.linkedin.com/pub/christa-boske/28/b75/36b.
Rosemary Gornik earned a bachelor’s degree in Elementary Education in 1973 from Ohio University, and a masters in Educational Administration in 1983 from Cleveland State University. She completed the Case Western Reserve Professional Fellows Program in 1998, and earned her Ph.D in Curriculum and Instruction from Kent State University in 2003. Rosemary started teaching elementary school in 1973, and became an elementary school principal in 1985. From 1991 through 2011, she served as a central office administator in the areas of curriculum, instruction and assessement, and retired as superintendent in 2013. Rosemary worked as an adjunct professor at Kent State University from 2003 through 2011 and joined the faculty full time after retireing from K-12 service in 2013.
Rosemary has expertise in developing and implementing new strategies to enhance education programs, with skills in designing and implementing school reform initiatives, anticipating evolution, and implementing change. She has success in motivating, empowering, and leading others, and the ability to establish and maintain long-term collaborative relationships with schools and community representatives.
Rosemary spent 2 years developing a program that encourages teachers to embrace and exemplify a professional identity that is disciplined, scholarly, and intellectual. This innovative vision in education enables students, teachers and administrators to build their capacity to journey through curriculum by engaging in balanced, holistic learning. Students acquire a deep understanding of subject matter while cultivating an understanding of the personal and social responsibilities of democratic living. Rosemary strives to develop teachers who are creative, critically-thinking problem-solvers who can then, in turn, lead and empower their students to blossom into creative, critically-thinking problem-solvers themselves. In addition, Rosemary helped develop and teach courses for a Teacher Leader Endorsement Program (TLEP) pilot program that gives teachers in the state of Ohio an endorsement on their license to become a Teacher Leader. Her publications include:
Co-Author (book), Transformative Curriculum Leadership 3rd Edition with James
Henderson. Upper Saddle River, NJ: Pearson.
Principal Author (chapter), Transformative Curriculum Leadership: Inspiring Democratic Inquiry Artistry ~ inCurriculum Work as Public Moral Enterprise: After the “Renaissance. Edited byRubén A. Gaztambide-Fernández, James Thomas Sears. Boulder, CO: Rowan & Littlefield.
Principal Author (chapter), Personal and Structural Challenges ~ in Curriculum Wisdom: Educational Decisions in Democratic Societies by James Henderson and Kathleen Kesson. Upper Saddle River, NJ: Merrill/Prentice Hall.
Contributing Author (chapter), Transformative Curriculum Leadership 2nd Edition by James Henderson and Richard Hawthorne. Upper Saddle River, NJ: Merrill/Prentice Hall.
Principal Author (chapter), Power of Public Engagement: A Beacon of Hope for America’s Schools . Edited by William G. O’Callaghan. Columbus, OH: Mohican Institute Press.
Born and raised on Long Island, NY, I left home to attend Ohio University where I majored in English, earning a BA in 1971 along with my 7-12 Ohio teaching certification. I was by then anchored in Ohio having met my wife at Ohio U; we were married in August after we graduated. My wife Sharon and I were both hired to teach English at separate junior high schools in the Parma City School District. I taught junior high school for ten years before moving to the high school level where I taught for eight more years. In 1990, I was hired as a unit principal at Mentor High School. After a couple of years at the high school, I was promoted to a junior high principal's position and eventually named assistant superintendent, a position I held for seven years before being hired as superintendent of the Euclid City Schools in 2002. I served the Euclid community for a decade, retiring from K-12 education in 2012 to accept an assistant professor's position at Kent.
While working as a full-time educator, I pursued my masters degree in curriculum and instruction completing my degree at Cleveland State University. Since I had aspirations to become an administrator, I opted to seekk my doctorate in K-12 Educational Leadership at Kent State, earning my Ph.D. in 1998.
I also spent 20 years in the U.S. Army Reserve, retiring as a major in 1995. i learned much about leadership through my education, of course, but my most compelling leadership learning experiences came on the job as a department chair, a public school administrator, and a military officer. The 2013-2014 school year marks my 43rd year as an educator, a job that has brought me joy, fulfillment, and professional pride.
My wife of 42 years and I have one child, a son and Harvard grad who works for Kaplan Test Prep in New York City.