Name
Methodology
Expertise
Current research
interests/ Theoretical
framework
Degree/focus
P-12 experience
Bessette
Qualitative Methods
Vygotskian Theory and
Deweyian Thought;
Ph.D., Curriculum,
Special Education &
Instructional Leadership
9 years; Special
Education Director
for Elementary; P-5
Elementary
Administrator; LD
Specialist; General
and Special
Education Teacher
(Elem & MGE)
15 years: High
School Chemistry,
Biology, Anatomy
and Physiology,
Physical Science
3 years AP
1 year principal
14 years in District
Office
Distributed Leadership;
Co-Teaching in
Elementary Classrooms;
Teacher Collaboration
Brown
Primarily Qualitative
Professional Development
and STEM Education
PhD, Science Education
Constructivism
Chan
Mixed methodology
Coffey
Qualitative Methods
Cole
Qualitative Methods
Teaching and learning in
higher education;
Educational facilities;
Educational leadership
areas.
Mentoring
Tutorial Programs
Ed.D. in Educational
Administration
All aspects of literacy,
especially any aspect
related to teaching writing,
content area reading, or
multicultural literature
PHD Curriculum &
Instruction
(concentration: English
Education)
Gender-based differences
in reading/writing
Critical theory/critical
anaylsis & young adult
Ed.D. Language,
Literacy, and ESL
Education
with a Cognate in Child
and Family Studies
19 years;
Elementary Grades
K – 5,
Child Development
Lab with children 3
– 5 years, Reading
Center Tutorial
Program for
K – 12, High
School Student
Teaching and Grant
Project
½ year 3rd Grade
Teacher
1 & ½ year K-6
Health/PE Teacher
9 years 7-12
English & reading
(Gifted and
remedial classroom
experience)
Experience
teaching drama and
Prior committee
experience
Chair
No
No
Yes
Member
Yes
Chair
Yes
Member
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes—but
after
gaining
experience
as a
committee
member
Yes
Yes
No
No
Willing to serve as
No
No
literature (Reader
Response, esp.)
speech classes as
well.
Historical research
experience.
Crovitz
Qualitative and Mixed
Methods; comfortable
with quantitative
Writing
instruction/assessment;
new literacies;
vocabulary/grammar
instruction; history of
education; alternative
textual analysis; critical
thinking; metaphor
Ph.D. Curriculum &
Instruction
(concentration: English
Education)
High school; two
years ESL
overseas; preservice teacher
supervision
No
No
Eventually
Yes
Ph.D. Educational Policy
Studies (Qualitative
Research Methods)
6 years teaching 4th
grade
No
No
Yes
Yes
PhD, Curriculum and
Teacher Education;
specializations in Second
Language/ Bilingual
Education & Ethnic
Studies
27 years;
directed
educational
research center &
worked with
District Systemic
Initiative;
coordinated
research-driven K12 after-school
program;
coordinated Future
Teachers program;
World Literature
No
Yes
Yes
Yes
Ethnography; case study;
textual/rhetorical analysis
(literary and
pedagogical/supplemental
texts); critical pedagogy;
socio-cultural frameworks
Davis
Qualitative Methods/
Comfortable with
Mixed Methods
Qualitative Methodology
Race in Education
African American Student
Achievement
Afterschool Programs
DeVillar
Case study;
ethnography;
grounded theory;
content analysis;
survey design &
implementation
Charter Schools
Social Justice/Equity
issues in schooling
contexts; Effectiveness of
international student
teaching programs;
Efficacy of professional
development for K-12
EFL/ESL teachers;
Bilingual/Second
Language/Multicultural
Education and effects on
learning and teaching
Frameworks: cultural
(language) dynamics;
grounded theory; critical
pedagogy; socio-academic
model; communications
theory
Dishman
Qualitative (including
case study, sociolegal, content
analysis).
Comfortable with
mixed method.
Legal, policy and ethical
issues in school
governance (including
present and quiescent
social justice/equity issues
in educational
governance).
high school teacher
(Mexico City);
Fulbright Scholar
academic year
research and
teaching (Colima,
Mexico);
computers in
education
consultant, Costa
Rica; University of
Alabama U.
Extension
Instructor, SocioLinguistics,
Bogotá, Colombia;
USIA computer
education
consultant (San
Luis Potosí,
Mexico);
coordinator,
bilingual/bicultural
studio laboratory,
developed bilingual
curriculum
materials, designed
and implemented
professional
development in
bilingual language
arts; co-author of
Spanish language
reading series (8
reading books,
McGraw-Hill)
J.D. (emphasis in labor
and employment law)
Ed.D. (Leadership and
Policy)
12 years of legal
representation of
public school
districts and
advisement to
governance boards
and district
administration.
No
No
No
Yes
American public education
history.
Transformational and crisis
leadership in schools.
Gray
Qualitative
Harrell
Quantitative
Hearrington
Quantitative methods
Some qualitative
(constant
comparison/grounded
theory& discourse
analysis)
Professional Development
Schools
Ph.D. Curriculum and
Instruction.
Field Placements/Student
teaching
Focus on teacher
education and
organizational change
Dispositions
Reflection/case study,
supervision, at-risk
students
Cognitive load theory as it
applies to learning with
technology
Ph.D. English Education
EdD in Curriculum and
Instruction & Educational
Technology
Expertise, self-efficacy,
motivation
3 years of
designing and
delivering summer
education
experiences to
Native American
students (approx.
$150k annual
grant).
7 years middle
school language
arts and social
studies
Yes
Yes
Yes
Yes
Grades 5-12
(middle and high),
alternative, urban,
and suburban
schools; 18 years
13 years;
elementary teacher,
middle school math
and social studies;
technology
coordination
No
Yes
No
Yes
27 years in
education:
Yes
No
No
Yes
Yes
Change
Holbein
Comfortable with
mixed methods
research
e-learning
Comfortable with
qualitative and mixed
methods
Followership
Literacy Leadership
Leadership Development
Curriculum Development
Executive Coaching
EdD Curriculum &
Teaching
Emphasis in Reading
Education (K-12), and
Elementary Education
Teaching
Experience:
Elementary school;
middle grades,
community college,
undergraduate and
graduate faculty
status.
Yes
Yes
yes
Jiang
Qualitative (e.g.,
content analysis;
grounded theory) and
quantitative (e.g.,
survey research)
Efficacy of professional
development for K-12 EFL
teachers;
Development of Academic
Language Proficiency for
ELL;
Effectiveness of
international student
teaching programs;
effectiveness of
multicultural education
course work.
Ed.D.
Educational Leadership
socio-psycho-cultural
perspective on (second
language) learning and
teaching; grounded theory;
critical pedagogy.
KingMcKenzie
Qualitative Research
Ethnography and Life
histories
Kirby
All Qualitative
Methods
Comfortable with
Mixed Method
Multicultural, urban and
diversity education,
education for social justice
and social studies
education for ecological
sustainability
All aspects of literacy,
especially any aspect
related to teaching writing,
memoir, creative
nonfiction
Gender-based differences
in teaching and learning
Ph.D. Curriculum and
Instruction, Qualitative
Research and Social
Studies
EdD Language
Education—English
Education, specializing in
writing (processes,
fluency, reading-writing
connections)
Administrative
experience:
Early Childhood
Director (P-2);
Chair, Division of
Education;
Assistant Dean
7 years;
Site Coordinator,
University of
California 5thD K16 After School
Computer Assisted
Tutoring Program;
Director,
International
Language Institute,
worked with a P-12
school in Mexico
and provided EFL
teacher training,
curriculum
recommendations
and assessment of
student
performance for
three years;
administered two
high school ESOL
programs
No
Yes
No
Yes
Yes
Yes
Yes
Yes
Yes
Yes
20 years
P-15
Social Studies
9 years; full
spectrum of 9-12
English, including
team-taught special
education class,
creative writing,
independent
reading, American
and British
Literature, and AP
English; Chair of
large HS English
Department (4
years)
Impact of research-based
teaching and of National
Writing Project model on
teacher practice and
students’ learning
Kuhel
Qualitative
methodologies – in
particular,
phenomenology, case
study, ethnography
and grounded theory
Levy
Qualitative
methodologies (case
studies, ethnography,
narrative inquiry)
Martin
Musetti
Vygotskian Theory,
Deweyan Thought,
Constructivism, Marxist
and Feminist Critical
Theory
Preservice and inservice
teacher development,
program evaluation,
critical theory/pedagogy,
multicultural, all aspects of
literacy especially as
related to additional
language acquisition
Ph.D. in Curriculum and
Instruction -- Teacher
Education/ General and
Special Education
MATESOL
16 years.
1 year elementary –
U.S.
3 years P-12
English as a
Foreign Language
(EFL)– Brazil
No
No
No, not
until I get
experience
as a
committee
member
Yes
Fiction and drama;
narrative methods of
inquiry; teacher as writer;
writing instruction
Ph.D. Curriculum &
Instruction
(concentration: English
Education)
5 years high school;
supervision of preservice teachers
No
No
No
Yes
Quantitative and
mixed methods to
some extent
Science education;
constructivist paradigms;
inquiry; early childhood
science education
Ph.D. – Science
Education
Yes
Yes member of
2
dissertation
committees
Yes
Yes
Qualitative
methodologies—in
particular
Ethnography,
Discourse Analysis
and Case Study.
Language policy; social
construction of literacy;
teacher development &
efficacy; teacher
dispositions; reading and
ELLs; science and ELLs;
K-12/university
partnerships and P-20
pipeline programs;
educational equity for
students placed at risk.
PhD Language &
Literacy, DE Second
Language Acquisition;
MA TESOL; Teaching
Certifications in Social
Science & ESL.
20 years – K-12
curriculum
coordinator; middle
grades and high
school science
teacher
California DOE
working with
School to Work
Partnership
Academies; Dept
Head Intensive
English Program
(ESL), 5 years codirector of a center
focused on teacher
professional
learning to raise
Latino
No
Yes
Yes
Yes
Critical theory;
Socio-cultural theory;
Vygotskian theory;
Situated cognition;
Constructivism.
Paris
Primarily Quantitative
with Anecdotal
Qualitative
Comfortable with
Mixed Method
Metaphorical thinking &
embodied reasoning.
Metaphorical thinking and
teacher/leader expertise
PhD Educational
Psychology- Applied
Cognition &
Development with
Cognate in Science
Education
Communities of Practice,
Situated cognition &
development of
teacher/leader
expertise
achievement; 3
years elementary
teaching/research; 3
years middle &
high school
sheltered literature,
ESOL. Many years
teacher supervision.
10+ years
professional
learning with K-12
in-service teachers.
13 years; Middle
Grades
Administrator, AP
Biology, Anatomy
& Physiology,
Biology;
Elementary
Physical Education
No
Yes
Maybe
Yes
No
Yes
Theoretical/Philosophical
frameworks:
Dewey (Embodied
Realism)
Lakoff & Johnson
(Metaphor& linguistics)
Wenger (Communities of
Practice, Situated
cognition)
Patterson
Qualitative
Personnel/Human
Resources, Professional
Development, School
Facilities, Program
Development
Ed.D. Educational
Administration and
Supervision
32+ years
Elementary teacher
Middle school
science
High science
5 years high school
assistant principal
11 years central
office: human
resources
No
No
Redish
Qualitative Methods
Professional Learning;
Technology Leadership in
P-12 Schools;
Technology integration in
P-12 Schools;
Online Learning
PhD Business Education
with a focus in
Instructional Technology
(Dissertation:
Development,
Implementation, and
Evaluation of InTech)
Smith,
Marvin
Qualitative,
Quantitative, and
Mixed Methods
PhD Curriculum &
Instruction (Mathematics
Education) with Minor in
Educational Psychology
Stallings
Primarily qualitative
Comfortable with
mixed method
P-5 mathematics
education; learning
mathematics with
understanding via social
constructivist pedagogy
Mathematics education
policy and reform
Service-learning
EdD Gifted and Creative
Education
Stockdale
Terry
Qualitative Methods
Ph.D. Mathematics
Education
Interests in educational
reform, use of
technology, and teacher
knowledge/effectiveness
Gifted and Creative
Education
Wallace
Single-Subject
Behavioral Research
Designs
Cognitive Behavioral
Analysis
Maximizing student
academic and behavioral
success.
Warner
Qualitative Methods
Curriculum and
Assessment for Learning
Ph.D. Educational
Leadership
Major: Learning
Disabilities and Behavior
Disorders
Minor: Educational
Administration
Ed.D. in Ed Leadership
Curriculum and
Instruction cognate
Using Technology in the
Elementary Classroom to
improve student learning
Williamson
Qualitative
Social Constructivism
Defining factors related to
effective technology
leadership in P-12 schools
PhD
18 years experience
working with P-12
teachers and
administrators in
providing
professional
learning related to
technology.
3 years: Elementary
and Secondary
Mathematics;
Secondary US
History
5.5 years as 8-12
mathematics
teacher
No
No
No
Yes
No
Yes
27 years; middle
grades & high
school social
studies teacher (4
years); teacher of
the gifted P-12 (23
years)
4 years
ElementaryIndividualized
Intensive
Instruction Unit
No
No
Yes (but
need to be
on a
committee
at first)
Yes
Yes – 26
One won
dissertation
of the year
award.
Yes
Retiring
but would
like to
serve in
what ever
capacity.
Yes
15 years; 5-8 SS,
LA, and Math
Teacher; K-8
School Principal
No
Yes
Yes
Yes
16 years;
Secondary English
Teacher, District
Technology
No
No
Yes
Yes
No
Yes
No
Yes (ece
math ed
only)
Yes
Yes
Designing effective
preparation and
professional learning
programs for technology
leadership in schools.
Director, State
Technology
Director
Socio-cognitive theories of
identity construction;
Adult learning theory;
Constructivist theories of
learning and development.
Zheng
Quantitative Design
Qualitative Design
Mixed Design
SPSS for Data
Analysis
Educational Psychology
Teaching Effectiveness
Motivation
Multicultural Education
Bilingual Education
Character Education
Global Education
Teacher Development
Ph.D. in Educational
Psychology and Research
5 years ESL in
middle and high
schools.
No
Yes
Yes
Yes
Zong
Comfortable with
qualitative/
quantitative
CMC technology
integration into social
studies teaching and
learning, exemplary
practices in global
education, minority teacher
development, social
studies textbook analysis
(women in particular)
EdD Curriculum and
Instruction-Social Studies
Education with focus on
Global Education
3 years.
No
Yes
Maybe
Yes.
Social Constructivism
Global Pedagogy
Middle School
ESOL
Social Studies