Supporting 研究 and Faculty Development Within the School, Across the University, and Beyond
全职教师
约翰R. Goss, III, PhD, Head Ph.D., The American University, Washington, D.C., 1991 (Anthropology & 教育)
Primary interests: anthropology of organizations, research methods, and higher 教育
Extensive full-time faculty experience applying a model of engaged scholarship in student centered, inquiry driven graduate and undergraduate programs, 教育, leadership and management, and social/behavioral sciences
Classroom, tutorial, distance learning, and Web-based instructional environments
Curriculum development: social science research methods, strategic planning and leadership, 咨询, peace/conflict studies, social context of organizations and strategic planning
莎拉·R. 丹尼尔,博士.D. University of Texas at Austin, Austin, TX, 2011 (Educational Psychology)
Primary interests: quantitative research methods, statistics anxiety, program evaluation, collaborative group work, heedful interrelating, and transactive memory systems
Affiliated Faculty
Catherine Dunn Shiffman, PhD Ph.D. Vanderbilt University, Nashville, TN, 2005 (领导 and Policy Studies)
Primary interests: Education and social policy; social context of 教育; and research methods
Areas of published research: charter schools, school reform implementation and welfare policy influences
研究 and program management concentrated on federal and international 教育 policy Teaching, training and curriculum development in Southeast Asia
兼职教师
Barbara Chilson, EdD Ed.D University of Las Vegas, Las Vegas, Nevada (领导 and Educational Administration)
Primary interests: Educational 领导, Principals and Politics in 领导, Governance and Curriculum and Instructional Methods
Secondary public and private administration, assistant and adjunct professor (Master’s and Doctoral students)
凯文·金,教育学博士
John Tidwell, PhD
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Sponsored Programs
The work of faculty within the Division of Education and 领导 has lead to several innovative, theory-driven focuses of study and application. The Project for Teaching and 学习 in the Professions and the Teacher-Leaders Project are two examples of how faculty research interests have led to professional development programs, applied scholarship, and practitioner-inquiry serving both the professions and those who use them.