Cornelius Q. Anderson is an Assistant Professor of Practice in the Department of Teacher Education & Administration and the Director of Pathways for Future Teachers in the Educator Preparation Office at the University of North Texas (UNT).
Anderson has more than two decades of educational experience and has served in many roles—campus administrator, classroom teacher, district & campus support, and college instructor. His passion for teaching, leading, and learning has earned him recognition as “Principal of the Year” in 2015, “Turnaround Principal” in 2018, and “Educator of the Year” in 2021—in several school districts.
Anderson earned his bachelor’s degree in Interdisciplinary Studies [Teacher Education] from Texas Woman’s University, a master’s degree in Educational Leadership from American College of Education, a post-graduate certificate in advanced educational leadership from Sam Houston State University, and currently completing his Ph.D. in Educational Leadership at UNT. In addition, he also holds Texas certifications in the areas of superintendent, principal, classroom teacher, and paraprofessional.
Elba Barahona, Ph.D., is a Senior Lecturer in the Department of Teacher Education and Administration. She joined the faculty at the University of North Texas in the Fall of 2016. She teaches undergraduate and graduate courses in bilingual and English as a second language.
Barahona earned her B.A. in Economics from the Central University of Ecuador, an M.A. in Teaching and an M.B.A. from Louisiana Tech University. Her prior experience includes work as a bilingual teacher at the Dallas Independent School District.
Barahona’s research interest includes bilingual education, curriculum and assessment for English learners, and instructional strategies in classrooms and schools that serve culturally linguistically diverse students. She earned her Ph.D. in Educational Psychology, with specialization in Bilingual/ESL Education, from Texas A&M University at College Station.
Katherine Bomer is Professor of Practice in the Department of Teacher Education and Administration. Honored as the National Council of Teachers of English “Outstanding Elementary Educator” in 2017, she is the author of multiple books and articles about the teaching of writing and literacy for social justice. Her book, Hidden Gems: Naming and Teaching from the Brilliance in Every Student's Writing and accompanying DVD, “Starting with what Students Do Best” offer a transformative new approach to assessing and responding to student writing, even the most spare or difficult to understand. For a Better World: Reading and Writing for Social Action, co-authored with Randy Bomer, was built on research in her classrooms in New York City and Indiana of how young people take on projects to question equity in texts and use writing to advocate for fairness in their world.
Katherine taught graduate courses at Teachers College, Columbia University and at the University of Texas at Austin. Katherine began her career at Teachers College Reading and Writing Project with Lucy Calkins. For 10 years, she taught primary and intermediate grades, and her classrooms were featured in Annenberg video productions, and as demonstrations sites for many university programs. She consults nationally and internationally, presenting workshops in school districts as well as demonstrating and coaching inside K-12 classrooms about approaches to teaching reading and writing. As a frequent and popular keynote speaker, she combines a teacher's practical advice, a writer's love of language, and a powerful plea for social justice.
Since coming to UNT in 1997, Dr. Bill Camp has contributed actively to the graduate programs in Educational Administration. His research interests include educational law and finance, and he teaches courses on various aspects of educational leadership. He also supervises interns in the public schools and directs doctoral dissertations. His bachelor's and master's degrees are both from Texas Tech University, and his doctorate is from Virginia Tech University. Prior to his work at UNT, he served as professor, chair, and acting associate dean at California State University. He also taught previously at Oklahoma State University and Texas Tech. Other educational experience includes serving as assistant superintendent of schools, high school principal, and high school science teacher.
Dr. Mila Rosa Librea-Carden is originally from the Philippines and first came to the U.S. in 2013 as a fellow of Fulbright Distinguished Awards in Teaching for International Teachers. She earned her Ph.D. in Curriculum and Instruction, with an emphasis in Science Education, from Kent State University. She also holds a master’s degree in biology from Ateneo De Manila University, Philippines. She taught high school biology at the Ateneo de Manila High School and served as director of graduate studies at the Far Eastern University in the Philippines. Before coming to UNT, she was a faculty associate and a science academic professional at Arizona State University. Her teaching and research agendas are interconnected, being grounded in strength-based teaching and focused on the learning and teaching of the nature of science. She is committed to pursuing scholarship that supports accessible and equitable science learning for diverse populations including students with special educational needs.
Dr. Angie D. Cartwright is the Interim Department Chair of Teacher Education and Administration, Assistant Vice Provost of faculty Success, and an Associate Professor in the Department of Counseling and Higher Education at the University of North Texas. Since joining UNT in 2015, she has led several innovative interdisciplinary research collaborations and has made invaluable contributions to student success as director of the undergraduate minor in counseling.
She directed UNT Classic and the Integrated Care and Behavioral Health Project, which were designed to address health disparities by enhancing the delivery of culturally competent mental health services to medically underserved communities. The projects provided over 50,000 hours of free clinical services to underrepresented groups in the Dallas Fort Worth region. In addition to her success receiving multiple awards and honors, $3M in grant funding, and a strong publication record.
Dr. Cartwright was the Inaugural Presidential Early Career Professor at UNT and is a former President of the Texas Association for Counselor Education and Supervision and the International Association of Addiction and Offender Counseling. In 2022, she earned the Texas Counseling Association’s Research Award. She has been recognized internationally, nationally, and locally for her research and service to the counseling profession.
As administrative specialist, Marilyn works with faculty and students in the graduate programs for the Educational Leadership Master's degree and Principal as Instructional Leader Certificate.
Dr. Duncan earned an Ed.D. in Educational Leadership with an emphasis in the Urban Superintendency from the University of Southern California. He earned a Master’s in Curriculum and Instruction with an emphasis in Bilingual Education (Spanish/English) from the University of Texas at Austin. He earned a B.A. in Liberal Studies from California State University, Long Beach. Before joining the faculty at UNT, Dr. Duncan served as Assistant Professor of Educational Leadership at Texas A&M University, Central Texas where he taught many of the courses in the Educational Leadership program. He was the primary professor for the principal practicum/internship for the Master’s degree in Educational Leadership with principal certification and also served a term as program coordinator. Prior to his work at A&M Central Texas, he taught as an adjunct professor for Wayland Baptist University and Concordia University teaching in their educational administration programs and the curriculum and instruction programs when needed. Dr. Duncan served as a mentor for teachers in early childhood programs through a state funded grant entitled Texas School Ready Resource Grant through the University of Texas Health Sciences Center. Prior to his work in higher education, Dr. Duncan served in K-12 administration as a middle school principal, elementary school principal and in central office administration as administrator of assessment and accountability and Coordinator of Curriculum Based Assessments. Prior to his work in administration Dr. Duncan served as a bilingual education teacher in grades 1-5.
Dr. Duncan is married to his wife of 39 years and has 2 sons and a daughter. He and his wife currently have their hands full keeping up with their young grandson. Hobbies include bowling and making music whenever the opportunity affords. We also enjoy going to movies as a family and grilling on holidays or other warm summer evenings.
Colleen McLean Eddy, Ed.D., is an associate professor in the Department of Teacher Education and Administration for mathematics education and curriculum & instruction. Her degrees include Ed.D. from Baylor University, M.Ed. from Tarleton State University and B.S. from University of Texas at Austin. Her scholarship focuses on herself as a mathematics teacher educator, mathematics teacher educators, preservice teachers, and practicing teachers that incorporates the rehumanizing of mathematics (Gutiérrez, 2013,2018) and equitable pathways in STEM education. Lesson study is one of the professional development tools that has transcended her research and grants. Her research has been supported by grants totaling over $5 million, including the NSF Robert Noyce Scholarship Grant for which she was the Principal Investigator.
Wesley Edwards is an assistant professor of Educational Leadership in the Department of Teacher Education and Administration at the University of North Texas. His research interests include teacher and school leader career trajectories, school organizational work environments, and the politics and policy of educational leadership. Dr. Edwards has published in journals such as Educational Policy, Teachers College Record, and Education Economics.
Edwards received a Bachelor’s degree in Education from the University of Texas at Austin, an M.A. in the Sociology of Education from New York University, and a Ph.D. in Educational Policy and Planning from the University of Texas at Austin. Prior to pursuing his Ph.D., he was a middle school math and science teacher and teacher leader in New York and Texas.
Brittany Frieson, PhD, is an Assistant Professor in the Department of Teacher Education and Administration at the University of North Texas, where she will begin in the fall of 2019. She earned her doctorate degree in 2019 from the University of Illinois at Urbana-Champaign in Curriculum and Instruction with a specialization in Language & Literacy. Her research focuses on African American Language speakers in dual-language Spanish/english bilingual programs and how multilingual students utilize minoritized languages as a form of resistance towards dichotomous languaging rules in the classroom. As an educator, her mission is to cultivate critically conscious educators who rewrite the narrative on how minoritized languages can be a language of power in the language arts classroom, as well as unveil how institutions of schooling often operate to reinforce historical linguistic oppression among Students of Color. At UNT, she teaches literacy and elementary education courses in the undergraduate program. Prior to her arrival at UNT, she was a teacher in North Carolina at both the elementary and middle school levels.
Dr. Jeannette Ginther is a Principal Lecturer of Literacy Studies and Curriculum and Instruction in the Department of Teacher Education and Administration. She earned her doctorate in Educational Leadership from Dallas Baptist University in 2017, her masters in Literacy Education from the State University of New York at Cortland in 2002, and her bachelors in Elementary Education from the State University of New York at Geneseo in 1999.
Dr. Ginther happily began her career as a middle school English Language Arts and Social Studies teacher in New York. After a decade of classroom teaching in both New York and Texas, she served as a reading instructional specialist, student achievement specialist, professional learning coordinator, educational consultant, field supervisor for student teachers, and an adjunct instructor before officially joining the faculty at UNT in 2017.
Dr. Ginther was the 2019 recipient of the UNT Student Government Association's 'Fessor Graham Award for Outstanding Service to Students, the June 2019 UNT Teaching Excellence Spotlight Award, and the 2022 College of Education Award for Most Outstanding Lecturer. In addition, she was nominated twice for the DSI CLEAR Best Online Course Award.
Dr. Ginther is tenaciously dedicated to her work with undergraduate and graduate students and loves the teaching, mentoring, and service leadership opportunities she gets to experience every day.
Ricardo González-Carriedo’s research interests include bilingual teacher preparation, the internationalization of teacher education programs, literacy development among second language learners, and the representation of Latino students in the media. He holds a Juris Doctor degree from the University of León in Spain and a PhD in Curriculum and Instruction from Arizona State University. Prior to his service at UNT, he worked at the University of Paris, France, for two years and was a secondary teacher in North Carolina and Arizona for 11 years.
Johnetta Hudson, Ph.D., is a visiting professor of education administration within the Department of Teacher Education and Administration at the University of North Texas. Her scholarship focuses on race, class, and gender issues in education. Within this broad area Hudson has published on women's leadership in a male-dominated culture and leadership for educating a diverse student population. A secondary area of interest is leadership development utilizing technology. Her degrees are from Kentucky State University (BA), University of Nebraska (MA) and Indiana State University (EdS and PhD).
Nazia Khan is a senior lecturer in the department of Teacher Education and Administration. She earned her doctorate in science education and concentration in multicultural education from Hofstra University in New York in 2018. Her teaching experience includes Science education, STEM education, and best practices for underrepresented communities. She serves to coordinate optimal student experiences embedded in transformative education in social actions related to science and partnerships with community leaders.
Khan's research focus is on understanding how to engage and support students and teachers of all communities in science and STEM education with an emphasis on growth mindset. Much of her interests in education are rooted in her experience teaching in New York City for 10 years in a NYC public schools and the City University of New York. Having taught students of all ages in ESL, Black and Latinx communities, Khan promotes and understands the importance of representation in STEM fields, which is a motivating factor of her teaching, research and scholarship.
Kyoung Jin Kim, Ph. D., is a clinical associate professor in the Department of Teacher Education and Administration. She received a Ph. D. in Curriculum & Instruction from the University of Illinois at Urbana-Champaign. Prior to joining UNT, she was an assistant professor at Arkansas State University, Ball State University, and Wheelock College. In addition, she was a Clinical Assistant Professor at Boston University. Her teaching in higher education has a wide range of both undergraduate and graduate courses including child development, principles of early childhood education, foundations in communication and collaboration with families, professionals, and communities, teaching, and curriculum in diverse early childhood settings, practicum courses, action research, nurturing children’s social competence, environmental processes, and assessment, learning with/from children, advanced studies in early childhood education, and documenting young children’s learning and development.
All of her teaching experiences inspired her research. Providing a high-quality program for young children is her central interest. She researched program quality in education, teacher evaluation, teacher efficacy in working with diverse families, and professional development to assess teacher quality. Curriculum-wise, she examined many effective programs on different instructional approaches on diverse subject matters such as math, science, art, and critical literacy. Lastly, as diversity is another streamline of her research, she examined racial diversity through role-playing as well as reflected on her own experience as an immigrant mother and teacher educator focusing on diversity and working with immigrant children and families. Her scholarly works have been published in journals such as the International Journal of Early Childhood, Journal of Research in Early Childhood, Journal of Research in Early Childhood, Journal of Early Childhood Teacher Education, Early Childhood Development and Care, and Early Childhood Education.
Daniel G. Krutka, Ph.D. is Associate Professor of Social Studies Education in the Department of Teacher Education and Administration. A former high school social studies teacher in Oklahoma City, his research interests concern intersections of technology, education, and democracy. Dr. Krutka has authored over 75 peer-reviewed articles and book chapters in journals such as Harvard Educational Review, Computers & Education, Theory & Research in Social Education, and Teaching & Teacher Education among others. He was the lead editor of the 2018 book, "Keywords in the Social Studies: Concepts and Conversations" published in the Counterpoints: Studies in Criticality series by Peter Lang. He was awarded the 2016 Early Career Award by the Technology as an Agent of Change in Teaching and Learning special interest group (SIG) of the American Educational Research Association (AERA), the 2017 Outstanding Research Paper Award from the International Society for Technology in Education (ISTE), the 2021 McJulien Scholar Award from International Convention of the Association for Educational Communications and Technology (AECT), and the 2023 National Technology Leadership Initiative (NTLI) Fellowship Award from the College and University Faculty Assembly (CUFA) of the National Council for the Social Studies (NCSS). He is past chair of the Social Studies Research SIG of AERA and a past board member for the College and University Faculty Assembly (CUFA) of the National Council for the Social Studies (NCSS). He also hosts the Visions of Education podcast (VisionsOfEd.com) and founded the Civics of Technology project (CivicsOfTechnology.org). He earned his doctorate from the University of Oklahoma.
Queshonda Kudaisi joined the University of North Texas in the Fall of 2022 as an assistant professor of mathematics education in the Department of Teacher Education and Administration. Her degrees include a Ph.D. from the University of South Florida, an M.A.T from the University of South Florida and a B.S. from Southeastern University. Her research is composed of two strands of inquiry. The first strand focuses on social justice in mathematics education with particular attention is given to mathematics teacher educators', mathematics teachers', and mathematics teacher candidates’ development of the knowledge needed to teach mathematics for social justice. Her research interest in social justice mathematics stem from her experiences in title one schools as a mathematics teacher and an instructional mathematics coach. Dr. Kudaisi’s second strand of inquiry focuses on science, technology, engineering and mathematics (STEM) learning experiences that take place in informal learning environments such as after school and summer programs. Her research interest in informal STEM learning environments originated from her experience participating in after school STEM programs as a student and as an educational non-profit founder and director. Her research methods include the use of both quantitative and qualitative methods. Dr. Kudaisi’s 8 years’ experience within K-12 contexts include work in both private and public schools, work as a mathematics teacher, work as an instructional mathematics coach, and work as an education consultant. Dr. Kudaisi has presented at both state and national mathematics conferences and has served on the board of directors for several professional mathematics organizations.
Christopher Long is an Assistant Professor of K-12 Science Education at the University of North Texas.
Dr. Long earned his Bachelor of Science from Texas A&M - Commerce, a Master of Arts in Teaching in Science Education from the University of Texas – Dallas, and a Ph.D. in Science Education from Curtin University, Perth, Western Australia.
Dr. Long’s teaching experience includes 15 years of teaching middle-school science in the public schools and six years of teacher preparation at the collegiate level. Most of his teaching experience has been in diverse, Title I schools.
Dr. Long’s research is focused on studying learning environments and attitudes associated with learning and teaching of science, pre-service teachers’ conceptual understanding of science, and science teacher preparation. Dr. Long serves as an associate editor for the Electronic Journal of Research in Mathematics and Science Education as well as a reviewer for several other science education journals.
In his spare time, Dr. Long is an avid sports fan who can often be found cheering on the A&M-Commerce Lions and UNT Mean Green athletics. He also volunteers with a local non-profit that provides social learning opportunities for young adults with autism.
Ruth McKoy Lowery, Ph.D., is Associate Dean for Graduate Studies and Faculty Affairs in the College of Education. She is also a professor in the Department of Teacher Education and Administration. Dr. Lowery’s research focuses on children’s literature, immigrant and multicultural literature, and the adaptation of immigrant and minority students at-risk of school failure, West Indian immigrants’ adjustment in American, Canadian, and British schools; and preparing teachers to teach diverse student populations. The definitive outcome of her research is to prepare preservice and in-service teachers to create a culturally responsive learning space for all children they will ultimately teach through diverse literature integration in their curriculum. Children’s literature is an important mode of communication and when utilized, stories have the power to break down walls as readers make cross-cultural connections. Her motto “Just read” encapsulates her love of books and belief in sharing great literature with readers of all ages. Dr. Lowery has more than 100 publications including seven books. She is vice-president of the Children's Literature Assembly of the National Council of Teachers of English. Prior to coming to UNT, Dr. Lowery served as Interim Chair and Associate Chair for the Department of Teaching and Learning in the College of Education and Human Ecology at the Ohio State University.
Professor Mansfield, an award-winning teacher and researcher, currently serves as The Mike Moses Endowed Chair in Educational Leadership. A first-generation college graduate, Mansfield has over 30 years’ experience as a teacher and administrator across the preschool to post-secondary pipeline. Mansfield completed her Ph.D. in Educational Policy and Planning at The University of Texas at Austin where she also earned additional graduate credentials in Women’s and Gender Studies. Mansfield’s research spans across primary, secondary, and tertiary education sectors (P-16) and centers on the intersection of social identities, politics, policy, and practice. For example, she has studied the disproportionality in school discipline, gifted education, and STEM as it relates to gender, race/ethnicity, class, and other identity complexities in schools. Mansfield has also studied the importance of mentoring women graduate students, especially those studying in historically male-dominated fields such as educational leadership and STEM. Mansfield is passionate about student voice and the importance of including students as educational leaders and policy actors in local, state, national, and global arenas. This work has been featured on National Public Radio and has taken her to 10 countries across 6 continents.
Doricka L. Menefee, Ph.D., is an Assistant Professor in the Department of Teacher Education and Administration at the University of North Texas. She earned her doctorate degree from Ohio State University with a concentration in Adolescent and Post-Secondary Community Literacies. Dr. Menefee’s research focuses on Black girls’ Literacies including aspects of Black girls’ development of self through their engagement in literacy practices and events and their representation in young adult literature and media. She believes that literacy is more than reading and writing; it is an act and reflection of self.
Elizabeth Moore is a current literacy lecturer within the Department of Teacher Education and Administration. She received a B.A. in English and Plan II from University of Texas at Austin, a Master’s in Educational Policy from Marquette University, and is currently a UNT doctoral candidate specializing in Language and Literacy. She taught high school English in Milwaukee prior to pursuing her doctorate, and is a proud graduate of Dallas ISD. Moore’s research interests are situated at the intersection of literacy, language, and educational policy. She strives to cultivate justice-oriented pre-service teachers who are prepared to resist limited notions of language and literacy and foster the genius of their students. She lives in East Dallas with her dog, Maeby.
Dr. Karisma Morton is an Assistant Professor of Mathematics Education. Her research explores racial inequity in STEM education with a focus on mathematics education and has two strands of inquiry. In the first, she explores factors influencing racially minoritized students’ opportunities to learn rigorous mathematics through quantitative analyses of large-scale district and national datasets. In the second, she explores elementary preservice teachers’ ability to teach mathematics in equitable ways, particularly through the development of their critical racial consciousness. Findings from her research have been published in the Journal for Research in Mathematics Education and Educational Researcher.
Dr. Jessica Murdter-Atkinson is an Assistant Professor of Literacy Education at the University of North Texas. Previously, Jessi was an elementary school teacher in central Texas, working with students in grades Pre-K through fifth grade for fifteen years. More recently, she was an elementary instructional coach. Jessi earned her Bachelor, Master's, and Doctoral degrees from the University of Texas at Austin, with a focus on literacy studies. In her time at UT, she worked as a field supervisor, teaching assistant, assistant instructor, and graduate research assistant. Jessi's areas of research interest include early literacy, coaching and mentoring preservice teachers, and culturally sustaining approaches to literacy instruction.
Dr. Tiffany Newsome earned her Ed.D in Educational Leadership with a concentration in cultural foundations from the University of North Carolina at Greensboro. She earned a Bachelor of Arts in English with double minors in Education and American Ethnic Studies from Wake Forest University. Additionally, she earned her Master's in School Administration from The University of North Carolina at Chapel Hill. Before coming to UNT, she was an elementary school principal at Chapel Hill-Carrboro City Schools in North Carolina. She has also served as an elementary assistant principal, a middle school administrative intern, and a high school English teacher. Her passion is to help educators develop in their leadership capacity and lead as their authentic selves in whatever context they find themselves. She wholeheartedly believes that leadership is about people's lives! At UNT, she serves as a lecturer in the Teacher Education & Administration department in the College of Education. Her research interests include Educational Leadership Preparation, Principal Preparation, Social Justice Education, Faith & Sprituality, Black School Leadership, Career Preparation, and School Administration. When she is not teaching or coaching leaders, Dr. Newsome enjoys watching movies, playing board/card games, traveling internationally, and spending time with her friends and family.
Barbara L. Pazey is an Associate Professor of Educational Leadership at the University of North Texas, where she joined the faculty in 2017. She received her Ph.D. in Educational Administration with a specialization in Special Education Administration from The University of Texas at Austin, her Master of Arts in Music and Piano from The Ohio State University, her special education certification through the University of South Carolina and Francis Marion University, and a Bachelor of Music degree with a major in piano from Muskingum University. She has experience as a K-12 music teacher and special education teacher, musician and music director for several professional organizations, high school inclusion coordinator, high school principal, and higher education administrator.
Pazey’s research agenda pursues four lines of inquiry: student and adult voice and the importance of facilitating the empowerment of voice among individuals across multiple generations and identities; inclusive education; ethically oriented leadership and leadership preparation; and education policy, law, and reform. She interrogates the effects of education and related policies, laws, and reforms on the experiences of student and adult populations and examines how those policies, laws, and reforms inform and impact the development of ethically oriented leaders and leadership preparation programs.
Pazey actively participates in several professional organizations, serving as the Carnegie Project for the Education Doctorate (CPED) delegate for the UNT College of Education and Teacher Education and Administration Department, a member of the Research Committee for the Council for Administrators of Special Education, and a member of the Action Committee for the Leadership for Social Justice Special Interest Group (SIG) for the American Educational Research Association (AERA). She is also working on a collaborative project with researchers at various institutions that proposes to reinvent the concept and practice of special education and special education leadership and another research project related to school leaders’ values, beliefs, and mindsets about ability and capability as inclusive leaders.
Dr. Michelle Salazar Pérez is the Velma E. Schmidt Endowed Chair for Early Childhood Education & Professor of Early Childhood Studies at the University of North Texas. She uses women of color feminisms to inform her community collaborations, research, and pedagogy. These perspectives not only critically orient her work, but they also foreground the urgency to re-envision the field to support culturally sustaining praxis and programs for minoritized young children.
Dr. Pérez’s past and current scholarship addresses early childhood policy reform, historical and contemporary constructions of childhood/s, teacher education, and critical qualitative methodologies. Her work has been published in Teachers College Record, Contemporary Issues in Early Childhood, Equity & Excellence in Education, the Journal of Early Childhood Teacher Education, Qualitative Inquiry, and Review of Research in Education. She has co-edited several special issues and books, including The SAGE Handbook of Global Childhoods.
Dr. Pérez earned her Ph.D. from Arizona State University and her master's and undergraduate degrees from Texas A&M University in College Station. Prior to her appointment at the University of North Texas, she was a tenured Associate Professor of Early Childhood Education at The University of Texas at Austin and New Mexico State University.
Angela M. Randall earned her Ph.D. in Reading Education at Auburn University. Dr. Randall's research interests include teachers' and students' knowledge of current high-quality children's books and the influence of teachers' attitudes toward reading on their students' attitudes. She has a profound love for children's books and is enthusiastic about exposing her students to the wonderful children's books available. Her elementary teaching experience includes teaching in grades 1 through 3 in Virginia, Texas, and Belgium.
Dr. Rachel Ranschaert centers both her teaching and research around justice-oriented teacher education. She earned her bachelor’s and master’s degree from the University of Notre Dame and began her career as a middle school teacher in Arizona and Texas. She then went on to the University of Georgia, where she earned her Ph.D. in Educational Theory and Practice and her certificate in Interdisciplinary Qualitative Research. At the University of Georgia, she worked as a teacher educator in the Middle Grades Program.
Her research focuses on the intersection of justice-oriented teacher education and sociopolitical discourses surrounding schools as they manifest in policy, news media, and curriculum. She has also done work related to both middle grades education, school-university partnerships, and qualitative methodologies. Her work has been presented at numerous national and international conferences and published in Educational Studies, School-University Partnerships, Middle School Journal, The Middle Grades Review, Journal of Media Literacy Education, and several books, most recently Progressive Neoliberalism in Education. Outside of teaching and research, she enjoys cooking, yoga, and reading fiction and poetry.
Dr. Kevin Rogers recently retired as Superintendent of Lewisville ISD where he worked for 36 years – as classroom teacher, campus principal, assistant superintendent, Chief Operations Officer to Superintendent. His goal was to provide new opportunities for students and teachers. Examples include new Elementary and Middle School STEM academies, PreK Discovery Academies, a Collegiate Academy at The Colony High School, and the creation of new Student Assistance Counselors.
Dr. Rogers believes school districts benefit from utilizing voices across the district, internal and external, to develop the district’s vision. He developed numerous community, staff, and student advisory groups to seek input and feedback. Under his leadership, the district launched its Four Cornerstones - Student Learning, Student Experience, Community Engagement, and Resource Stewardship which underscored his commitment to real innovation and limitless opportunity for students. His passion has always been to serve – especially students.
He earned his Bachelor’s degree from North Texas State University (UNT), Master’s degree from TWU and doctorate from UNT. In 2010, UNT named Rogers the Outstanding Doctoral Student in Educational Administration. Additional awards include Texas Computer Education Association’s State Administrator of the Year, as well as National PTA Lifetime Achievement Award (2015), Town of Flower Mound’s Citizen of the Year (2016), and Lewisville Citizen of the Year (2021).
Dr. Rogers remains a strong voice for public education with local and regional superintendents. He participated in important networks such as Future Ready Superintendent Learning Network and North Texas Visioning Consortium while also belonging to state-wide organizations like Fast Growth Schools and Texas Association of School Administrators.
Dr. Brenda Rubio’s research and policy agenda focuses on the development of critically conscious educational leadership and community-district-university partnerships. Among her current research, she examines learning spaces that promote the curricular recognition of alternative epistemologies and the development of pedagogies that foster students’ culture, language, and funds of knowledge. Her research explores the impact of community-anchored, ethnic studies curriculum on the educators themselves, their classroom practices, and their leadership development.
Her experience in educational research and program evaluation is primarily focused on K-12 but extends into higher education. She has conducted research with schools and providers that serve diverse student populations, including schools located in rural border towns and Indigenous pueblos as well as urban, Title 1 schools that primarily serve immigrant and refugee student populations. An essential part of her work as a participatory action researcher focuses on establishing collaborative partnerships across institutions and disciplines to leverage the existing knowledge and expertise found within these communities. Dr. Rubio is a first-generation immigrant and college graduate who proudly continues to serve diverse communities.
Victoria (Tori) Davis Smith is a Lecturer in Social Studies Education at the University of North Texas. She teaches undergraduate courses in elementary social studies methods. She works with preservice teachers to envision how the social studies classroom can exist as a context to empower youth to identify as vital contributors to their communities. She conducts qualitative research on humanizing education and student agency. Specifically, her research explores action civics pedagogy, antiracism, and classroom labor relations. Tori has presented at NCSS/CUFA and AERA, and she is a member of both organizations. She has published in journals such as Theory and Research in Social Education, Educational Studies, The Journal of Social Studies Research, Democracy & Education, and Citizenship Teaching & Learning. She received her M.Ed. + certification at the University of Texas at Austin and her Ph.D. from Baylor University. Before joining the faculty at the University of North Texas, Tori was an Assistant Professor in the Department of Curriculum and Instruction at the University of Alabama. Tori is from Texas and is passionate about serving teachers and students in her home state.
Linda Stromberg, Ph.D., is the Program Chair of the Educational Administration Program, and she serves as Lead Advisor for the Master's In Educational Administration and the Principal Certification Programs. She teaches Introduction to Educational Administration, Instructional Leadership, and Professional Development and Supervision. Her interests include developing and implementing online and hybrid/blended courses. She is a certified trainer for Instructional Leadership Development (ILD) and Professional Development and Appraisal System of Texas (PDAS) appraiser training. She works with area Regional Service Centers and School Districts to coordinate off-campus courses for the doctoral and master's program. She serves on the advisory council for the Region 11 Ne Principals' Academy. Her prior experience includes work as a teacher, reading specialist, and instructional facilitator in the Dallas Independent School District and as a curriculum coordinator, and principal in the Carrollton Farmers Branch Independent School District. Her bachelor's degree is from West Texas State University (now Texas A & M University at Canyon), and her master's and doctoral degrees are from the University of North Texas.
Karthigeyan Subramaniam, PhD, is an Associate Professor of Science Education in the Department of Teacher Education and Administration at the University of North Texas where he teaches graduate and undergraduate courses focused on science teacher education. His scholarship focuses on preparation of elementary and secondary science teachers. Before coming to UNT in 2009, he was on the faculty of Penn State University-Harrisburg, where his position was in Elementary Teacher Education and Teaching and in the Curriculum Master’s Graduate Program. He has also been on the faculty of Adelphi University. His bachelor's degree is from the National University of Singapore, Republic of Singapore, his master's degree is from University of Florida, at Gainesville, and his doctoral degree is from the University of Otago, Dunedin, New Zealand.
Amanda E. Vickery is the Associate Dean for Educator Preparation at the University of North Texas. She teaches undergraduate and graduate courses in elementary social studies methods. Her research focuses on how Black women teachers utilize experiential and community knowledge to reconceptualize the construct of citizenship. Additionally, she explores Black women as critical citizens within the U.S. civic narrative. Her scholarship has been published in Theory and Research in Social Education, Urban Education, Race, Ethnicity and Education, Curriculum Inquiry, Journal of Social Studies Research, Multicultural Perspectives, Gender and Education, The High School Journal, Social Studies Research and Practice, and The International Journal of Multicultural Education. Dr. Vickery is active in the social studies community serving on the Executive Board of the College and University Faculty Assembly (CUFA) of the National Council for the Social Studies (NCSS) as the Social Justice Chair and board liaison to the Scholars of Color Faculty Forum of CUFA. She is also an Affiliate Faculty Board Member for the K-12 Black History Research Consortium for the Carter Center for K-12 Black History Education. Dr. Vickery is a former middle school social studies teacher.
Dr. Robert H. Voelkel, Jr. is an associate professor in the Department of Teacher Education and Administration. He earned his Ed.D. in Educational Leadership with a focus in social justice from the University of California, San Diego and California State University, San Marcos. He earned a Bachelor of Arts in Liberal Arts with an emphasis in Education and a Master of Arts in Education with an emphasis in Curriculum and Instruction from San Diego State University. He is National Board Certified in English Language Arts (6th-10th grades). He is a scholar with over 20 years of experience as a practitioner, serving as an elementary and middle school teacher, middle school assistant principal, and middle school principal. His research interests include school reform, professional learning communities, teacher collective efficacy, school and district level leadership, and social justice. He is also interested in immersive simulations and their role in effective PLC teams and leadership development. Prior to his appointment at UNT, he was an assistant professor in northern Georgia. He also served in the United State Marine Corps for eight years.
Dr. Stephen Waddell, a former superintendent at Lewisville ISD, is a visiting professor in the Teacher Education and Administration Department.
Melissa Rojas Williams is an Assistant Professor of Bilingual Education at the University of North Texas. Her research interest focuses on centering and amplifying the knowledge production and experiences of Latina bilingual teachers in bilingual classrooms. Melissa’s research draws from intersectionality research methods. Her most recent research project explores how pre-service bilingual teachers utilize children's literature and critical historical inquiry to help build children's civic identities as they also reflect on their own civic identity, membership, and agency.
Prior to joining UNT Denton, Melissa graduated with her Ph.D in Curriculum and Instruction from The University of Texas at Austin. While at UT, she had an opportunity to learn from the roles of instructor, researcher, and field supervisor. Having had ten years of teaching experience in a bilingual classroom in a public urban school district, Melissa is personally invested in the long-term mentoring of pre-service teachers in their journey of mental health and sustainability within the teaching profession. She is also committed to providing space for teacher education candidates and teachers to become more reflective and critical in their practice and creating classrooms that ensure safe spaces for all students.
Dr. Lok-Sze Wong studies system reform policies as attempts to address systemic inequities. Drawing on education, sociocultural, and organization theories and mixed methods, her research unpacks how systems (re)produce inequities and how to humanely reform schools and districts as complex social systems. She focuses on professional learning opportunities that support teachers and administrators as they shift their practices while redesigning the very organizations in which they work. Dr. Wong began her career in education as an elementary school teacher in Los Angeles. Dr. Wong has a Ph.D. in Educational Administration and Policy from the University of Michigan.