Andrea Hyde

Andrea M. Hyde is a Professor in the School of Education at Western Illinois University (WIU), where she teaches courses in social and multicultural foundations of education and educational research. She holds a Ph.D. in Social and Comparative Analysis of Education from the University of Pittsburgh (2007), and additional graduate degrees from Duquesne University and California University of Pennsylvania. Her research focuses on mindfulness in education, democratic schools, and critical pedagogy, with a particular interest in aligning mind-body practices with educational standards and equity goals. She has co-edited influential works such as *Stories of School Yoga: Narratives from the Field* (2019) and contributed to initiatives like the *Yoga in Schools Movement*. Dr. Hyde is actively involved in academic programs including the MSEd in Educational Studies and the Honors College at WIU.

Education:

• Ph.D. in Administrative and Policy Studies (Social and Comparative Analysis of Education), University of Pittsburgh, 2007
• M.S. in Education, Duquesne University, 2000
• M.A. in Social Sciences, California University of Pennsylvania, 1996
• B.A. in Humanities and Sociology, California University of Pennsylvania, 1992

Her research emphasizes practical applications of mindfulness in teacher education and explores democratic principles in public and alternative schools. Notable works include analyzing yoga programs' impact on student well-being and teacher self-care, as well as investigating the civic mission of schools through critical pedagogical frameworks. Dr. Hyde has advised numerous projects and collaborates across disciplines to advance equitable educational practices.

Her academic service includes roles in curriculum development for teacher education programs and contributions to national discussions on mindfulness integration in schools. She advocates for holistic education that prioritizes both academic rigor and student well-being, leveraging qualitative methodologies to amplify practitioner voices in educational research.