Sally Blake

Sally Blake is a Professor and Chair of the Elementary Education Department in the Department of Curriculum and Instruction at the College of Education, Northern Illinois University. Her work centers on science education, English learners, teacher education in science and mathematics, and the impact of high-stakes testing on creativity in classrooms.

Education:

• Ph.D. in Curriculum and Instruction, University of Mississippi, 1991
• M.S. in Elementary Education, Arkansas State University, 1978
• B.S.E. in Elementary and Early Childhood Education (dual degree), Arkansas State University, 1973

Her research explores the intersection of creativity, assessment, and pedagogy, particularly in elementary and early childhood settings. She investigates how standardized testing influences teacher autonomy and student innovation, advocating for balanced, creative approaches to science and mathematics instruction.

She has published extensively on creativity, technology integration, and teacher development. Her recent works focus on the paradox between academic assessment and creative thinking, the role of personality in teacher leadership, and the use of technology in early childhood education. These publications reflect a strong trend toward interdisciplinary scholarship bridging education, psychology, and technology.

Scientific Awards and Service:

• Editor-in-Chief, International Journal for Research in Technology Education
• Reviewer, Journal of Teacher Education and Journal of Creative Behavior
• Member, NABE Outstanding Bilingual Teacher National Award Committee

Sally Blake actively contributes to academic service and editorial leadership, shaping discourse in teacher education and creative pedagogy. While specific grant funding is not listed, her sustained publication record and editorial roles suggest significant scholarly engagement and likely external support. She mentors future educators through her teaching, research, and leadership in the department.

She is involved in multiple scholarly initiatives related to technology and young children, including edited volumes that explore digital media, communication gaps, and developmental applications. Her work emphasizes bridging theory with practical classroom innovation.