جست‌وجوی استاد و پژوهشگر

Sonia Cabellمشاهده پروفایل

دانشیار

• Early Childhood Education
• Language Development
• Literacy Education
• +۳ مورد دیگر

Sonia Cabell, Ph.D., is an Associate Professor of Education in the School of Teacher Education at Florida State University and Research Faculty at the Florida Center for Reading Research (FCRR). Her research focuses on preventing reading difficulties in young children, particularly those from low-income backgrounds, by enhancing language and literacy interactions in early childhood (birth–age 8). She emphasizes closing achievement gaps through evidence-based interventions. Research Projects: Cabell Lab : Investigates early literacy interventions and teacher-student interactions. Teaching Together : Evaluates tiered interventions combining school and home strategies for pre-K students. VOICES II : Studies teacher language behaviors to improve preschoolers’ language skills. CKLA Read Aloud Project : Tests a content-rich curriculum’s impact on reading comprehension. Awards: 2020 Robert M. Gagné Research Award (recognizing outstanding contributions to education research). Advising & Teams: Supervises doctoral students (Deborah Slik, Rebecca Vasile, C.J. Espittia) and collaborates with lab personnel like Marcy Wyatt (Program Manager) and Ansley Kramer (Lab Manager). Former students include Dr. HyeJin Hwang (University of Minnesota) and Dr. Sen Wang (Boston University). Professional Activities: Featured in podcasts (e.g., Science of Reading: The Podcast ), presented at TEDxFSU, and contributed to EdWeek and Forbes articles.

• Coding and K-12 education
• Inclusive mathematics education
• Learning through technology
• +۳ مورد دیگر

Dr. Diane Tepylo is an Associate Teaching Professor at the Faculty of Education, Ontario Tech University. She is located at Charles Hall, Room 336 in the Downtown Oshawa campus. Her contact information includes the email diane.tepylo@ontariotechu.ca and phone number 905.721.8668 ext. 3768. Dr. Tepylo holds a PhD in Applied Psychology and Human Development from the Ontario Institute for Studies in Education (OISE), focusing on mathematics teaching and learning within STEM fields. Her research interests include Coding and K-12 education, Inclusive mathematics education (particularly for at-risk students, English language learners, and culturally responsive pedagogy), Learning through technology, Spatial reasoning in STEAM education, and STEAM teacher development for both pre-service and in-service educators. She emphasizes innovative pedagogical approaches, such as flipped classrooms and problem-solving challenges to enhance student engagement and learning outcomes. Dr. Tepylo teaches a diverse range of courses across multiple programs, including: Bachelor of Commerce: BUSI 1915U (Business Mathematics I) Bachelor of Education: EDUC 1311U and EDUC 2408U (Coding and Communication), CURS 4140U and CURS 4141U (Mathematics Curriculum Studies) Bachelor of Arts, Educational Studies: EDST 1000U (Foundations of Learning), EDST 1100U (Problem and Inquiry-Based Learning), EDST 3170U (Developing Numeracy), EDST 4000U (Inquiry and Professional Practice), EDST 4120U (Games and Simulations for Learning), EDST 4610U (Coding and Maker Pedagogies for Young Children) No scientific awards or grants are explicitly mentioned in the provided information. Her work focuses on bridging educational theory and practice, with a strong emphasis on student-centered learning and technology integration.

Do-Hong Kimمشاهده پروفایل

استاد

• Research Design
• Program Evaluation
• Psychometric Methods
• +۴ مورد دیگر

Do-Hong Kim is a Professor in the Department of Educational Evaluation and Research at Wayne State University. His expertise spans research design, program evaluation, psychometric methods, and quantitative analysis in education. He focuses on assessment for culturally and linguistically diverse students, educational measurement validity, and bilingual research. Education: Ph.D. in Educational Psychology and Research from the College of Education, University of South Carolina. Research Interests: Kim specializes in educational and psychological assessment, validity issues in measurement, and program evaluation. His work often addresses equity in assessment, psychometric properties of scales (e.g., self-efficacy in language learning, mathematical problem-solving), and evaluation systems for early childhood education. Grant Leadership: He has led multiple funded projects, including a subaward from the U.S. Department of Education (2022-2027) for gifted education equity in Detroit. Other grants focus on data analytics, pre-K literacy, and formative assessment implementation. Scientific Recognition: Kim has received the NCARE Distinguished Paper Award (2013) and the College of Education Award for Excellence in Research at UNC Charlotte (2008).

Mary Ann Huntleyمشاهده پروفایل

مدرس ارشد

• Applied Mathematics
• Mathematics Education
• Curriculum Analysis
• +۳ مورد دیگر

Mary Ann Huntley is a Senior Lecturer in the Department of Mathematics at Cornell University, affiliated with the College of Arts and Sciences. She holds a Ph.D. from the University of Maryland, College Park (1997). Her research focuses on mathematics curriculum analysis, particularly examining the algebra strand in middle/high school textbooks and curriculum implementation. She has led NSF-funded research (Award #090131) and co-edits the Research in Mathematics Education book series with Denisse Thompson and Christine Suurtamm. Huntley has collaborated with educators internationally, publishing on comparative curriculum studies and teacher professional development. She teaches courses such as MATH 1110 (Calculus I), MATH 4980 (Special Study for Mathematics Teaching), and MATH 5080 (Special Study for Teachers), bridging academic research and pedagogical practice. Her work emphasizes curriculum design, fidelity of implementation, and teacher training. Notable contributions include analyzing textbook content across different educational systems and developing tools to assess curriculum enactment. Huntley actively engages in outreach programs like the Family Mathematics Program and has contributed to initiatives promoting mathematics awareness among K-12 students. She has advised on mathematics pathways for undergraduates and collaborates with institutions to enhance mathematics education globally. Education: Ph.D. in Mathematics Education (1997), University of Maryland, College Park Key Roles: NSF Grant Principal Investigator, Co-Editor of Book Series, Mathematics Curriculum Researcher Teaching Focus: Undergraduate mathematics, teacher training programs, and special studies for educators Current Offerings: Courses in Spring/Fall 2025 include Calculus I and specialized teacher training modules Huntley’s research bridges theoretical curriculum frameworks with practical classroom implementation, emphasizing the importance of aligning educational materials with pedagogical goals. Her interdisciplinary approach addresses both local and global challenges in mathematics education.

• Teacher Education
• Inclusive Education
• Pre-Service Teacher Development
• +۳ مورد دیگر

Gregory Auhl is an active education researcher and academic staff member at Charles Sturt University (CSU), Australia, currently working within the Social Equality, Intersectionality & Inclusion Research Group located in the Faculty of Education. Holding the title of Doctor, he has built an extensive portfolio of 43 research outputs, multiple national and institutional awards, and collaborative projects focused on inclusive teacher education. Education & Qualifications Doctor of Philosophy (PhD) – details unspecified in source Research Interests Auhl’s scholarly agenda centers on preparing educators for diverse and inclusive classrooms. His work spans teacher preparation program design , pre-service teacher capacity building , inclusive pedagogy , higher-education curriculum innovation , and regional university–school partnerships . He employs evidence-based methodologies to explore how teacher-education programs can reduce cognitive load and foster equitable learning environments. Across 2019–2024 his publications reveal a concentrated focus on: Designing evidence-based teacher preparation programs Evaluating the inclusiveness of teacher education curricula Regional partnership models that scaffold practical experience for pre-service teachers Integrating well-being and reflexive practice into university teaching Scientific Awards & Recognition 2013 – Australian Award for University Teaching (Team Award) 2021 – Charles Sturt University Excellence Awards, Highly Commended (CSAPE Project) 2012 – CSU Faculty of Education Citation for Outstanding Contribution to Student Learning (Team Award) 2022 – External Evaluation Grant, Rural Learning Exchange Doctoral Supervision & Grants Auhl supervises doctoral candidates exploring inclusive education and teacher preparation. Recent advisees include K. Attree, K. Gersbach, and K. Gumbleton, whose collective research informs home-schooling pedagogy, well-being in higher education, and reflective teaching practices. Laboratories & Teams He is an integral member of the Social Equality, Intersectionality & Inclusion Research Group at CSU, collaborating on national initiatives that translate research into inclusive policy and practice for schools and universities across regional Australia.

Tristan Wallheadمشاهده پروفایل

استاد

• Physical Education
• Sport Pedagogy
• Physical Literacy
• +۴ مورد دیگر

Tristan Wallhead is a Professor in the Division of Kinesiology and Health within the College of Health Sciences at the University of Wyoming, specializing in Physical Education Teacher Education (PETE). Originally from England, he joined the university after completing his PhD at The Ohio State University in 2004 and was promoted to Professor in 2017. He currently serves as Vice President of the international AIESEP organization and leads the Pedagogical Sciences Research Lab. His educational credentials include: Ph.D. in Sport and Exercise Education from The Ohio State University (2004) M.S. from Leeds Metropolitan University (2000) B.S. (Hons) from Loughborough University (1997) Wallhead's research centers on sport pedagogy , particularly the impact of instructional models like Sport Education on student motivation and physical activity participation. His work investigates physical literacy development , teacher occupational socialization, and innovative pedagogical approaches across K-12 and university settings. He examines how emotional experiences, cognitive achievement, and physical outcomes intersect in physical education environments. Analysis of his 2022-2023 publications reveals consistent focus on Sport Education implementation, teacher professional development, and physical literacy assessment. His research frequently involves international collaborations (notably in Hong Kong) and addresses practical applications through multi-institutional studies examining student outcomes, teacher dispositions, and program effectiveness. His distinguished awards include: SHAPE Research Fellow (2013) Central District SHAPE Scholar Award (2016) Multiple Outstanding Reviewer recognitions (2014-2018) CHS Meritorious Service Award (2021) Wallhead mentors Master's students in PETE and has secured substantial research funding, including a $125,719 Outride Foundation grant on Riding for Focus in Physical Education (2020-2023) and two Hong Kong-based projects totaling over $122,000 investigating Sport Education's impact on physical literacy. His grant work emphasizes community partnerships and cross-cultural applications of pedagogical models. He directs the Pedagogical Sciences Research Lab, which develops evidence-based physical education practices through empirical research on instructional models, teacher development, and student engagement metrics across diverse educational contexts.

Terri J. Sabolمشاهده پروفایل

دانشیار

• Child Development
• Early Childhood Education
• Social Policy
• +۴ مورد دیگر

Terri J. Sabol is an Associate Professor in the Department of Human Development and Social Policy at Northwestern University’s School of Education and Social Policy (SESP). She is also a Fellow at the Institute for Policy Research and directs the Development, Early Education, and Policy (DEEP) Lab. Her work bridges developmental psychology and social policy, focusing on how environmental and individual factors influence healthy child development, particularly for low-income families. She holds a PhD in Applied Development Science from the University of Virginia and has held postdoctoral fellowships at Northwestern. Her research emphasizes early childhood education quality, family engagement, and two-generation policies. Education: PhD (2011) in Applied Development Science from the University of Virginia; BA (2004) in Psychology and English from the University of Michigan. Research Interests: Sabol’s research investigates the intersection of child development and social policy, with a focus on early childhood education programs like Head Start and policies targeting low-income families. Key themes include the design of accountability systems for pre-K programs, the role of family engagement, and the long-term effects of early interventions on intergenerational mobility. Her work employs advanced quantitative methods and developmental theory to address policy-relevant questions. Recent Trends in Publications: Recent work explores systemic impacts of pre-K expansions (e.g., Chicago’s universal prekindergarten program), the effects of integrating parent education into early childhood programs, and redefining how we measure foundational skills for learning. Her studies often highlight disparities in access to quality early education and propose evidence-based policy solutions. Awards: 2017 AERA-SRCD Early Career Fellow in Early Childhood Education and Development. Advising & Grants: Sabol leads the DEEP Lab, which collaborates on projects like EC*REACH (Early Childhood Research Alliance of Chicago), focusing on translational research to improve early education systems. Her grants include funding for evaluations of two-generation programs and policy analyses on preschool quality metrics. Labs/Teams: Director of the DEEP Lab; Co-Director of EC*REACH; affiliated with the Institute for Policy Research.

Gary W. Ritterمشاهده پروفایل

استاد

• Education Policy
• Teacher Quality and Training
• School Discipline Practices
• +۳ مورد دیگر

Gary W. Ritter is the Dean and Professor of Education at Saint Louis University's School of Education. He holds a Ph.D. in Education Policy and Leadership from the University of Pennsylvania, an M.A. in Public Policy and Management from the Wharton School, and additional degrees from the University of Manchester and John Carroll University. His research focuses on education policy, including teacher quality, school discipline disparities, and the impacts of charter schools and college access programs like the El Dorado Promise Scholarship. Ritter has conducted randomized experiments evaluating interventions such as college campus visits and has authored influential studies on disciplinary policies and equity in Arkansas schools. Education: Ph.D., Education Policy and Leadership, University of Pennsylvania M.A., Public Policy and Management, University of Pennsylvania (Wharton) M.A., Social Policy, University of Manchester B.A., Finance, John Carroll University Key Research Areas: Access to postsecondary education for low-income students Teacher pay, training, and retention strategies School discipline reform and racial disparities Charter school policies and integration outcomes Publications: Over 50 peer-reviewed articles and book chapters on education policy topics Lead author of studies on the El Dorado Promise Scholarship and KIPP schools Grants & Collaborations: Extensive work with educational institutions and policymakers Focus on translating research into actionable policy recommendations

Todd Chernerمشاهده پروفایل

استاد

• Digital Literacy
• Educational Technology (EdTech)
• Design Thinking
• +۳ مورد دیگر

Dr. Todd Cherner is a Professor in the Curriculum and Instruction Department at the UNC School of Education , University of North Carolina at Chapel Hill. With a career spanning K-12 teaching and higher education, he focuses on leveraging technology to promote equity and critical literacy. He holds a B.S. (2004) from the University of Central Florida, M.Ed. (2008) from Clemson University, and Ph.D. (2012) from the University of Tennessee. His research examines how implicit biases manifest in educational technologies and explores equitable technology integration strategies. Key areas include critical media literacy, AI ethics in education, and bridging the gap between extended reality (XR) tools and classroom practice. He has been honored with the University Teaching Awards (2022-23) for his innovative approaches. Recent work emphasizes generative AI frameworks for educators, AI literacy in teacher preparation, and immersive learning through XR. His scholarship spans over two decades, with publications in journals like Contemporary Issues in Technology and Teacher Education and International Journal of Multicultural Education . Cherner collaborates with educators to design inclusive instructional technologies and advocates for systemic reforms addressing privatized funding in education. His lab focuses on creating accessible tools that empower both teachers and students through technology.

Nicole Stelle Garnettمشاهده پروفایل

استاد

• Property Law
• Land Use
• Urban Development
• +۵ مورد دیگر

Nicole Stelle Garnett serves as the John P. Murphy Foundation Professor of Law at Notre Dame Law School, where she has established herself as a leading scholar in property law, land use, urban development, and education reform. She holds multiple significant affiliations including being a fellow of the Institute for Educational Initiatives (where she serves on the faculty executive committee), senior policy advisor for the Alliance for Catholic Education, and principal investigator in the Kellogg Institute's Research Cluster on International Education. Garnett has been a Kellogg Institute faculty fellow since 2020 and maintains active engagement with international education policy discussions, recently co-hosting a conference in Chile on religious liberty and educational pluralism in Latin America and the Caribbean. Garnett's research focuses on the intersection of property law, urban development, and education policy, with particular emphasis on Catholic schools and school choice mechanisms. Her work consistently examines how legal frameworks shape urban communities and educational opportunities, arguing for policies that strengthen neighborhood institutions and expand parental choice. She has testified before Congress and contributed to major legal cases defending school choice programs, demonstrating the practical impact of her scholarship. Her scholarly output reveals a clear trajectory from foundational work on urban land use and policing in her 2009 book 'Ordering the City' toward increasingly focused research on education reform, particularly Catholic education's role in urban communities as explored in her influential 2014 book 'Lost Classroom, Lost Community.' Recent publications show her engaging deeply with contemporary debates around education savings accounts, religious liberty in education, and the legal frameworks governing school choice expansion across the United States. Luksic Family Collaboration Grant (2017-18): 'Global Catholic Education: Setting and Expanding a Social Science Research Agenda' Garnett maintains an active media presence, having been quoted in the New York Times regarding Supreme Court legitimacy and in National Catholic Reporter on racial inequality and Catholic education. Her work regularly bridges academic scholarship and practical policy applications, as evidenced by her involvement in legal cases defending school choice programs and her advisory role with the Alliance for Catholic Education. She has established herself as a key voice in national conversations about educational pluralism, religious liberty in education, and the relationship between property law and community development.

• Economics of public and private pensions
• Household portfolio and retirement behavior
• Employee benefits and compensation
• +۵ مورد دیگر

Olivia S. Mitchell is the International Foundation of Employee Benefit Plans Professor and Professor of Insurance & Risk Management and Business Economics & Policy at The Wharton School, University of Pennsylvania. She serves as Executive Director of the Pension Research Council and Director of the Boettner Center for Pensions and Retirement Research. Dr. Mitchell is also a Research Associate at the NBER, an Independent Director on the Allspring Mutual Fund Boards, and a Research Fellow at the Leibnitz Institute for Financial Research SAFE, Goethe University Frankfurt. Education: BA in Economics from Harvard University, MA and PhD in Economics from University of Wisconsin-Madison Awards: 2024 CIO Lifetime Achievement Award, 2023 Distinguished Fellow of the American Economic Association, multiple accolades including World Economic Forum recognition as Top 10 Women Economist Dr. Mitchell's research focuses on pensions, insurance, financial literacy, and public finance. Her work examines longevity risk, defined contribution pensions, financial literacy impacts on wealth accumulation, and Social Security claiming behavior. Her publications appear in leading journals like the American Economic Review and Journal of Political Economy. Key article themes include behavioral finance in 529 college savings plans, household portfolio underdiversification, longevity income annuities in retirement design, and cognitive decline's impact on financial decisions. Recent studies explore financial literacy's age-related decline and its economic implications. 2024 Lifetime Achievement Award 2023 Distinguished Fellow, AEA Multiple Best Paper Awards (2021, 2020, 2019) Doctoral Honorary Degrees from Goethe University and University of St. Gallen She chairs academic advisory boards, testified before global legislative bodies, and consults with organizations like the World Bank and IMF. Her teaching includes courses on consumer financial decision-making and risk management at Wharton.

• Educational Technologies
• Digital Pedagogies
• Technology-Enhanced Teaching
• +۷ مورد دیگر

Dr. Mohammed Estaiteyeh serves as an Assistant Professor of Digital Pedagogies and Technology Literacies in the Department of Educational Studies, Faculty of Education, at Brock University. He holds the Brock Chancellor’s Chair for Teaching Excellence and leads digital technology courses in the Teacher Education program while presiding over Technology and Teacher Education (TATE), a special interest group within the Canadian Society for the Study of Education. His academic credentials include a PhD in Curriculum Studies with STEM focus from Western University (2022), complemented by over 15 years of multifaceted experience spanning K-12 teaching, academic leadership, educational consulting, and higher education program development. His scholarly trajectory demonstrates continuous engagement from teacher training through advanced research leadership. Dr. Estaiteyeh’s research program rigorously explores educational technology integration across multiple dimensions: AI-driven pedagogical innovations, immersive VR/AR applications, digital transformation frameworks, and equity-centered technology implementation. His work consistently bridges STEM education with differentiated instruction methodologies, examining how technological tools can address diverse learner needs while advancing curriculum innovation in both K-12 and post-secondary contexts. Particular emphasis is placed on teacher professional development and the ethical implications of emerging technologies. Analysis of his 15 most recent publications (2022-2024) reveals three dominant thematic clusters: (1) AI and immersive technologies in teacher preparation, (2) pandemic-accelerated digital transformation in STEM education, and (3) interdisciplinary program development for medical sciences education. His scholarship demonstrates methodological diversity spanning systematic reviews, case studies, and empirical evaluations of technology-enhanced teaching interventions. Prestigious Recognition: Brock Chancellor’s Chair for Teaching Excellence (2023-2026) Fellowships: Ontario Graduate Scholarship (2021-2022) Inclusive Education Awards: Jessica Jean Campbell Coulson Award and Inclusive Education Research Award (2020) Teaching Excellence: Art Geddis Learning About Teaching Memorial Award (2021) His active research portfolio includes $60,000 in Mitacs Globalink funding for 2025 internships and multiple institutional grants supporting digital transformation initiatives. As an available graduate advisor, he focuses on developing interdisciplinary research partnerships through Brock’s Social Justice Research Institute and Transforming Futures Lab, with current projects examining technology access in marginalized communities and AI ethics in teacher education.

Martin Reissleinمشاهده پروفایل

استاد

• Communication Networks
• Engineering Education
• Multimedia Networking
• +۵ مورد دیگر

Dr. Martin Reisslein is a Professor in the School of Electrical, Computer, and Energy Engineering at Arizona State University (ASU), where he also serves as Program Chair of Computer Engineering. He earned his Ph.D. in Systems Engineering from the University of Pennsylvania (1998) and holds degrees from the University of Pennsylvania and Fachhochschule Dieburg, Germany. His research focuses on communication networks (e.g., 5G, optical networks, software-defined networking) and engineering education, with over 200 journal articles and 60 conference papers. He has led NSF-funded projects on network architecture optimization and K-12 engineering education. Education : Ph.D. (Systems Engineering, UPenn, 1998), M.S.E. (Electrical Engineering, UPenn, 1996), Dipl.-Ing. (FH) (Electrical Engineering, Fachhochschule Dieburg, 1994) Awards : NSF Career Award (2002), IEEE Fellow (2014), Bessel Research Award (2015), DRESDEN Fellowship (2016) Editorial Roles : Co-Editor-in-Chief of Optical Switching and Networking , Associate Editor for multiple IEEE journals His research spans communication networks (e.g., multimedia networking, optical systems) and engineering education (e.g., K-12 outreach, instructional design). Recent articles address cloud computing, 5G architectures, and cybersecurity in satellite systems. He teaches courses such as Communication Networks and oversees graduate research.

Daniele Morselliمشاهده پروفایل

دانشیار

• Entrepreneurship Education
• Lifelong Learning
• Educational Processes and Projects
• +۷ مورد دیگر

Dr. Daniele Morselli is an Associate Professor at the Faculty of Educational Sciences, Free University of Bozen-Bolzano, Italy. His research focuses on entrepreneurship education, lifelong learning competencies, and constructive alignment pedagogical frameworks within vocational and tertiary educational contexts. Previously, he served as a Marie Curie Research Fellow at the University of Helsinki (2015-2017) and Fulbright Research Scholar at Ohio University (2017-2018). PhD (2014) – University of Melbourne & University of Venice Current research investigates entrepreneurship education implementation in compulsory schooling, vocational teacher training, and educational process development in South Tyrol. His work emphasizes student-centered constructivist approaches, utilizing Change Laboratory interventions and the EntreComp European competence framework. Recent publications examine entrepreneurial mindset cultivation through action-based learning in non-business contexts and comparative vocational education models between Italy and Australia. Scientific recognitions include Marie Curie Fellowship (2015-2017) and Fulbright Research Scholar status (2017-2018). Current funded projects involve Horizon 2020 Marie Skłodowska-Curie Grant for educational innovation research.

Donna Wakeمشاهده پروفایل

استاد

• Teacher Education
• Literacy
• Educational Technology
• +۶ مورد دیگر

Dr. Donna Wake serves as Professor and Director of Assessment and Accreditation at the University of Central Arkansas College of Education, leveraging her Ed.D. in Curriculum, Instruction, and Technology in Education from Temple University with specialized focus on literature and language arts. Her leadership spans accreditation oversight and scholarly contributions to teacher education reform. Her academic credentials include: Ed.D. in Curriculum, Instruction, and Technology in Education (Literature/Language Arts) - Temple University M.A. in Education - La Salle University M.A. in Art History - University of Arkansas at Little Rock B.A. in English Literature - Hendrix College Dr. Wake's research establishes her as a leading voice in literacy development , educational technology integration , and equity-focused pedagogy . She pioneers work on critical literacy frameworks for diverse classrooms, arts-infused instructional strategies , and teacher narrative analysis . Her scholarship consistently addresses systemic barriers in rural education while advocating for culturally responsive teaching and multiliteracies as tools for empowerment. Current investigations examine digital equity in remote learning contexts and school librarians' evolving leadership roles. Analysis of her 2019-2025 publications reveals three dominant trajectories: (1) Technology-mediated equity solutions addressing the digital divide in Southern rural schools, (2) School librarian innovation in creating collaborative digital spaces during pandemic disruptions, and (3) Critical examinations of discipline disproportionality through Grow Your Own teacher pipeline initiatives. Her work bridges theoretical frameworks with Arkansas-specific implementation challenges. No scientific awards are documented in available sources. As an educator, Dr. Wake teaches graduate courses including Digital Equity & Culturally Responsive Teaching in the Digital Age (EDDL 7342), Literacy Seminar for Teachers (MAT 6320), and Qualitative Research (CLEI 8315). Though specific advisees aren't listed, her role involves mentoring future educators through the Ph.D. in Change Leadership program. She contributes to grant initiatives including GEAR UP and Upward Bound, focusing on college access for underrepresented Arkansas students. Dr. Wake actively engages with the Arkansas Leadership Academy and Arkansas Public School Resource Center, developing statewide professional learning communities that connect university research with K-12 practice. Her current projects examine technology acceptance among preservice librarians and longitudinal demographic impacts on ESSA accountability metrics.