James Henderson is a professor at Kent State University, where he has taught graduate courses in curriculum studies for nineteen years. He is coordinator of the Curriculum & Instruction Master’s and Ph.D. Programs and serves as co-editor of the Journal of Curriculum and Pedagogy. His research focuses on the arts of democratic curriculum leadership, and he has individually or collaboratively published four books and over fifty essays on this topic. His book, Reflective Teaching: Professional Artistry through Inquiry, introduces teachers to curriculum-based pedagogy. His co-authored book, Curriculum Wisdom: Educational Decisions in Democratic Societies, explores the arts of inquiry in democratic education; while another co-authored book, Transformative Curriculum Leadership, provides guidance on how to integrate this inquiry into the arts of enactment, deliberation and fidelity. He has been an officer for the American Association for the Advancement of Curriculum Studies (AAACS) and the lead facilitator for the Professors of Curriculum Society.
Rosemary Gornik currently serves as the Assistant Superintendent in the Perry Local Schools. In education since 1973, Rosie has experience as an elementary classroom teacher in grades 1, 2, 4 and 5. After earning her masters degree in educational administration at Cleveland State University, Rosie served as an elementary principal for 12 years, and at the central office level as executive director of instruction or assistant superintendent for the past 14 years. Rosie earned her doctorate in curriculum and instruction at Kent State University in 2003. She co-authored the third edition of Transformative Curriculum Leadership, and also contributed to several other educational publications. Rosie has presented at several local, state-wide and national conferences on the topic of curriculum wisdom in societies with democratic ideals. As an entrepreneur, she owns and operates a small business with her sister. Rosie is also the proud mother of three wonderful children, a son-in-law, a daughter-in-law, and one beautiful granddaughter, who are the loves of her life.
Jeanette Brossmann is an Associate Professor of Speech at Lakeland Community College, where she has taught for the past 15 years. She is the Department Chair for American Sign Language and Speech. Her research interests include American Sign Language culture and learning, urban debate, intercultural and trans-cultural communication, interpersonal conflict, tolerance, transformative teaching leadership and learning communities. She is currently studying Curriculum and Instruction as a doctoral student at Kent State University.
My name is Chris Fishman. I am a third-grade teacher and doctoral candidate at Kent State University. Amid conditions of increasing diversity, technological advancement, and economic volatility, our nation relies on education to uplift her people. I believe now is the time for educators to take up the challenge Counts’ issued to ‘build a new social order.’ In this transformative effort, schools ought to become the sites of generative intellectual development, where students and their teachers build understandings that add to society not only in individual, material ways, but also in collective, structural ways. In keeping with this mission, my hope as an educator has always been to make a difference, improving the learning and lives of students and colleagues in ways that draw forth commitment and the contributions that will endow our shared world with meaning, grace, and justice.
Daniel Castner is a kindergarten teacher in the Stow Munroe Falls City school district and a C&I doctoral student at Kent State University. His scholarly interests include understanding the role of evaluation in transformative curriculum leadership and supporting the social, emotional and moral learning of young children. Daniel resides in Akron, Ohio with his wife and two children.
Shawna DeVoe currently serves as the Assistant Superintendent for the Orrville City Schools and Rittman Exempted Village Schools. Past educational positions include the Di rector of Instruction and Technology at Revere Local Schools, Director of Curriculum and Technology at Southeast Local Schools, and an elementary teacher in the Barberton City Schools. Shawna is passionate about the integration of technology into curriculum, as well as 21st century learning skills and finding the means to make assessment more relevant to students.
Sheri L. Leafgren is an assistant professor in the Department of Teacher Education at Miami University in Oxford, Ohio. Her research interests include studying the possibilities within and complexity of children’s disobedience; studying the role children’s spirituality plays in the socio-moral opportunities within the classroom; applying Greene’s “teacher as stranger” to teacher preparation and development; and also studying the role of the “Elder” in African-centered education.
Prior to joining Miami University, she taught children in grades K-3 for nineteen years in the Akron Public Schools in Akron, Ohio. She continues to work with the Council of Elders associated with the African-centered school where she last taught, and has carried gifts of the Elder’s wisdom to her new place of work and life.
Leah is currently a staff interpreter with Kent State Interpreting Services, housed within Student Accessibility Services, and a doctoral student in the Curriculum and Instruction Program at Kent State University. She has been a faculty member, formerly full time and now part time, in the Educational Interpreting Program in the College of Education, Health and Human Services, Kent State University since the fall of 2003. Prior to that, she was the coordinator and lead faculty member at the University of Akron’s Interpreter Preparation Program. Leah has her BA in Speech/Language Pathology and Audiology from the University of Akron and her MA in Deaf Education from Gallaudet University in Washington, D.C. She also holds a certificate of Teaching ASL/ Teaching Interpreting from Project TIEM formerly housed at the University of Colorado at Boulder.
Sean Yee is a full time mathematics teacher at Solon High School in Solon, Ohio and finishing his doctorate at Kent State University in Curriculum and Instruction specializing in Mathematics Education. Sean’s area of focus is Mathematical Problem Solving. He is the Chess Coach at Solon High School, plays volleyball competitively, and enjoys the guitar on his free time.
Dr. Mandy Geddis-Capel is an assistant professor at Mount Union College. Dr. Capel’s areas of interest are early childhood education, curriculum leadership, democratic education, teacher mentoring, thinking & reasoning and educational aesthetics.
Fredrika Harper serves as the Director of Curriculum and Instruction for the Cedarburg School District near Milwaukee, Wisconsin. She has also served as a classroom teacher, curriculum specialist, and building principal. Fredrika periodically teaches graduate courses for the Department of Educational Policy and Leadership at Marquette University and the Department of Curriculum and Instruction and Administrative Leadership at University of WI – Milwaukee. Fredrika completed her doctorate in Urban Education with an emphasis in Educational Administration at the University of WI – Milwaukee in 1996. Her scholarly focus is on progressive curriculum planning and implementation in K-12 schools.
Katie Monnin is an assistant professor of literacy at University of North Florida in Jacksonville. She has presented nationally at conferences on teaching graphic novels in the classroom, image and print-text literacies, and new media. Katie is co-editor of Florida Reading Quarterly. She is currently working on a book for Maupin House entitled Teaching Graphic Novels: Practical Strategies for the Secondary ELA Classroom.
Wen-Ling Lou is an assistant professor in the Department of Applied English at Aletheia University, Matou Campus, in Tainan, Taiwan. She received her master’s degree in Teaching English to Speakers of Other Languages (TESL) from Long Island University, New York and Ph.D. in Curriculum and Instruction with a major in foreign language teaching from Kent State University. She has taught English at the junior high school, senior high school, and the college/university level in Taiwan. Her scholarly interests include curriculum leadership, teacher education, teacher professional development, research in second-language teaching and learning, as well as international education.
Beth Bilek-Golias is a registered architect and assistant professor in the College of Architecture and Environmental Design at Kent State University. She serves the college as Coordinator of the Architectural Studies Program and is presently a doctoral student in Curriculum and Instruction. Beth enjoys sharing her love of music, swimming and tennis with her four children.