Mark Abendroth is associate professor of education at SUNY Empire State College, where he teaches social studies methods and clinical courses for new and preservice teachers.
Sarah J. Baker, PhD, is an educator and scholar. Sarah’s academic focus and motivation is derived from her doctoral studies centered on women in leadership positions and the metaphorical labyrinth of challenges women in leadership overcome to reach their respective goals. Her work also examines the mean-girl phenomenon, academic mobbing, and gendered experiences in higher education. Prior to her work as a doctoral student, Sarah served the College of Health and Social Services at New Mexico State University as liaison advocating for student leadership, scholarship, and academic success. Sarah earned her bachelor of arts degree at Arizona State University, her masters of arts and doctorate of philosophy degrees at NMSU. Her student-centered motivation guides her to positively impact learners at all levels.
Kelly D. Bradley, PhD, is a professor and chair of educational policy studies and evaluation, and program chair of research methods in the College of Education at the University of Kentucky. Her research focuses on the application of quantitative methods and measurement, specializing in Survey Research and the Rasch model.
Lynn M. Disbrow, PhD (Wayne State University, 1989), is a professor of communication at Kennesaw State University. She has previously served as dean of Kennesaw State’s University College, as well as interim associate vice provost for student success. Disbrow’s professional life has emphasized innovation in pedagogical design and technology integration, advising, student support, and building transinstitutional relationships to create a wholistic approach to student success. She is the recipient of numerous international, national, state, and institution specific awards for student service, teaching, and curricular development.
Sonya D. Hayes, PhD, is an assistant professor in the Department of Educational Leadership and Policy Studies at the University of Tennessee. Her research interests include leadership development and support for both pre- and postservice school principals, principal preparation, and leadership for learning. Specifically, she is interested in how principals are prepared and supported for the complex and demanding role of improving teaching and learning. Additionally, she is interested in mentoring and coaching paradigms as professional learning, access and equity for women school leaders, and qualitative methods.
Leslie Ann Locke, PhD, is an associate professor in the Department of Educational Policy and Leadership Studies at the University of Iowa. Her research goals include troubling practices and policies in K-16 environments that undermine the success of students from systemically marginalized groups, and in particular, learning about such policies and practices directly from students and educators who interact with them. Additionally, she is interested in how educational leaders can better address the needs of students from systemically marginalized groups, the educational experiences of girls and women, and qualitative methodologies.
Carolyn Oldham is a doctoral candidate in educational policy and Evaluation at University of Kentucky. Her work is centered on quality improvement and accreditation as well as English as a second language and developmental education. Her research interests include cultural responsiveness and quality improvement within education and health care sectors.
Sarah Odell is an educator, a scholar, and a feminist. Sarah has extensive experience working with influential women and creating change through gender focused programming. A former executive intern to Senator Hillary Rodham Clinton, Sarah has worked as an editorial assistant at HarperCollins Publishers and taught courses on female American writers and feminist theorists at the Hill School in Pottstown, PA., and Miss Porter’s School in Farmington, CT. While at Miss Porter’s, Sarah created an internship program in Washington, DC where seniors at the all-girls school interned for organizations that championed policy for women and families including NARAL: Pro-Choice America; the United Nations Foundation; the Feminist Majority Foundation; the Congressional Black Caucus; and the Malala Fund. A graduate of Wellesley College, Sarah earned her master’s degree at the University of Pennsylvania where she authored a thesis on women and educational leadership in independent schools. She is currently a doctoral student at the University of Wisconsin-Madison in the Department of Educational Leadership and Policy Analysis and Gender and Women’s Studies, studying gender inclusive leadership in K-12 education.
Cynthia J. Reed (EdD, University of Pittsburgh, 1997), is a professor of educational leadership at Kennesaw State University. She previously served as dean of Kennesaw State University’s Bagwell College of Education and as dean of the College of Education and Human Services at Northern Kentucky University. Prior to becoming a dean, Reed was an endowed professor of educational leadership and director of the Truman Pierce Institute in the College of Education at Auburn University. A career educator, Dr. Reed has extensive experience in K-12 and higher education and is best known for her work with individual and organizational leadership development, educational policy, and strengths-based approaches to high school completion and college access.
Dessynie Edwards, PhD, has more than 28 years of experience leading, teaching and learning in the P-20 arena and has dedicated her professional career to educational leadership at the district and school levels and the supervision of specialized programs in the capacities as Principal, Instructional Leader and District Level Administrator in PK-12 public and charter schools and districts. Dr. Edwards’s research agenda includes critical inquiries employing qualitative methods, meta-synthesis, quantitative meta-analysis and methodological bricolage integrating autoethnography, ethnomethodology and qualitative interviewing to examine: The public school superintendency; Leadership preparation and development; The intersectionality of race, gender and leadership; Peer-mentors and mentoring; and *Critical, crisis and trauma informed leadership. Dr. Dessynie Edwards continues to contribute to the study and practice of educational leadership as a tenuredtrack professor, scholar-practitioner, higher education and PK-12 school improvement agent.
Pamela Gray is an assistant professor in the Teacher Preparation, Administration and Leadership School in the College of Education at New Mexico State University. Dr. Gray teaches masters and doctoral students in the educational leadership graduate programs. With over 25 years in public school education, Dr. Gray has served as a middle school teacher, elementary school principal and high school assistant principal. Dr. Gray received her EdD in educational leadership from The University of Texas at San Antonio, her MA in educational administration from The University of Texas at Austin and her BS in elementary education from Texas Tech University in Lubbock, TX. Her research interests include women's school leadership and culturally responsive school leadership.
Detra D. Johnson, PhD, is an assistant professor in the Department of Educational Leadership and Policy Studies at the University of Houston (Texas). Dr. Johnson has more than 15 years of experience as a K-12 practitioner as a classroom teacher, a campus administrator, a district administrator, and an educational consultant for Region 4 Educational Service Center (a statewide educational support center for school staff, teachers, and administrators). Her research agenda focuses on social justice, educational disparities and inequities, diversity, inclusion for marginalized persons with the intersection of educational policies, politics, and practices and the application of resilience and self-determination. Her service includes national, statewide, local, and community organizations. She teaches courses in research methods, educational administration, leadership, organizational theory, legal issues and school law, and urban school policies. Dr. Johnson continues to contribute to study and practice of educational leadership and policy studies.
Azadeh F. Osanloo, PhD, is a professor in educational leadership and administration at New Mexico State University. She is formerly the Stan Fulton Endowed Chair for the Improvement of Border and Rural Schools. Her experience and research agenda focuses on issues of educational equity; educational leadership and policy; diversity, multiculturalism, and human rights; and social justice. She previously worked to increase marginalized student representation in the STEM fields via school-community gardens and created the Youth Leadership Academy, a partnership with the local police department designed to improve community and police relations. She has won awards for her teaching and service; is a 2015 recipient of the American Graduate Champion Award; and earned the Ngage New Mexico Educator Award in 2017 for her social justice work. In 2020, she was appointed to the Governor’s (Lujan Grisham) Advisory Council for Racial Justice in New Mexico.
Kristine Velásquez is a doctoral candidate in the educational leadership doctoral program at New Mexico State University. She earned her bachelor of science and master of business administration degrees at The University of Texas at El Paso. Her dissertation topic consists of studying the ascension of university Latina administrators in the Southwest. Her research interest includes utilizing qualitative phenomenological approaches in understanding social justice leadership issues in higher education. The theoretical frameworks that interest her the most are feminist theory and critical race theory along with their branches.
