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Erin is a graduate assistant with UCEA and a doctoral student in Administration and Supervision in the Curry School at the University of Virginia. She worked as a teacher, a Team Leader, and the Dean of School Culture and Discipline. Her research interests include urban school reform and the role of school leaders in school turnarounds.
James is a third year doctoral student in the Educational Leadership, Higher Education, program at Clemson University. He is also pursuing a Policy Studies Certificate from the Strom Thurmond Institute of Government and Public Affairs. He is currently a Graduate Research Assistant for the Charles H. Houston Center for the Study of the Black Experience in Education. James has worked as a Mental Health Counselor prior to pursuing his Ph.D. His current research focuses on cyberbullying policies at the state and federal level.
Jasmine Ulmer is a second year doctoral student in Educational Leadership at the University of Florida. She served as a teacher and instructional coach for six years; during this time she worked to expand teacher involvement in educational policy at the state and federal level. Her research focuses on issues of teacher quality, evaluation, and career pathways.
Rod Whiteman is a third year doctoral student in Education Policy Studies at Indiana University. Prior to his graduate work, Rod taught middle and high school choral music. At IU, he has served as a graduate research assistant at the Center for Evaluation & Education Policy and has taught social foundations of education in the teacher education program. Rod¹s research examines how public policy affects schools as organizations, and the identity development of school leaders within organizational contexts.
Yinying (Helen) Wang
Yinying (Helen) Wang is a third year doctoral student in Urban Educational Leadership at the University of Cincinnati. Helen worked as a teacher and school administrator in China for seven years before she moved to the U.S. for graduate education. Her research interests focus on technology integration into educational leadership. She utilizes quantitative method and social network analysis to investigate organizational communication and the effectiveness of school leadership.
Amanda is a recent graduate of Clemson’s Educational Leadership PhD program where she also received a graduate certificate in Policy Studies. Currently, she works at Appalachian State University as research faculty in the Dean’s office working on College assessment efforts. Amanda’s research interests center around accountability in P12 and Higher Education context with specific interest in the idea of P20 policy and practices and the relationship between accountability demands and those that must make sense of them.
Bradley W Davis
Bradley is a recent graduate of the Educational Policy and Planning Ph.D. program at the University of Texas at Austin. He is employed as the internal researcher with the University of Texas Collaborative Urban Leadership Project (UTCULP). Combining advanced quantitative methodology with a critical lens, Bradley’s research focuses on the preparation, distribution, selection, and effectiveness of public school leaders.