Chairperson
Dr. DeMarcus A. Jenkins is an Assistant Professor of Education. He earned his Ph.D. from the University of California, Los Angeles (UCLA) from the Division of Urban Schooling. His holds an Ed.M in English Education from Georgia State University, a masters from American University, and his bachelor’s degree from The University of Michigan where he doubled-majored in English and African American Studies. Dr. Jenkins is an activist and urban scholar whose work considers the intersections of race, space and policy.
His research focuses on the influence of spatial, social and political factors that foster and exacerbate inequalities for Black populations as well as the approaches that school leaders take to disrupt and transform these dynamics. His interdisciplinary approach to tackling complex and challenging problems of racial equity in schools is informed by Black critical theory, critical spatial theory, Black geographies, critical policy studies and justice-oriented leadership frameworks. Consistent throughout his research are practical solutions for school leaders and policymakers. He recently received a research grant from the Spencer Foundation to examine how urban school systems respond to policy changes that divest and disinvest from law enforcement on school campuses. His program of research draws from his previous professional experience working in urban schools and in local and state policy and advocacy.
Immediate past Chairperson
Meredith Wronowski is an Assistant Professor in the Educational Administration department at the University of Dayton. Her research interests are focused on issues of equity in schooling including the unintended effects of accountability policies on teachers and leaders, opportunity to learn, community-based school improvement, and resegregation of U.S. schools.
Program chairperson
Secretary/Treasurer
Samantha Viano is an assistant professor in the College of Education and Human Development at George Mason University. Dr. Viano earned her PhD in Educational Leadership and Policy Studies at Vanderbilt University’s Peabody College after an MSEd from Northwestern University. Her research critically examines endemic challenges in PreK-12 schools and evaluates the effects of the chosen solutions on traditionally marginalized and racially minoritized students and their teachers. Specific research strands that fall within this agenda include school improvement, school safety and security, and high school graduation policies in addition to researching how to better integrate critical theory into quantitative analysis in educational research.
Dissertation Award Chairperson
Elizabeth Zumpe
Book Series Editor
Khalid Arar, Texas State University
Newsletter Editor
Researcher Development Program Faculty Advisors
Graduate student representatives
Megan Buchanan, Texas State University
Aashna Khurana, Boston College
Webmaster
Elisabeth (Betsy) Kim is an Assistant Professor of Education and Leadership at California State University, Monterey Bay. Her research uses a mixed-methods approach to explore the links between education policy and educational equity, with a particular focus on how contemporary policies moderate or exacerbate inequities in districts that serve low-income students of color. In her free time, she likes to travel, try new restaurants and hear live music.
Bylaws Article I.
Name of the SIG
The name of this Special Interest Group (“SIG”) is Leadership for School Improvement, (hereafter, the “SIG”).Read More