Ph.D., Curriculum and Instruction, Penn State
M.A., Educational Administration, Glassboro State College
B.A., English, Glassboro State College

Dr. Bernard Badiali specializes in curriculum supervision, teacher development, school/university partnerships, and clinical education.

Ph.D., Teacher Education and Curriculum Studies, University of Hawaii
M.Ed., Clinical Mental Health, Penn State
California Clear Teaching Certificate, Mills College
MTS, Religion and Society, Harvard University
B.A., Psychology, Trinity College

Dr. Gail Boldt has taught Teaching Reading in Elementary Classrooms; Teaching Writing in Elementary Classrooms; Theories of Childhood; Theories of Identity; and Foucault and Education. Her research interests include psychoanalytic analyses of child development, parenting, teaching and learning; literacies in elementary and early childhood education; identity (including gender, sexuality, and race) and schooling; childhood studies; cultural studies: and disability studies.

Ph.D., Second Language Education, Curriculum and Instruction, OISE/University of Toronto
M.A., English, Kyoto University, Japan
M.Ed., Curriculum and Instruction, OISE/University of Toronto

Dr. Mari Haneda is an associate professor of world languages education and applied linguistics at Penn State. Drawing on qualitative research and discourse analytic methods, her scholarship has focused on the education of K–12 emergent bilingual students, L2 literacy development, language and identity, ESL teachers' practices, and teacher education. She teaches qualitative and micro-ethnographic research methods courses and courses related to L2 learning and literacy development.

Ph.D., Curriculum and Instruction, Penn State
M.A., English, Florida State University
B.A., English, College of William and Mary

Dr. Elisa Hopkins is an associate teaching professor of education specializing in literature for children and adolescents. She is lead faculty for the Penn State World Campus Children's Literature program. Her research interests include multicultural poetry, the development of critical consciousness, fairy-tale studies, and nonfiction literature for children and adolescents.

Ph.D., Educational Studies (Mathematics Education), University of Michigan
M.A., Mathematics, University of California at Santa Barbara
A.B., Mathematics, Bryn Mawr College

Dr. Gwendolyn Lloyd, professor of mathematics education at Penn State, holds the College of Education's Hermanowicz Professorship in Teacher Education. She advises doctoral students in mathematics education and curriculum and supervision, and serves as co-director of Penn State's Elementary and Early Childhood Education teacher education program. Dr. Lloyd's research examines mathematics teacher development, with focus on how teachers make sense of curricular changes in classrooms. She serves as associate editor of the Journal of Mathematics Teacher Education and Review of Educational Research.

Ph.D., Curriculum and Instruction (Mathematics Education), Indiana University-Bloomington
M.A.T., Secondary Mathematics Teaching, Miami University
B.S., Mathematics, Wheaton College

Dr. Andrea McCloskey is a former mathematics teacher of middle and high school students. Her research interests include teacher learning of mathematical and pedagogical concepts, especially in elementary classrooms. She is studying how improv theatre can help us to respond in productive ways to the more persistent cultural rituals of mathematics teaching. Dr. McCloskey advises in the elementary education emphasis area, and she teaches MTHED 430 and CI 501.

Ph.D., Learning Technologies in Science Education, University of Michigan
M.S., Science Education, University of Michigan
M.A.T., Physics, University of Michigan
B.S., Physics, Colorado College

Dr. Scott McDonald is an associate professor of science education and director of the Krause Innovation Studio. He was a high school physics teacher for six years before obtaining his doctorate. His research focuses on teaching and learning of science, which includes research in learning progressions for plate tectonics and astronomy as part of his NSF–funded Earth and Space Science Partnership and Geological Models for Explorations of Dynamic Earth projects. He teaches SCIED 552 and SCIED/MTHED 460 in the STEM emphasis area of the M.Ed.

Ph.D., Education, Michigan State University
M.A., Curriculum and Teaching, Michigan State University
B.A., History, Michigan State University

Dr. Scott Metzger's teaching and research interests include social studies teacher education, history teaching and learning, history and media, and history and sociology of education.

D.Ed., Curriculum and Instruction, Penn State
M.Ed., Mathematics Education, Penn State
M.A., Outdoor Education, University of Akron
B.A., Physical Education and Mathematics Education, William Paterson University

Dr. Iris Mittendorf is lead faculty for the M.Ed. in Curriculum and Instruction offered through World Campus. Her academic and teaching interests include teacher education for both undergraduate and graduate teachers. A faculty member affiliated with the curriculum and supervision emphasis area, she is interested in teacher professional learning and the design of such programs, principles of instructional supervision, supervision theory, and teacher inquiry. Dr. Mittendorf, a former high school mathematics teacher, is also affiliated with the mathematics education emphasis area.

Ph.D., Multicultural and Equity Studies in Education, Ohio State University
M.A., Quantitative Evaluation, Research and Measurement, Ohio State University
M.S., Reading Specialization, Hood College
B.S., Special and Elementary Education, Boston University

Dr. Ashley N. Patterson's work in the educational field began as an elementary-level inclusive special educator. She is committed to preparing educators who take up a critical lens to working with children and best serving their individual needs. Broadly, Dr. Patterson's research interests focus on intersections between identity and education, considering the dialogic relationship that exists as the ways we think about ourselves impact our educational experiences while our educational experiences impact the ways we think about ourselves.

Ph.D., Curriculum and Instruction, Penn State
M.A.T., Early Childhood Education, College of Charleston
B.S., Psychology, Campbell University

Dr. Kortney Sherbine teaches language and literacy methods courses at the undergraduate level and Teaching as Inquiry at the graduate level. Her expertise is in children's encounters with popular culture in and out of school, the reading and writing workshop, and the impact of visioning (Hammerness, 2003) on preservice teachers' understandings of neoliberal discourses and their impacts on classroom practice.

Ph.D., Educational Theory and Policy, Penn State
M.Ed., Curriculum and Instruction, Miami University
B.S. Ed, Chemistry and Environmental Science Education, Miami University

Dr. Dana Stuchul's teaching and research interests include classroom and community contexts (and the creation of these contexts) that enable people to contribute to their own and to the world's healing. Specifically, by inquiring into the myriad of relationships of which we are a part (of human beings to each other, to themselves, to the natural world, to the more-than-human realms, and more), Dr. Stuchul’s scholarship seeks ways that we can learn to live together more sanely, more justly, more compassionately and more sustainably.

Ph.D., Education, University of California, Santa Barbara

Dr. Anne Whitney is a professor at Penn State focusing on writing, the teaching of writing, and professional development. Her research addresses how writing fits into lives — crossing disciplinary boundaries of composition studies, professional development, teacher education, and English language arts education.

Read more about Dr. Anne Whitney at her website or by visiting the College of Education directory.

Ph.D., Curriculum and Instruction, University of Florida
M.Ed., Curriculum and Instruction, University of Florida
B.A., Elementary Education, University of South Florida

Dr. Rachel Wolkenhauer is an assistant professor of education in curriculum and supervision. Focusing on practitioner inquiry, she studies and supports professional learning for teachers through school-university partnerships. Dr. Wolkenhauer investigates the development of inquiry stance and teacher leadership, job-embedded professional development, and practice-based and theoretical issues in schools.

Ph.D., Curriculum and Instruction, Penn State
M.A., English Education, University of Connecticut, Storrs
B.A., English Literary Studies, University of Yaounde

Dr. Vivian Yenika-Agbaw has published numerous articles and co-authored or co-edited several books, including Using Nonfiction for Civic Engagement: Critical Approaches (2018; with Ruth McKoy Lowery and Paul H. Ricks). She served on several editorial boards and reviewed manuscripts for numerous publications. She currently serves on the International Research Society for Children’s Literature and is an active member of the National Council of Teachers of English and Children’s Literature Association.

Ph.D., Science Education, University of Michigan
M.Ed., Science Education, University of Houston
B.S., Secondary Science Education, University of Michigan (Certification: Biology 7–12)

Dr. Carla Zembal-Saul teaches science methods and specialized science content courses for elementary teachers. Her graduate-level teaching aligns with her research interests, which focus on teacher learning and development related to engaging students in scientific discourse and practices.