Education Division Faculty Profile

Transcription

1 Education Division Faculty Profile Name: Jacob Easley II, Ph.D B Biddle Position: Associate Professor and Chair, Education Division Research Interests: Education Policy and Politics Contextualized Leadership Schools as Organizations/ Organizational Change and Effectiveness Understanding ways in which the socio-political, economic, cultural and ideological factors in and around (urban) schools shape and define the formal processes of schooling Intercultural and International Perspectives in Educational Leadership Professional Affiliations/Certifications: Pennsylvania Association of Colleges and Teacher Education (PAC-TE) National Association of Holmes Scholars Alumni (NAHSA) Metropolitan Council for Educational Administration (MCEAP) Pi Lambda Theta Association of Teacher Educators American Educational Research Association Division A -- Administration, Organization, and Leadership Division G -- Social Context of Schools Educational Change (Sig)

2 Urban Learning, Teaching and Research (Sig) Comprehensive School Reform (Sig) Association for Supervision and Curriculum Development Professional Certifications: Educational Leadership (P-12) Georgia Instructional Supervision Georgia Gifted In-Field Georgia Spanish (P-12) Georgia Teaching English to Speakers of Other Languages (TESOL) Georgia Spanish (K-12) -- Pennsylvania Education: The Pennsylvania State University (2004) Doctor of Philosophy Educational Leadership/Curriculum and Supervision Dissertation Contextualizing pedagogical capacity: The nexus between teaching and learning Georgia State University Graduate Studies (Certification) Educational Administration Indiana University of Pennsylvania Masters of Arts Applied Linguistics/English (TESOL) Morehouse College Bachelor of Arts Spanish (Minor in English)

3 Selected Publications: Easley, J. II. (in press). What do student s know anyway?: High school graduates examination of standards and the responses of expert educators for educational Equity. Improving Schools. Easley, J. II. (in press). The rules of engagement for student learning and systems of educational excellence: Examining the limits of standards and accountability policy. The Educational Forum. Easley, J. II. (2009). What do students know anyway?: High school graduates perceptions of standards and implications for educational improvement. Journal of Urban Learning, Teaching and Research, 5, Easley, J. II. (2008). Moral School Building Leadership: Investigating a Praxis for Alternate Route Teacher Retention. Journal of Educational Administration, 46(1), Easley, J. II. (2006). Alternative route urban teacher retention and implications for principals moral leadership. Educational Studies, 32(3), Easley, J. II. (2005). A struggle to leave no child behind: The dichotomies of reform, urban school teachers, and their moral leadership. Improving Schools, 8(2), Easley, J. II. (2005). The political tension of education as a public good: The voice of a Martin Luther King Jr. Scholar. Urban Education and Society, 37(4), Freedman, D. & Easley, J. II. (2004). It's my way or the highway: Academic success and social mobility in Dangerous Minds and Boston Public. Race Ethnicity and Education, 7(1), Easley, J. II. (2003). Who let the dogz out!: Media,memory, the market, and the evolution of urban black maleness. In L. A. Allen, D. A. Breault, D. Cartner, C. Chargois, R. Gaztambide-Fernandez, M. Hayes, K. Krasny, & B. Setser, (Eds.), Curriculum and pedagogy for peace and sustainability (pp ). NY: Educator s International Press. Easley, J. II., Henning, M.B., & Bradley, B. (2003). Finding graduate student voices through the deconstruction of democratic relationships in a PDS. The Professional Educator, 25(2),

4 Curriculum and Instruction Based: Bullock, P. L., Freedman, D. M., D Arcy, G. S., Easley, J. II., & Mbindyo, M. (2006). Development of curriculum resource guides in a secondary education course. The Clearing House, 79(4), Easley, J. II. (2000). Teacher attrition and staff development for retention. (SP ). Washington, DC: Clearinghouse on Teaching and Teacher Education. (ED ). Easley, J. II. (1995). Stimulating oral production. Hispania, 78(4), Books: Easley, J. II. (2011). The Audacity to teach!: The impact of leadership, school reform, and the urban context on educational innovations. Lanham, MD: University Press of America. Reports: King, C., LaPointe, M., Orr, M. T., Easley, J. II., et al. (2010). Districts developing leaders: Lesson on consumer actions and program approaches from eight urban districts. Boston, MA: Education Development Center. Experience: (2011 Present) Associate Professor (2011 Present) Chair of Education Division University of Pittsburgh-Johnstown Education Division ( ) Assistant Professor ( ) Associate Professor ( ) Special Coordinator-Educational Leadership Mercy College Educational Leadership and Urban Education ( ) Invited Professor Applied Linguistics University of Massachusetts-Boston ( ) Professional Development Associate -- Intern Supervisor The Pennsylvania State University/State College Area School District Profession Development School

5 ( ) Instructor The Pennsylvania State University ( ) Teacher Atlanta Public Schools, GA Spanish and Gifted Education, Grades K-5 ( ) Adjunct Instructor English as a Second Language Gwinnett Technical Institute, GA Adult Education (1998) In-service Presenter/Facilitator Assessment and Evaluation of in the ESL classroom Georgia Dept. of Technical and Adult Education with the University of Georgia English as a Second Language Instructor (Summer 1998) Staff Development Instructor Elementary Level Foreign Language Methodology Atlanta Public Schools, GA K-12 Foreign Language Teachers ( ) Teacher Georgia Elementary School Model Foreign Language Program Doughtery County Schools, GA Spanish, K-5 ( ) Teacher Lagrange City Schools, GA Spanish, 9-12 Courses: EL ED 1194 ECED 1194 Student Teaching Seminar Student Teaching Seminar Sec ED 1195 Student Teaching Seminar EdPsy 1026 English Language Leaners (Supervisor)