Contributor Biographies

Carmen Campuzano is celebrating 40 years as an educator. She dedicated her professional life to serving those communities with the highest numbers of families with lower socioeconomic status and communities with large numbers of Hispanic children and large numbers of English Language Learners (ELLs). She comes from a long line of educators, with both parents having had teaching experience in Mexico, and her grandmother, her mentor, who gave 50 years of her life to teaching. Carmen currently serves as the Principal of a unique “Magnet” school with a focus on “Spanish Immersion” for all children, including ELLs. The Davis Spanish Immersion model has been successful for the last 30 years and yearly has a waiting list of families who love and support the program. Davis has a unique focus on celebration, cultural diversity and Social Justice, as we infuse culturally relevant topics throughout our curriculum. Davis children continuously score above the District’s level in Reading on state assessments. Bilingual education works! Even in Arizona, there is a light at the end of the dark tunnel, which currently continues to “segregate our ELL students” and she hopes to be one of many key players holding that light.

Colleen A. Capper is Professor in the Department of Educational Leadership and Policy Analysis at the University of Wisconsin-Madison. She has published extensively on leadership for social justice and equity. She is the editor of the book series: Educational Leadership for Equity and Diversity (Routledge), and author of the forthcoming book in the series Organizational Theory for Equity and Diversity. She also published three best-selling books: Leading for Social Justice: Transforming Schools for All Learners; Meeting the Needs of Students of All Abilities: Leading Beyond Inclusion (2nd edition) (both with Elise Frattura), and Educational Administration in a Pluralistic Society. Capper co-directs the annual National Leadership for Social Justice Institute. She received the Master Professor Award from UCEA and has chaired over 60 PhD dissertations to completion. More than a dozen of her former students now serve as professors at universities around the world.

Julie Causton is an Associate Professor in the Inclusive and Special Education Program in the Department of Teaching and Leadership at Syracuse University. Her teaching, research and consulting are guided by a passion for inclusive education. She teaches graduate and undergraduate courses focused on including students with disabilities, supporting behavior, differentiation, special education law, lesson design and adaption. A former elementary, middle and high school special education teacher herself, Julie knows firsthand how inclusion leads to better outcomes for students. Julie’s research and writing focus on best the practices in inclusive education that promote belonging in schools. Her published works have appeared in over 30 journals, such as Exceptional Children, Teaching Exceptional Children, Journal of Research in Childhood Education, International Journal of Inclusive Education, Behavioral Disorders, Studies in Art Education, Camping Magazine, Remedial and Special Education, and Equity and Excellence in Education. She has published four books on inclusive education: The Paraprofessional’s Handbook of Inclusive Classrooms, The Principals Handbook for Inclusive Education, The Speech and Language Pathologists Handbook for Inclusive Education, and The Occupational Therapists Handbook for Inclusive Education. Julie works as a consultant with administrators, teachers, and paraprofessionals to help promote and improve inclusive practices.

Dr. Christine Clark is Professor of Curriculum and Instruction, Senior Scholar for Multicultural Education, and Founding Vice President for Diversity and Inclusion at the University of Nevada, Las Vegas. Clark is a two-time Fulbright Senior Scholar (Mexico and Guatemala), a Fulbright Senior Specialist, and she served as the Council for the International Exchange of Scholars/U.S. Department of State Office of Cultural Affairs 2004 Visiting Fulbright Scholars Conference Coordinator. Clark is the series editor for the six-volume PK–12 Multicultural Curriculum Transformation Handbook Series (2015–2017, Rowman & Littlefield), lead co-editor of Occupying the Academy: Just How Important is Diversity Work in Higher Education? (2012, with Brimhall-Vargas and Fasching-Varner, Rowman & Littlefield), and an invited entry author for Multicultural America: A Multimedia Encyclopedia (Cortés, 2013, Sage), and the Encyclopedia of Diversity in Education (Banks, 2012, Sage). Clark was a member of the Board of Directors of the National Association for Multicultural Education (NAME) for seven years and has served on the Editorial Board for the organization’s journal, Multicultural Perspectives, since 1998. Clark is also the Associate Editor for the Higher Education section of Multicultural Education, serves on the Editorial Board for the Journal of Diversity Management (since 2006), and served on the Editorial Board of the Journal of Praxis in Multicultural Education (from 2005–2009); she is also a regular reviewer for the Journal of Diversity in Higher Education, the Journal of Educational Philosophy and Theory, the Journal of Negro Education, Action in Teacher Education, and the National Association for Bilingual Education (NAME) Journal of Research and Practice. In 2010 and 2013, Clark was appointed/reappointed to the National Advisory Committee of the National Conference on Race and Ethnicity (NCORE).

Anne Dudley-Marling is currently a Master’s student in the Clinical Mental Health Counseling program at The University of Dayton. Prior to returning to school, Anne worked for the Office of Head Start Center on Cultural and Linguistic Responsiveness. In this role, she worked to ensure culturally responsive practices for Head Start children and their families and trained administrators, teacher and families on models of responsiveness. Anne also has a Master’s Degree in Applied, Developmental and Educational Psychology from Boston College.

Curt Dudley-Marling is professor emeritus at Boston College. His teaching and scholarship have focused on language and literacy development and disability studies. Overall, his work stands as a critique of the deficit thinking that pathologizes the language, culture, and communities of children for whom school is often a struggle, including students with disabilities and children in poverty. Dudley-Marling has written extensively on alternatives to pedagogical practices based on deficit thinking, including the recently published volume High-expectation curricula: Helping all students succeed with powerful learning (edited with Sarah Michaels), that illustrates the power of rich, engaging curricula in high-poverty schools and special education classrooms.

Don Fraynd, PhD, started his career as a teacher and mid-level administrator and then studied educational leadership and policy analysis at the University of Wisconsin-Madison, focusing on the politics of education, leadership for equity and organizational theory. Upon graduation, he served as a high school principal, chief school improvement officer for one of the nation’s largest school districts, and now CEO of TeacherMatch, an organization that seeks to transform the selection and support of teachers.

Margaret Grogan is currently Professor of Educational Leadership and Policy in the School of Educational Studies at Claremont Graduate University, California. Originally from Australia, she received a Bachelor of Arts degree in Ancient History and Japanese Language from the University of Queensland. She taught high school in Australia, and was a teacher and an administrator at an international school in Japan, where she lived for 17 years. After graduating from Washington State University with a PhD in Educational Administration, she taught in Principal and Superintendent Preparation Programs at the University of Virginia and at the University of Missouri-Columbia. Among the various leadership positions she has held at her institutions and professional organizations, she served as Dean of the School of Educational Studies from 2008–2012, Chair of the Department of Educational Leadership and Policy Analysis at the University of Missouri-Columbia, 2002–2008, and she was President of the University Council for Educational Administration in 2003–2004. A frequent keynote speaker, she has also published many articles and chapters and has authored, co-authored, or edited six books including Women and Educational Leadership (2011) with Charol Shakeshaft and the Jossey Bass Reader on Educational Leadership (2013). Her current research focuses on women in leadership, gender and education, the moral and ethical dimensions of leadership, and leadership for social justice.

Frank Hernandez is the Dean of the College of Education at the University of Texas of the Permian Basin. His research interests include the intersection of identity and school leadership and Latina/os and school leadership. He has conducted several national research projects with Latino school leaders and is one of the founding scholars of the National Latino Leadership Project (NLLP). Frank has also written about racial identity development and its impact on leadership practice. Most recently, his work has focused on ways in which school leaders create inclusive communities for Lesbian, Gay, Bisexual, Transgendered, and Questioning (LGBTQ) youth. His work has been published in Educational Administrative Quarterly, Education and the Urban Society, and the Journal of Research in Leadership Education. He holds a PhD from the Department of Educational Leadership and Policy Analysis (ELPA) at the University of Wisconsin-Madison.

Sonya Douglass Horsford is an Associate Professor of Education in the Graduate School of Education and College of Education and Human Development at George Mason University. Her research interests include the political and policy contexts of education leadership with a focus on school desegregation and education reform in the post-Civil Rights Era. Her work has been funded by The Spencer Foundation and published in numerous journals and edited volumes to include Educational Administration Quarterly, Teachers College Record, Theory Into Practice, The Urban Review, and the Handbook on Critical Race Theory in Education. She is editor of three books and author of Learning in a Burning House: Educational Inequality, Ideology, and (Dis)Integration (Teachers College Press, 2011), which received a 2013 Critics Choice Books Award from the American Educational Studies Association.

Lauri Johnson is an Associate Professor and Educational Leadership program coordinator at the Lynch School of Education at Boston College. She focuses on investigating culturally responsive leadership practices and preparation programs in national and international contexts, and examining the historical role of parent and community activism in urban school reform. She is a member of the original US team of the International Successful School Principalship Project (ISSPP), a 15-nation study which has conducted cross-national research on successful school leaders since 2002. She has published extensively on these topics in national and international journals and three books. Before entering academic life in 1999, she was a special education and reading teacher in Oregon and New York State and an administrator with the New York City Board of Education, where she directed professional and curriculum development on issues of diversity for teachers and school leaders in over 200 schools. In addition to teaching leadership courses with an equity and social justice focus, she coordinates the Educational Leadership program area and the EdD program for practicing administrators from throughout Massachusetts (PSAP). She is Boston College’s principal investigator for the Carnegie Project on the Education Doctorate (CPED), a national effort involving 55 institutions which aims to reform the Education Practice Doctorate to focus on high impact problems of practice in local school districts.

Isabel Kelsey has taught K–5 for 19 years in diverse classroom settings: mainstream, bilingual and ELL. She’s currently a teacher at Davis Bilingual Magnet Elementary. She is a doctoral student in the department of Educational Leadership at the University of Arizona. Her research interest is focused on providing ELL students with a socially just, culturally responsive curriculum.

Francesca López is an Associate Professor in the Educational Psychology Department at the University of Arizona. She began her career in education as a bilingual (Spanish/English) elementary teacher, and later as an at-risk high school counselor in El Paso, Texas. After completing her PhD in Educational Psychology at the University of Arizona (2008), she served on the faculty of the Educational Policy and Leadership Department at Marquette University (2008–2013). Her research is focused on the ways educational settings promote achievement for Latino youth and has been funded by the American Educational Research Association Grants Program, the Division 15 American Psychological Association Early Career Award, and is a 2013 National Academy of Education/Spencer Postdoctoral Fellow. She has served on the editorial board of the Journal of Psychoeducational Assessment and is currently an associate editor for Reading and Writing Quarterly.

Joanne M. Marshall (EdD, Administration, Planning, and Social Policy, Harvard University) is an associate professor of educational administration at Iowa State University, where she serves as program coordinator. Her research agenda focuses on how people’s internal values and beliefs relate to their public school roles, particularly in the areas of religion/spirituality, moral and ethical leadership, philanthropy, social justice pedagogy, and work-life balance. A former high school English teacher, she has published articles in The Journal of School Leadership, Equity and Excellence in Education, Educational Administration Quarterly, The School Administrator, and Phi Delta Kappan. She is the lead editor of Juggling Flaming Chainsaws: Faculty in Educational Leadership Try to Balance Work and Family and editor of the Work-Life Balance book series from Information Age Publishing. Her website is http://www.public.iastate.edu/~jmars/.

Shamini Dias received her PhD in Education from Claremont Graduate University, and her MA and BA in Literature and Linguistics from the National University of Singapore. Shamini has been an educator and teaching artist for over 20 years working in early childhood through higher education contexts, as well as in organizational settings. Her research and practice focus on capacity building in teachers and learners through leadership identity development, specifically through a complexity based framework for developing creative adaptive capacity. She also researches and advocates for arts-based interventions to improve teaching, learning, and self-development. Shamini currently directs the Preparing Future Faculty program at Claremont Graduate University.

Casey Woodfield is a doctoral candidate in the Inclusive and Special Education Program in the department of Teaching and Leadership at Syracuse University. She also holds a Master’s Degree in Cultural Foundations of Education and a Certificate of Advanced Study in Disability Studies from Syracuse University. Her academic, professional and personal interests most closely align with the field of Disability Studies in Education and an emphasis on inclusion for people with disabilities in all aspects of society. Her research focuses on inclusive strategies for individuals who use Augmentative and Alternative Communication (AAC); transition, independence, self-determination and self-advocacy; peer relationships; creative non-fiction writing; and narrative. She is most interested in exploring the voices and experiences of students as critical agents of advocacy and change.

Michelle D. Young, PhD, is the Executive Director of the University Council for Educational Administration (UCEA) and a Professor of Educational Leadership at the University of Virginia. Through her work with UCEA, an international consortium of research universities with programs in educational leadership, Young has fostered research on leadership preparation and brought that research to bear on the work of policy makers. Young’s scholarship focuses on how university programs, educational policies, and school leaders can support equitable and quality experiences for all students and adults who learn and work in schools. She is the recipient of the William J. Davis award for the most outstanding article published in a volume of the Educational Administration Quarterly. Her work has also been published in the Review of Educational Research, the Educational Researcher, the American Educational Research Journal, the Journal of School Leadership, the Journal of Educational Administration and Leadership and Policy in Schools, among other publications. She recently edited, with Murphy, Crow and Ogawa, the first Handbook of Research on the Education of School Leaders.