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Faculty Profiles

Dr. Kenneth Anderson

Kenneth Alonzo Anderson, Ph.D.

Associate Professor, Associate Dean for Research and Sponsored Programs
ASA 126
202.806.7523
kenneth.anderson@howard.edu


Ph.D., North Carolina State University, Curriculum and Instruction (2005)

Research: Large-scale equity research, discipline/school safety, and computational literacy.

 

Helen Bond, Ph.D.

Associate Professor of Elementary Education, Director of CETLA 
iLab, Suite 244 
202.806.0870
hbond@howard.edu

Ph.D., Virginia Polytechnic and State University, Human Development (2001)

Research: Education in emergencies, international education and curriculum development, human rights and peace education, and the education of women and girls.

 

Wilma Bonner, Ed.D. 

Director of Teacher Education
ASA 104
202.865.0117
wilma.bonner@howard.edu


Ed.D., George Washington University, Educational Administration and Curriculum Development (1980)

Research: Instructional supervision, principalship, urban school reform

 

Scott Dantley

Scott Dantley, Ph.D. 

Professor, Associate Dean for Academic Affairs
ASA 104
202.806.5334
scott.dantley@howard.edu


Ph.D., University of Maryland, Science Education

Research: Minority students’ participation in science, achievement of black males, science comparison on international assessments

 

Marilyn M. Irving, Ed.D. 

Professor of Elementary and Secondary Education 
ASA 126 
202.806.5051
mirving@howard.edu

Ed.D., Texas Southern University, Houston, Texas, Higher Education Administration (1987) 

Research: Elementary and Secondary Science Education

 

James Jackson, Ph.D. 

Associate Professor of Special Education, Coordinator of the Special Education Program 
ASA 200 
202.806.6703
jt_jackson@howard.edu

Ph.D., Southern Illinois University at Carbondale, Special Education (1992) 

Research: Identifying stress in children and youth and how it impacts education and behavior; classroom ecology and its effect on learning; using the arts as a teaching tool for students in both regular and special education classes; and effective strategies to promote inclusive education for students with special needs.

 

Dr. Katina January-Vance

Katina January-Vance, Ed.D. 

Director of Field Placements, University Supervisor
ASA 104 
202.865.0118
katina.januaryvanc@howard.edu

Ph.D., Howard  University, Educational Administration and Policy (2006) 

Research: Mentoring and coaching; building strategic and collaborative partnerships; educational leadership and supervision; leadership in higher education; women in leadership

 

Kellee D. Jenkins, Ph.D.

Assistant Professor of Literacy Education 
ASA 124
202.806.7524
Kellee.Jenkins@howard.edu

Ph.D., University of Pittsburgh, Literacy, Language, and Culture (2011)

Research: The integration of discipline specific literacy as a part of a comprehensive school reform; the Influence of teacher beliefs about literacy instructional practices in the disciplines; community development through the use of literacy-focused programming; teacher preparation programs; adolescent literacy.

 

Deena Khalil, Ph.D.

Associate Professor of Mathematics Education 
ASA 208
202.806.6501 
Deena.Khalil@howard.edu 

Ph.D. Rutgers The State University of New Jersey, New Jersey Institute of Technology, and the University of Medicine and Dentistry of New Jersey, Urban Systems:  Urban Education and Math Education (2012) 

Research:   The challenges of recruiting, developing, and retaining highly effective teachers, particularly STEM teachers, who prefer to serve in either urban schools or in education systems with a predominantly marginalized student population.

quinlan

Catherine Quinlan, Ed.D. 

Assistant Professor
ASA 206
202.806.5299
catherine.quinlan@howard.edu 

Ed.D., Teachers College, Columbia University, Science Education (2012)

Research: Using applied cognitive psychology theories to explore and explain student learning, self-efficacy, and identity in K-16 settings. Implications for understanding the nature of science, NGSS and best practices; implications for underrepresented minorities in science. Integrating the works of scholars of African origins into the STEM curriculum.