Faculty and Staff
Richard Ambrose, Ph.DAssociate Professor 404 White Hall
Area: TLC - ECDE - CIrambrose@kent.edu
Dr. Joanne Arhar, Ed.D.Associate Dean 308 White Hall
Area: TLC - CI - MCEDjarhar@kent.edu
My career in education began as a high school English teacher in Parma Ohio where I taught for 12 years after graduating from Case Western Reserve University where I also pursued a Masters Degree in American Studies. I moved into high school and middle school administration in Ohio and Colorado and then earned a doctorate in Curriculum and Instruction at the University of Cincinnati. My disseration on interdisciplinary teaming won two national dissertation awards and I knew then that I wanted to pursue a career as a professor in a teacher preparation program. I taught at the University of South Florida then moved back home to Ohio to help build a middle childhood education program and teach in the masters and doctoral programs in Curriculum and Instruction at Kent State Univeristy. My research interests have focused on using action research as a method of inquiry into one's teaching, teacher teaming in the middle grades and preparing middle level teachers. I have co-authored two books: Leading into the 21st Century and Action Research for Teaching: Traveling the Yellow Brick Road and numerous journal articles and book chapters. Currently I serve as associate dean of student services, undergraduate education, and teacher education where I oversee curriculum, teacher education, advising, recruitment, clinical experiences, and partnerships with schools and agencies. I am particularly interested in supporting global learning intiatives in the undergraduate curriculum.
Joanne Caniglia, Ph.DAssociate Professor 401N White Hall
Area: TLC - ADED - CIjcanigl1@kent.edu
Joanne Caniglia earned an undergraduate degree in mathematics at John Carroll University and her masters in mathematics at Youngstown State University. She was a secondary teacher and department chair in Niles and Akron, Ohio for 12 years and spent time as a graduate researcher at Kent State University where she received her doctorate in Curriculum and Instruction with an emphasis in Mathematics Education. She taught for 14 years at Eastern Michigan University where she was Professor of Mathematics Education. While there she was awarded the Distinguished Teaching Award and the Governor's Award for Distinguished Teaching. Her research investigates effective professional development models in urban settings. She is a PI and Co-PI for many National Science Foundation and Board of Regents inititiatives.
Scott Courtney, Ph.D.Assistant Professor 401J White Hall
Area: TLC - ADED - CI - MCEDscourtn5@kent.edu
I am a recent transplant from Arizona, having completed my Ph.D. in Curriculum and Instruction (Mathematics Education) from Arizona State University. Prior to moving to Kent, I was fortunate to have been provided with opportunities to teach a variety of mathematics and statistics courses at both the secondary and tertiary levels. My research interests are driven by inquiry, by a desire to attain insights into: 1) students’ and teachers’ conceptions of mathematics ideas within the 6-12 curriculum; 2) the kinds of instructional engagements that are propitious for student development of intended ideas and ways of thinking; and 3) teachers’ conceptions and ways of thinking that either support or constrain their capacity to transform their ways of operating with cognitive structures that are more conceptually oriented. When not engaged in teaching or research, I enjoy spending time with my wife and daughters.
Alicia Crowe, Ph.DAssociate Professor 404 White Hall
Area: TLC - ADED - CI - INSSacrowe@kent.edu
I am an Associate Professor of Middle and Secondary Social Studies Education in the Department of Teaching, Learning, and Curriculum Studies at Kent State University. I love to teach and study teaching. It is wonderful to be a part of the growth of new and experienced teachers. I am very interested and do research in teacher education, social studies education, teacher learning, and technology integration in social studies education at both the secondary and pre-service levels.
Kenneth Cushner, Ed.D.Professor 401 White Hall
Area: TLC - MCED - INSS - CIkcushner@kent.edu
I received the B.A. from Kent State University in 1973, and began teaching biology and general science in schools in Switzerland and Australia. I returned to Kent State to pursue a Master's degree in Guidance and Counseling and then taught fifth and sixth grade in the KSU Lab School. Following a few years of teaching and traveling internationally with young people, I received a scholarship through the East-West Center to pursue the Doctorate at the University of Hawaii, where I studied Curriculum and Instruction and Cross-Cultural Psychology. I returned to Kent State University in 1987 to teach social studies and multicultural education. I have authored or co-authored seven different books, including Human Diversity in Education: An Intercultural Approach, 7th ed (McGraw-Hill, 2012); Intercultural Student Teaching: A Bridge to Global Competence (Rowman Littlefield, 2007); Beyond Tourism: A Practical Guide to Meaningful Educational Travel (Rowman Littlefield, 2004); and Intercultural Interactions: A Practical Guide, 2nd ed (Sage Publications, 1996). I am Director of COST - the Consortium for Overseas Student Teaching, a former Fulbright scholar to Sweden; am a Founding Fellow and past-President of the International Academy for Intercultural Research, and have organized and led international travel programs on all seven continents. In my spare time, I enjoy music (percussion and guitar), travel, and photography.
Lisa Donnelly, Ph.DAssistant Professor 401 White Hall
Area: TLC - ADED - CIldonnell@kent.edu
I am currently an Assistant Professor in the Department of Teaching, Leadership, and Curriculum Studies at Kent State University. I taught high school biology and K-8 informal science in Indiana before earning my doctorate in science education from Indiana University Bloomington. My research interests center upon the teaching and learning of evolution and the nature of science and how state biology standards support and constrain this teaching and learning. I regularly present and publish on these fascinating topics, and some of my work has appeared in Journal of Research in Science Teaching, Research in Science Education, and International Journal of Science Education. Here at Kent State, I very much enjoy teaching science methods for preservice undergraduate and MAT preservice teachers as well as graduate courses in science education.
Jennifer FisetteAssistant Professor 261B Gym Annex
Area: TLC - PEP - CIjfisette@kent.edu
Jennifer Fisette is an assistant professor of Physical Education Teacher Education in the School of Teaching, Learning, and Curriculum Studies. She joined the faculty at Kent State University in 2008. She previously taught physical education and health in Rhode Island. She obtained her BS in physical education from Rhode Island College, MS in sport pedagogy from Ithaca College, and EdD in Physical Education Teacher Education from the University of Massachusetts-Amherst. Her teaching responsibilities include: Secondary Physical Education Content, Inquiry into Professional Practice, Development and Analysis of Game Performance, Introduction to Physical Education, Fitness, and Sport, Analysis of Motor Skills, and Curriculum Development. Her scholarship explores the critical examination of girls' lived experiences and embodied identities within physical education and physical activity through student voice; assessment and curriculum development.
Walter Gershon, Ph.DAssistant Professor 404 White Hall
Area: TLC - ADED - CI - CULTwgershon@kent.edu
Walter S. Gershon is an Assistant Professor in the School of Teaching, Learning, and Curriculum Studies at Kent State University. He received his Ph.D. from the University of California, RiversideHis scholarly interests focus on the ways in which students make sense in educational contexts and how they and other educational actors construct meaning through their senses, particularly in and through sound. This interest tends to center on questions about the relationship between curriculum and students, the ways in which sociocultural precepts inform this relationship, and the qualitative research methodologies utilized to study educational actors’ sensemaking. Walter is the author of The Collaborative Turn: Working Together in Qualitative Research (Sense Publishing, 2009) and is guest editor of a forthcoming special issue of the Journal of Curriculum Theorizing that explores the intersection of curriculum and the senses. Prior to his time in higher education, Walter taught in urban schools in the United States and in rural and urban contexts in Japan.
Andrew Gilbert, Ph.DAssociate Professor 404 White Hall
Area: TLC - ECDE - MCED - CIagilber1@kent.edu
Dr. Andrew Gilbert taught for four years in the Washington DC metro area before pursuing his PhD at New Mexico State University. While in New Mexico, he worked extensively in K-8 classrooms developing and teaching innovative approaches to science with children. He has been teaching Early and Middle Childhood Science at Kent State University since the fall of 2003. He also teaches graduate courses in several program areas at KSU. His research looks at the complex issues involved in enacting science in the classroom context. These research topics represent a range of issues that include: inquiry-based science teaching, social justice and equity, the separation of theory and practice, and international education. His work has been published in various outlets including: Journal of Research in Science Teaching, Curriculum Inquiry, Journal of Curriculum and Pedagogy and Early Childhood Research and Practice.
Danielle Gruhler, Ph.DAssistant Professor 401 White Hall
Area: TLC - CI - LE - MCEDdgruhler@kent.edu
I began my professional career in 1991 as a third grade teacher in Solon, Ohio, after graduating from John Carroll University with a Bachelor of Arts degree in Elementary Education. I taught at the elementary level for nine years before leaving to teach full-time at the university. Upon completion of my Masterâ¹s Degree in Literacy Studies at John Carroll, I was invited to teach literature and language arts courses there in 1996 and 1997. I began my doctoral work at Kent State University in 1997. As a doctoral student, I served as both a Graduate Assistant and a Teaching Fellow. During my tenure as a doctoral candidate, I was awarded a University Fellowship for the 2001-2002 academic year. I have been on the full-time faculty at Kent for two years. I currently serve as the Co-coordinator for the Reading Endorsement cohort program. My research interests include the student and teacher discourse that surrounds the literacy processes of young readers and writers, and the ways in which teachers construct their professional thinking about literacy based on their personal and practical experiences.
Todd Hawley, Ph.DAssistant Professor 404 White Hall
Area: TLC - ADED - INSSthawley1@kent.edu
Todd S. Hawley is an Assistant Professor in the Department of Teaching, Learning and Curriculum Studies at Kent State University. His research interests include rationale-development as a core theme of graduate and undergraduate social studies teacher education, and the transformative possibilities of justice-oriented social studies teacher education. Prior to receiving his Ph.D. he taught high school social studies for four years in the Atlanta Public Schools and for three years at Oglethorpe County High School.
James Henderson, Ed.D.Professor 404 White Hall
Area: TLC - CIjhenders@kent.edu
After seven years of public school teaching, I pursued a doctorate in curriculum and teaching studies. I've been extremely pleased with this decision and feel fortunate to work at Kent State University, particularly given our Teaching, Learning and Curriculum Studies (TLC) School's commitment to offer curriculum-based graduate degrees. I regularly teach three courses: Fundamentals of Curriculum, Curriculum Leadership, and Theory and Research in Curriculum. I am coordinator of our TLC School's C&I Master's Degree (M.Ed.), Educational Specialist (Ed.S.) & Doctoral (Ph.D.) programs and the co-creator and first co-editor of The Journal of Curriculum and Pedagogy. I am an active member in the Curriculum & Pedagogy Association, the American Association for the Advancement of Curriculum Studies, the American Educational Research Association, and the Professors of Curriculum (POC) Honorary Society. I am a past president of the POC Society. My service work in these organizations is closely linked to my scholarly interests, which focus on reflective inquiry and curriculum leadership for democratic education. I have authored, co-authored and co-edited five books on these topics, and two of these books are currently in their third editions. I have worked closely with a local Superintendent of Instruction on the creation of a web-based Curriculum Leadership Institute, and I am the co-coordinator of the TLC School's Teacher Leader Endorsement Program (TLEP).
Claudia Khourey-Bowers, Ph.DAssociate Professor Stark Campus
Area: TLC - MCED - CIcmkhoure@kent.edu
My career as a science educator has taken many interesting turns. It began with a Bachelor of Science degree in zoology from The Ohio State University, followed by a stint working in a neuroanatomy research lab at NEOUCOM, and a master's degree in biology from the University of Akron. From there, I launched my teaching career in Canton City Schools, where I also worked in science curriculum and professional development. My experiences in the classroom and in professional development raised questions about the teaching-learning dynamic that I felt warranted further study. This took me to Kent State University, where I earned a Ph.D. in Curriculum and Instruction, with an emphasis in science education. I am now beginning my ninth year at Kent State University-Stark as a faculty member, where my teaching responsibilities are split between Middle Childhood nd C & I program areas. My line of inquiry explores the relationships existing across teacher beliefs, teacher knowledge and pedagogy, and the role of teacher content knowledge on student achievement, classroom culture, and inquiry/integration.
William Kist, Ph.DAssociate Professor 404 White Hall
Area: TLC - ADED - CI - LEwkist@kent.edu
Patricia Koontz, Ph.DProfessor 404 White Hall
Area: TLC - MCED - CItkoontz@kent.edu
Kent State University has been home to me for more years than any other academic institution. Receiving my undergraduate, masters and doctorate from Kent State has been a source of pride knowing the excellent professors and opportunities KSU has afforded me. As a student teacher I took advantage Kent State's international student teaching program and student taught in Cali Columbia, South America. Prior to joining Kent State as a professor, I was a chemist; a mathematics teacher at Hillman Jr. High in Youngstown; a mathematics, chemistry, and physics teacher at North High School in Akron; and a mathematics teacher for autistic children in Kent City Schools. I am presently the Director of the Mathematics Specialist Program (the only such master's degree program in Ohio) as well as the co-director of the Northeast Ohio Center of Excellence for the Teaching of Mathematics and Science (NEOCEx). I serve on the Ohio Mathematics Education Task Force and the Ohio Resource Center math review board. Two of my most recent books are Teaching Science to Children: an Inquiry Approach co-authored with A. Friedl and Science and Society in the Twentieth Century co-authored with W. Sherman.
Janice Kroeger, Ph.DAssociate Professor 404 (L) White Hall
Area: TLC - CI - ECDEjkroege1@kent.edu
I began my teaching career as a specialist in early education in a university lab school setting, with both bachelor degrees and a master's degree in child development and family studies in around1989. Having taught in community colleges, early childhood lab schools, and public school settings for about 8 years, I pursued doctoral studies at the University of Wisconsin, Madison and earned a PHD in Curriculum and Instruction in 2003.
My research and teaching interests are focused on issues of power and identity in home, school, and community partnerships, early years teacher development, early childhood policies and practices, and qualitative and mixed-methods research methodologies. I have researched in and written scholarly work about social action, agency, culture and cultural and identity change in diverse communities as well as the impact of pre service teacher's work on ECED classrooms. I find the intersections of social justice work, activism, school formation and the formation of schooled subjects (students) fascinating.
In 2010, Investigationg change in field sites through Mentor and Candidate Dialogues was chosen as the outstanding article of the year in the Journal of Early Childhood Teacher Education. Other authored and co-authored work(s) have or will appear in such journals as, Journal of Educational Policy, Teaching and Teacher Education, The Journal of Early Childhood Teacher Education, the Journal of Educational Change and The Urban Review, and the Center for Innovation and Equity in Childhood and I've contributed to or co-authored works in English Education, The American Educational Review Journal, and Early Childhood Research and Practice, and Contemporary Issues in Early Childhood.
Martha Lash, Ph.DAssociate Professor 404 White Hall
Area: TLC - ECDE - CImlash@kent.edu
I began my career as a psychiatric social worker after earning my bachelor's degree in sociology from West Liberty State College, WV. A geographical move to South Texas provided opportunity for a pivotal career move into the field of education where I have remained, served, and taught in various roles: director/teacher in an early childhood education program, executive director for drop-out prevention and school-community partnership programs, and liaison for school (pre-school through higher education), business, and community initiatives. Upon moving to Indiana, I returned to directing and teaching in early childhood programs, including as the director of the Indiana University Campus Children's Center. I earned my M.Ed. and Ph. D. degrees in Curriculum Studies with an Early Childhood Emphasis from Indiana University-Bloomington in 1996 and 2004 respectively. In 2003 I joined the Kent State University faculty with program affiliations in Early Childhood Education (ECED) and Curriculum and Instruction (C & I). My research interests include early childhood education teachers' beliefs and practices; young children's social development and forming of community, especially during the transition period from preschool to public school; and issues of professionalism and quality in early childhood care and education issues on a national and international basis.
Dr. Stephen MitchellProfessor 262A Memorial Gym Annex
Area: TLC - PEP - CIsmitchel@kent.edu
Steve Mitchell has been at Kent State since 1992, having done Doctoral work in Teaching and Curriculum at Syracuse University, and Masters and Bachelors degrees in Physical Education and Education at Loughborough University, England. He has authored and co-authored numerous articles and book chapters related to tactical games teaching, and with colleagues Judy Oslin and Linda Griffin wrote the book "Teaching Sport Concepts and Skills: A Tactical Games Approach," now into its third edition (previous editions having also been translated into Japanese, Portuguese and Korean). Steve has been heavily involved with NCATE/CAEP accreditation for many years, having served as a program report reviewer and as the Program Report Coordinator for the Society of Health and Physical Educators (SHAPE America) and as a member of the Board of examiners for the Council for Accreditation of Educator Preparation (CAEP). Steve recently served a two year term as President of the Ohio Association for Health, Physical Education, Recreation and Dance.
Dr. Gumiko MonobeAssistant Professor 404P White Hall
Area: TLC - CI - LE - ECDEgmonobe@kent.edu
I am an Assistant Professor in the Department of Teaching, Learning, and Curriculum Studies at Kent State University. I am originally from Japan and earned a B.A. with 1st - 6th grade teaching licensure in Elementary Education in the Education Department, Yokohama National University, Japan. I also attended Tamagawa University for my Pre-K teaching licensure. After teaching in mostly Pre-K settings in Japan over 8 years, I decided to come to the United States to continue my education. I received my M.A. and Ph.D. degrees from the Ohio State University. Meanwhile, I taught in varied settings including teaching as a University Field Experience Supervisor in the Early Childhood M.Ed. Program, an instructor for some courses including Introduction to Children’s Literature, in the Ohio State University, and a 6th grade classroom teacher in a local Japanese Saturday School. My research interests are focused on the population of children and their families, and teachers from diverse backgrounds, especially immigrant-ELL populations in and outside of school contexts. I find how the children and adults from diverse backgrounds develop their voices fascinating. I am also interested in their development of multiple identities and agency in the intersections of varied social aspects such as cultures, languages, societies, and nations. I believe this is important to study in order to explore and co-create better educational environments and pedagogies for all children. I use qualitative research epistemologies and methodologies such as narrative inquiry. I am also interested in critical literacy and critically engaged learning using multicultural/international children’s literature and drama in teaching and research.
Denise N. Morgan, Ph.DAssociate Professor 404 White Hall
Area: TLC - LE - CIdmorgan2@kent.edu
I received my B.S. from the University of Alabama in Early Childhood/Elementary Education and my M.Ed. in Elementary Education from the University of Illinois. I taught Kindergarten, second and fourth grade in Illinois before earning my Ph.D. from the Ohio State University in Language, Literacy and Culture. Upon my graduation in 2001, I accepted a three-year post doctoral position at the University of South Carolina to work on a federally funded grant studying long term professional development. I have worked at Kent State since 2004 and am currently an associate professor of literacy education and the Director of the Reading and Writing Center. My research interests include understanding in-service and pre-service teacher change in theoretical knowledge and practice and understanding student development as readers and writers.
Dr. Kristine PytashAssistant Professor 404E White Hall
Area: TLC - LE - CI - ADEDkpytash@kent.edu
Kristine E. Pytash is an assistant professor in Teaching, Learning and Curriculum Studies at Kent State University’s College of Education, Health, and Human Services, where she co-directs the secondary Integrated Language Arts teacher preparation program. She was a former high school English teacher. Her research focuses on disciplinary writing, the literacy practices of youth in alternative schools and juvenile detention facilities, and preparing preservice teachers to teach writing.
Anne Reynolds, Ph.DAssociate Professor 412 White Hall
Area: TLC - MCED - CIareynol5@kent.edu
I received my Bachelors and Masters Degrees in Education at James Cook University of North Queensland, Australia. I taught for 19 years in Queensland, Australia, as an elementary teacher, a high school mathematics and accounting teacher, and as a resource teacher for students with special needs. In 1990, I came to the United States to complete my Doctorate in Mathematics Education at Florida State University. In 1993, I joined the faculty at the University of Oklahoma and concentrated my efforts in mathematics education in the early childhood, special education, and middle grades programs at the undergraduate level as well as teaching and advising in the mathematics education graduate programs. I joined the faculty at Kent State University in the Fall 2004, where I teach mathematics education courses in the MCED, ECED, and C & I programs. My research interests are focused on how students learn mathematics, particularly the imagery involved in making sense of mathematical ideas, and in learning in a problem centered setting.
Dr. Teresa Rishel, Ph.DAssociate Professor 404 White Hall
Area: TLC - MCED - CItrishel@kent.edu
Teresa Rishel is an Assistant Professor in the Department of Teaching, Leadership, and Curriculum Studies. She teaches undergraduate and graduate courses in Middle Childhood Education, Curriculum and Instruction and Multicultural Education. Her educational experience includes serving as an elementary principal and teaching elementary and middle level grades. She earned her Master of Science in Elementary Education and her PhD in Curriculum Studies at Purdue University. Her undergraduate degrees include Elementary Education (St. Joseph's College, Indiana) and Physical Education & Health K-12 (Ball State University, Indiana). Dr. Rishel's interests include guiding middle level preservice teachers as they transition into effective novice teachers. She is interested in curriculum theory, multicultural issues of education and social justice. Her research interests include adolescent suicide in relationship to teaching, leadership, and curriculum, with a focus on affective environments. Dr. Rishel presents her research nationally as well as in education classes at Kent State.
Alexa Sandmann, Ed.D.Professor 404 White Hall
Area: TLCS - MCED - LE - CIasandman@kent.edu
After graduating from Copley High School, I earned undergraduate degrees in English and Education, as well as a master's degree in Reading from Miami University in Oxford, Ohio. Before earning my doctorate in Curriculum and Instruction from the University of Cincinnati, I taught for five years in the public schools. Before coming to Kent State in 2004, I taught for two years at Northern Kentucky University and twelve years at the University of Toledo. I have served in varied leadership roles across the state: President of the Ohio Council of the International Reading Association, having been a local council president several years before that; member of various state reading and writing committees; and Praxis III assessor. I present consistently at the national conventions of International Reading Association, National Council of Teachers of English, and the National Middle School Association, as well as state literacy events. I directed the Toledo Area Writing Project, a site of the National Writing Project, for ten years. I am currently the director of the National Writing Project at Kent State University.
Dr. Takahiro SatoAssociate Professor 261-A Gym Annex
Area: TLC - PEP - CItsato@kent.edu
Takahiro Sato is an associate professor of Physical Education Teacher Education in the School of Teaching, Learning, and Curriculum Studies. He joined the faculty at Kent State University in 2010. He was a coordinator of Health and Physical Education program at Hampton University in Virginia (2007-2010). He recieved his BS from University of Mount Union, his MS from University of Hawaii at Manoa, and his PhD from The Ohio State University. Takahiro's scholarly interests focus on physical education teachers' beliefs on teaching students with disabilities, diversity and social justice of students and teachers of color in physical education, and international students' experiences in higher education. He is a nationally certified Adapted Physical Educator and a Fellow of the Research Consortium of the American Alliance for Health Physical Education Recreation and Dance (SHAPE America) in 2014.
Steven Turner, Ph.DAssociate Professor 404 White Hall
Area: TLC - MCED - CIsturner6@kent.edu
Steven L. Turner is an associate professor in the Teaching, Leadership and Curriculum Studies Department, Kent campus. He teaches undergraduate and graduate courses in Curriculum and Instruction and Middle Childhood Education. He joined the KSU faculty in 2005. He earned his PhD in Curriculum and Instruction from the University of Virginia (2005) and his M.Ed from Boston University (2000). His dual undergraduate degree was Honors Liberal Studies and Special Education from Longwood University (1998). His research interests include effective classroom assessment in grades 4-9, diverse teacher education, and investigating the learning sciences ( how teachers teach and how students learn).
Dr. Lori Wilfong, Ph.DAssociate Professor Stark Campus
Area: TLC - MCED - CI - LElgkrug@kent.edu
Lori G. Wilfong, Ph.D., began her career in East Los Angeles, CA, teaching English as a second language to 6th, 7th, and 8th graders for the Los Angeles Unified School District. This sparked her interest in motivating adolescent readers and led to positions in Rootstown Local Schools and Maple Heights City Schools as a literacy coach and literacy specialist. Upon completion of her doctoral degree in Literacy Education from Kent State, Wilfong began her current position in the Middle Childhood Education and Curriculum & Instruction programs at the Stark Campus. She remains an active consultant in several area urban school districts, furthering her research interests in multicultural literature and education, fluency, and reading in the content areas.
Dr. Belinda Zimmerman, Ph.DAssistant Professor 404 White Hall
Area: TLC - LE - ECDE - CIbzimmerm@kent.edu
Belinda S. Zimmerman is an Assistant Professor of Literacy and Early Childhood Education at Kent State University where she teaches graduate and undergraduate courses in literacy education. In addition to years of experience as a classroom teacher, Reading Recovery teacher, literacy specialist, and professional development coordinator, Dr. Zimmerman served as a Regional Literacy Consultant for the Ohio Department of Education. Her interests related to literacy are many, but she has always focused on helping struggling readers to achieve success and in assisting teachers in providing the highest quality literacy instruction possible for all learners. In addition to journal publications, Dr. Zimmerman is the co-author of the book Phonics Poetry, which she wrote with Dr. Timothy Rasinksi and Evidence-Based Instruction in Reading, written with Dr. Nancy Padak and Dr. Timothy Rasinski. She has also authored chapters in several books on effective teaching practices. She is a proud graduate of Kent State University where she earned her Ph.D. in Curriculum and Instruction. Dr. Zimmerman credits Kent State University with supporting a very child-centered approach to teaching and for nurturing her deep and abiding respect for those who dare to teach.