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FEATURED PRESENTERS &
KEYNOTE SPEAKERS
Featured Presenters
Paul Begley, Penn State University
Narcisse Blood, Red Crow College
Paul Bredeson, University of Wisconsin – Madison
Leslie Hazle Bussey, St. Louis University
Wanda Cassidy, Simon Fraser University
Paula Cordeiro, University of San Diego
Colin W. Evers, University of Hong Kong
Gail Furman, Washington State University
Gabriele Lakomski, University of Melbourne
Jacqueline Stefkovich, Penn State
Michelle Young, University of Texas University at Austin
Lindy Zaretsky, Simcoe County District School Board
PRESENTERS' BIOGRAPHIES
Paul Begley
Paul T. Begley is Professor of Educational Leadership at Pennsylvania State University and Director of the Willower Centre for the Study of Leadership and Ethics. This centre is affiliated with the University Council for Educational Administration (UCEA). His current teaching and research interests focus on all aspects of school leadership including: the influence of values and ethics on school leadership practices, socializing influences experienced by aspiring principals, international images of effective school leadership, the ethics and procedures of performance appraisal, the administrator's role in school improvement, and state of the art pre‑service and in‑service practices for school leadership development (including distance education). Because of his extensive field development experience in Ontario and the Northwest Territories of Canada, Sweden, Hong Kong and Australia, his work reflects a strong practitioner orientation. Recent publications include three books: The Ethical Dimensions of School Leadership (2003) published by Kluwer Press, The Values of Educational Administration (1999) published by the Falmer Press, and Values and Educational Leadership (1999) published by SUNY Press.
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Narcisse Blood
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Paul V. Bredeson
Paul V. Bredeson is Professor and Chair of the Department of Educational Leadership and Policy Analysis at the University of Wisconsin-Madison. Prior to 1991, Professor Bredeson was a Professor at Pennsylvania State University, where he also served as the Executive Director of the Pennsylvania School Study Council from 1985-1991, and at Ohio University. Prior to entering higher education, Dr. Bredeson was a high school principal and high school Spanish teacher in Wisconsin and Connecticut respectively. Over the past 25 years, Professor Bredeson’s research has centered on alternative conceptions of leadership, especially in regard to school principals. The body of his work over th.e past two decades, both theoretical and empirical, examines the role of school leaders in the design, delivery, and assessment of outcomes of professional development that builds organizational capacity to enhance student learning and equity in schools. Two major books, The Principalship: A Theory of Professional Learning and Practice (1996), co-authored with Ann W. Hart, and Designs for Learning: A New Architecture for Professional Development in Schools (2003) are used in graduate educational leadership and policy programs across the United States, Canada, Australia, Russia, Sweden, and Hong Kong.
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Leslie Hazle Bussey
Leslie Hazle Bussey recently received her doctorate from Saint Louis University. Formerly a middle school teacher, her recent work focuses on the intersection of leadership development and leadership for equity and excellence. From 1997 – 2000, she served as director of the CLASP project, a statewide teacher professional development and curriculum development effort funded by the Massachusetts Department of Education. A 2006 winner of an AERA Division H publication award, she has conducted numerous program evaluations in K-16 settings including current work for Saint Louis University and the statewide professional development work of the Georgia Leadership Institute for School Improvement.
Wanda Cassidy
Wanda Cassidy is Associate Professor of Education at Simon Fraser University and Director of the Centre for Education, Law and Society, an endowed centre established to promote the legal literacy of children and youth. An important dimension of Dr. Cassidy’s research is to examine the values and beliefs that underpin the legal system in a democracy and are instrumental to developing a just and caring society; these include the ethics of care, diversity and inclusion, and social responsibility. Currently she is completing a four-year research study working with 14 school principals and teachers to examine and implement the ethics of care in schools. She is also working with colleagues to survey students’, teachers’ and principals’ experiences with cyber-bullying and its counterpoint, “cyber-kindness”. Dr. Cassidy is the author of several books, book chapters, technical reports, journal articles and curriculum resources. Recent articles related to the ethics of care, exclusionary school policies, citizenship, and cyber-bullying have appeared in Canadian Journal of Educational Administration and Policy, McGill Journal of Education,American Journal of Education, Canadian and International Education Journal, Canadian Social Studies, and Education and Law Journal.
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Paula A. Cordeiro
Paula A. Cordeiro has been Dean of the School of Leadership and Education Sciences (SOLES) at the University of San Diego since 1998. Previously, Dr. Cordeiro was the Coordinator of the masters and doctoral programs in Educational Leadership at The University of Connecticut. Cordeiro is a former teacher, principal and school head in international schools in Venezuela and Spain. She is a past president of the University Council of Educational Administration (UCEA), and in 1998 was awarded a fellowship by the Commonwealth Council for Educational Administration and Management (FCCEAM). Dr. Cordeiro has published three books and recently finished the fourth edition (2008) of her co-authored text: An Introduction to Educational Leadership: A Bridge from Theory to Practice. Paula's research is in the areas of school leadership, cross-cultural leadership and international education. She is past President of the San Diego Council on Literacy, a founding member of the Academy of International School Heads, a board member of the International Council for the Education of Teachers (ICET) and a board member of the Francis Parker School. Paula is the board chair for Keiller Leadership Academy a charter school in San Diego. In February 2006 Dr. Cordeiro was appointed by Governor Schwarzenegger to the California Commission on Teacher Credentialing and in 2007 she was appointed to the board of the James Irvine Foundation in San Francisco.
Colin W. Evers
ColinW. Evers is a Professor of Education at the University of Hong Kong, having previously worked at Monash University and, before that, the University of Sydney. He studied mathematics, philosophy and education before taking his PhD in philosophy of education at the University of Sydney. His teaching and research interests are in educational administration, philosophy of education, and research methodology. He has co-edited and co-authored six books on educational administration, including Knowing Educational Administration, Exploring Educational Administration and Doing Educational Administration (all written with Gabriele Lakomski) and many papers in his areas of research interest. He serves on numerous editorial boards and has also been co-editor of the journal International Studies in Educational Administration, the official journal of the Commonwealth Council for Educational Administration and Management. His main ongoing research project has been the application of a naturalistic, coherentist epistemology to the development of a systematic view of theory in educational administration. Ideas from this research project have been discussed in detail in Special Issues of the journals Educational Management and Administration, Journal of Educational Administration and Educational Administration Quarterly.
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Gail Furman
Gail Furman is Professor and Program Coordinator for Educational Leadership at Washington State University. Previously she was a special education teacher and director in K-12 education and has served as President of the University Council for Educational Administration. Her work focuses on community, ethics, moral leadership, and research perspectives in the field. Recent publications include the books Scientific Research in Educational Leadership: Paradoxes, Possibilities and Paradigm Change (in press, with Fenwick English) and School as Community: From Promise to Practice (2002), as well as numerous journal articles. Her 2004 article in Educational Administration Quarterly (“Expanding the Landscape of Social Justice: A Critical Ecological Analysis” with David Gruenewald) received an Honorable Mention Davis Award for outstanding article of the year.
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Gabriele Lakomski
Gabriele Lakomski is best known for her work on the theoretical problems of [educational] administration; organizational culture and learning, leadership, and Knowledge Management. A philosophical naturalist, she investigates human cognition, based on contemporary cognitive science, and how such knowledge affects theories of organizational learning, leadership, decision-making, and the management of knowledge. Her book Managing without Leadership – Towards a Theory of Organizational Functioning. (2005) offers a comprehensive account of her research program and points to future directions for organizational research. Gabriele has extensive editorial experience, and is a past senior editor of Organization Studies.
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Jacqueline Stefkovich
Jacqueline Stefkovich is Associate Dean for Graduate Studies, Research, and Faculty in the College of Education at The Pennsylvania State University. In addition to her doctorate in education from Harvard, she holds a J. D. from the University of Pennsylvania.. This combination of educational experience has led to research interests in the educational law and ethics. Her books include, The Best Interests of the Student: Applying Ethical Constructs to Legal Cases in Education (2006), Ethical Leadership and Decision Making in Education: Applying Theoretical Perspectives to Complex Dilemmas, coauthored with Joan Poliner Shapiro, and Search and Seizure in the Public Schools, (1996) coauthored with Lawrence Rossow.
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Michelle D. Young is the Executive Director of the University Council for Educational Administration and a faculty member in Educational Leadership and Policy Analysis at the University of Missouri, Columbia. Dr. Young received her Ph.D. at the University of Texas at Austin in Educational Policy and Planning and then served as an Assistant Professor in the department of Policy, Planning and Leadership Studies at the University of Iowa. Dr. Young’s scholarship focuses on how school leaders and school policies can ensure equitable and quality experiences for all students and adults who learn and work in schools. Dr. Young 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 International Journal of Qualitative Studies in Education, and Leadership and Policy in Schools, among other publications.
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Lindy Zaretsky
Lindy Zaretsky currently serves as Superintendent of Instructional Services K-12 and Leadership in the Simcoe County District School Board, Ontario Canada. She has been a teacher, consultant, and administrator in a variety of school settings for 18 years in the Greater Toronto Area. Lindy is also a sessional instructorin graduate programs at Ryerson University and at the Ontario Institute of Studies in Education of the University of Toronto (OISE/UT). Lindy completed her Ph.D in Educational Administration in 2003 at OISE/UT . Her research and writing focus on parent advocacy and special education, democratic ethical educational school and system leadership, inclusive education (instructional designs for learning that promote equity and excellence in education), transdisciplinary team approaches in program and service delivery, and connecting research and professional development in ‘user’ organizations to bridge the scholar-practitioner divide.
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