- Computer Information Systems Faculty
- Contract Management/Project Management Faculty
- Security & Strategic Intelligence Faculty
- Education Faculty
- Mary Dasovich, Ph.D.
- Al Boulicault, M.S., Ed.Ad.
- Diana Collins, M.A.
- Kathleen Deckelbaum, M.A.
- Mary Walker-Ettling, M.A.
- Renee Huss, Ph.D.
- Deborah Janosik, M.Ed.
- Richard Kling, M.A.
- Peggy Lewis, M.A.
- Robert Lewis, M.A.
- Becky Lopanec, M.S.
- Jennifer L. Roberts, Ph.D.
- Amber Stevenson, M.A.T., M.A.
- Steve Taff, Ph.D.
- Elizabeth Watson, M.S.Ed.
- Nina Williams, M.A.
- General Studies Faculty
- Hospitality Management Faculty
- Organizational Studies Faculty
|Degree:||Ed.D. Curriculum and Instruction
Saint Louis University
|Degree:||M.S. Elementary Education
|Degree:||B.S. Elementary Education
University of Missouri-St. Louis
|2010 - Current: Literacy Instructional Coach for East Middle School in the Hazelwood School District 2005 - 2010: Reading Specialist for Jamestown Elementary School in the Hazelwood School District 2000 - 2005: 3rd Grade Teacher for Saint Angela Merici 1999 - 2000: 2nd & 3rd Grade Teacher for St. Aloysius Elementary School|
Review of Barbara Taylor & James Ysseldyke, Effective Instruction for Struggling Readers, K-6. (New York: Teachers College Press) in Educational Review (2008).
Review of Wendie Bramwell & Brooke Graham, The Power of Repeated Reading in Small Group Instruction (New York: Scholastic) in Educational Review (2008).
Review of Phyllis Kaplan et al., Differentiated Instruction Made Easy (California: Jossey-Bass) (2009).
Review of Debra Wellman, Lynn Columba, Cathy Y. Kim, & Alden J. Moe, The Power of Children's Literature in Teaching Literacy in the Content Areas (Arizona, Holcomb Hathaway) (2010).
|Literacy, Building Background Knowledgem, Integration of Technology with Reading, Effective Instruction for Struggling Readers, History of Curriculum in Higher Education Dissertation: The Effects of Direct Vocabulary Instruction on Low-Achieving First Grade Readers. This study looked at the educational effects on at-risk first graders who receive direct vocabulary instruction in a small intervention group. The process of teaching new terms, for all students, was broken into five steps; the first 3 steps focused on introducing new words and the final two steps suggest ways to review the words.|