Curriculum and Instruction
Jared Stallones, Ph.D.
Jared Stallones joined the faculty in 2016 and serves as Department Chair. He teaches in the teacher preparation programs with expertise in social studies education, creating positive classroom environments, curriculum development, and clinical practice.
Dr. Stallones earned a B.A. and secondary social science teaching credential at the University of Texas at Austin and embarked on a twenty-year career as a teacher and school administrator in Texas. During that time, he earned an M.A. in Curriculum and Instruction and a Ph.D. in Curriculum Studies from the University of Texas.
Dr. Stallones began his career in higher education as an Assistant Professor of History at Fresno State University. He then moved to the Department of Education at California State Polytechnic University in Pomona, California, where he taught courses in the elementary and secondary teaching credential programs and coordinated the secondary teaching credential across multiple colleges. He also served as Department Chair and in leadership positions in the campus and statewide academic senates. Dr. Stallones then moved to Long Beach State University, where he served as Professor of Secondary Education and oversaw secondary credential programs across the campus and worked with dozens of school districts.
Throughout his career, Dr. Stallones has been interested in connecting schools with universities and their larger communities. In Austin, he won the YMCA Distinguished Service Award for connecting schools with legislative and legal to revive a moribund YMCA Youth and Government program. In Fresno, he served as Co-Director of the San Joaquin Valley History-Social Science Project, one of several regional subject matter projects supported by the University of California Office of the President. In that role, he worked with local teachers to determine their professional development needs and design programs to meet them. In Pomona, he developed a Professional Development School with a neighboring district and authored and led two USDOE Teaching American History grants amounting to nearly two million dollars to provide professional development opportunities for area teachers. At Long Beach State, he created the California State University Collaborative for the Advancement of Linked Learning, a grant-funded project to prepare teachers, school counselors, and site administrators for service in Linked Learning settings. Linked Learning is a College and Career Readiness reform that is transforming the educational experience of over 600,000 high school students in California and many more nationwide. He currently works with the Academies of Lexington to implement similar school reforms.
Dr. Stallones has authored four books and over 65 articles and presentations on education history, biography, and philosophy, and has been recognized for his scholarship with two Cal Poly Pomona Golden Leaves Awards, and an Article of the Year Award from the American Educational History Journal. He has held leadership roles in the Organizational of Educational Historians, the Society for the Study of Curriculum History, the California Council for the Social Studies, and the California Council on Teacher Education, and he is currently general editor of the History of Education Book Series.
Dr. Perry joined the faculty in 2007 as an Associate Professor of Elementary Literacy. She earned a BA in English from Carleton College in Northfield, Minnesota, and a Ph.D. in Learning, Technology & Culture, with a specialization in Literacy, from Michigan State University. Dr. Perry began her career teaching in multi-age elementary classrooms in Denver, Colorado, and also served for two years in the Peace Corps in Lesotho in southern Africa. Her research interests include literacy as a socio-cultural practice, multiple literacies, family and community literacy, and African refugee communities.
Dr. Almasi joined the faculty in 2004 and is the Carol Lee Robertson Endowed Professor of Literacy Education in the Department of Curriculum and Instruction. She teaches courses in literacy research and theory and research design. Her career began as an elementary school teacher and literacy specialist in Maryland. Dr. Almasi earned her Ph.D. and M.Ed. in literacy education at the University of Maryland and her B. S. in Education from Edinboro University of Pennsylvania. Following her graduate work, she was a postdoctoral fellow at the Learning Research and Development Center at the University of Pittsburgh. She was the recipient of the International Reading Association’s Outstanding Dissertation of the Year Award in 1994 and the National Reading Conference’s Outstanding Student Research Award in 1993. Her pedagogical and research endeavors have critically examined the contexts in which children make sense of text, particularly in peer discussion environments. Her research has also examined comprehension and the strategic processing that occurs while children read. She is currently a co-principal investigator on a grant funded by the U. S. Department of Education, Institute of Education Sciences, in which she is helping design a narrative comprehension intervention to assist third graders who struggle to comprehend, and who are at-risk for ADHD. She has published several books including Teaching Strategic Processes in Reading, now in its second edition. and her research has been published in journals such as: Reading Research Quarterly, Journal of Educational Psychology, Journal of Educational Research, Journal of Literacy Research, Elementary School Journal, Educational Psychologist, and Reading Psychology. She has served as an elected member of the Board of Directors of the International Reading Association (2008-2011) and the Literacy Research Association (2008-2011). She is currently the President-Elect of the Literacy Research Association and will serve as President in 2015.
Dr. Brennan has served as Director of Field and Clinical Field Experiences for the College of Education since 1984. She joined the faculty in the Department of Curriculum and Instruction in 1993. Dr. Brennan received Ed.D. and M.A. degrees from the University of Kentucky and a B.S. degree from Framingham State College, Framingham, MA. Her areas of academic interest and expertise include: teacher assessment, clinical supervision, globally-minded teaching practices and curriculum development. She serves on various committees at the university, state and national level and is currently serving as chairperson of the Kentucky Advisory Council for Internships.
Dr. Burns is an Associate Professor of Literacy at the University of Kentucky and a former high school English language arts teacher in rural and suburban Kansas. He is the Program Chair of English Education for the Department of Curriculum and Instruction. Dr. Burns served as the chief curriculum consultant for the state of Kentucky’s P-12 Model Curriculum Framework for all content areas and grade levels, which was awarded the John I. Wilson National Award for Innovation in Education in 2010. He is a winner of the Edward B. Fry Book Award for Empowering Struggling Readers in 2011 for the advancement of knowledge, research, and intellectual risk-taking in the field of literacy, and served as the Higher Education Representative for English language arts in Kentucky’s Teacher Leader Network, which developed the standards and learning targets for teaching P-12 language arts in classrooms throughout Kentucky. He is a co-author of the National Council for Accreditation of Teacher Education’s Standards for the Preparation of Teachers of English Language Arts, Grades 7-12, and the lead author of the first official standard for social justice teaching and teacher education in the history of the United States. Dr. Burns’ research interests include English language arts, adolescent literacy, curriculum studies and design, education policy, education standards, education reform, teacher professionalism and identity, and techniques for responsive teaching and learning in diverse classrooms.
Dr. Cantrell joined the faculty in 2003 and is an Associate Professor in the Department of Curriculum and Instruction. She teaches courses in the graduate literacy programs and undergraduate middle level teacher education program. She began her career as a public school reading and classroom teacher.
Dr. Cantrell earned her doctoral degree from the University of Kentucky. She conducts research focused on teachers’ professional learning, efficacy development, and instructional change. She is especially interested in how teachers create contexts that engage students who have been underserved in schools, historically.
Currently, Dr. Cantrell is serving as principal investigator on a U.S. Department of Education, Office of English Language Acquisition National Professional Development grant designed to support classroom teachers’ work with English Learners. Her research has been published in journals such as Journal of Literacy Research, Journal of Educational Psychology, Teaching and Teacher Education, Reading Psychology, Journal of Educational Research, Reading and Writing Quarterly, Literacy Research and Instruction, Journal of Adolescent and Adult Literacy, and the Reading Teacher.
Dr. Crowley joined the faculty in 2014 as an Assistant Professor of social studies education. He joined UK after completing his doctoral studies at The University of Texas. Ryan also taught secondary social studies for eight years in Houston and Austin prior to beginning his graduate work. Ryan works in the elementary program at UK, teaching social studies methods courses. His research focuses on issues of race and equity in education with an emphasis on how novice teachers integrate critical understandings of race and racism into their teaching and how social studies curricula address, or fail to address, issues of race and racism.
Dr. Darolia joined the faculty in 2017 as an assistant professor. She holds a B.S. in Elementary Education from Loyola University Chicago and an M.Ed. in Curriculum and Instruction from American University. She taught elementary school in California, Washington, D.C., and Missouri for a total of ten years before pursuing doctoral studies. She earned her Ph.D. in Early Childhood Education with an emphasis on Critical Literacy from the University of Missouri in Columbia.
Dr. Darolia’s current interests include teaching literacy methods, supervising student teachers, and creating partnerships with elementary teachers interested in critical literacy and/or social justice education.
Ms. Dawson is a Clinical Assistant Professor for the Elementary Ed Program in the College of Education. She joined the Curriculum and Instruction faculty in 2014. She is a former K-5 Principal who has experience as a classroom teacher, Instructional Coach and Assistant Principal. Ms. Dawson received her Bachelor of Arts in Elementary Education from Carlow College in Pittsburgh, PA and her Master’s Degree in School Administration from the University of Kentucky. Ms. Dawson is currently the Co-Chair for the Elementary Ed program and the Director of Student Engagement, Equity and Diversity for the College of Ed.
Dr. Jeanette Groth works Academic Services and Teacher Certification as an advisor for the Elementary Education Program and is a lecturer in Curriculum and Instruction. She joined the faculty in 2009. She also holds a Masters from Georgetown College and a B.A. from Concordia University, Chicago. Dr. Groth has taught all grades from one to eight and has had ten years of teaching Middle School Social Studies at the School for the Creative and Performing Arts in Lexington. Her teaching experience has an international component doing education consultancy in Ghana, W. Africa and Cambodia. Dr. Groth has an interest in international programs at UK and works to help students become more globally aware. Her area of research is citizenship and democracy.
Dr. Henry joined the Department of Curriculum and Instruction faculty in 2007 as an Associate Professor of Early Adolescent Literacy. She came to Lexington from Connecticut where she began her career as a middle school teacher. Dr. Henry has a B.S. in special education and an M.A. in education from the University of Connecticut where she also earned a Ph.D. in Cognition and Instruction with an emphasis on literacy and technology. Dr. Henry has served on the advisory board with readwritethink.org for the International Reading Association since 2003. Dr. Henry also serves as Associate Dean of the College of Education.
George Hruby is the Executive Director of the Collaborative Center for Literacy Development, and Associate Research Professor of literacy education in the Department of Curriculum and Instruction. Dr. Hruby came to UK in 2010 from Utah State University where he taught teacher professional development courses in learning theory, reading psychology, and literacy instruction methods. In addition to his Ph.D. in Reading Education, he holds a BA in English from Syracuse University, and an M.Ed. in Language Education from the University of Georgia. He spent several years in workplace literacy and training design before being certified as a high school English teacher. Dr. Hruby also taught developmental college reading, and worked with elementary students in a reading clinic. His scholarship involves critical syntheses of interdisciplinary research relatable to literacy education, most notably educational neuroscience. His work has appeared in such journals as Reading Research Quarterly, the Journal of Adolescent and Adult Education, the British Journal of Educational Psychology, and in several research handbooks.
Huajing Xiu Maske, Ph.D., Oxford University, England
Dr. Maske is the Director of the University of Kentucky Confucius Institute. She joined the faculty in 2011 as a clinical associate professor. Dr. Maske received her DPhil in Chinese Art History from Oxford University, England, her M.A. in International Cultural Exchange from Peking University, and her B.A. in English Literature from the University of International Relations, Beijing, China. Dr. Maske has taught Asian art history and Chinese culture at Simmons College in Boston. Over the past fifteen years, she has trained U.S. K-12 teachers in teaching about China and has helped Chinese teachers develop effective methods to teach Chinese language in American classrooms. In addition, in 2000, she founded and developed Massachusetts’ first public school Mandarin Chinese language program. She wrote a K-6 curriculum on integrating Chinese and Chinese culture. In November 2005, her Chinese language and culture K-8 program was featured on the television news show ABC World News Tonight. It has also been covered in U.S. newspapers such as the Boston Globe.
Dr. Maske’s research interest focuses on the interaction in art and culture among China, Japan and Europe in the 1920’s and 1930’s. Another focus of her research is Chinese art education and the establishment of Chinese art institutions. Recent topics of research include Chinese women artists before and during World War II, as well as contemporary Chinese art and its art market. Dr. Maske is collaborating on the creation of a series of curricular materials on Chinese language teaching and ways to uilize Chinese art in the teaching of Chinese language and culture.
Joan M. Mazur, Ph.D. is Professor of Instructional Systems Design in the Department of Curriculum & Instruction where she also serves as a Director of the Digital Learning & Design P-20 Innovation Lab. Her research is primarily interdisciplinary and has focused on narrative forms of instruction, mediating technologies and inquiry, and recently on teacher professional development and coaching for innovative classroom learning technology as part of the P-20 Innovation Initiative. She teaches graduate classes in digital gaming, social media design, technology integration in the secondary schools and mixed methods research. She has collaborated with the Colleges of Engineering, Agriculture, Public Health, and Arts and Sciences and numerous public school districts on various projects, funded by NSF, NIOSH, DoDEA and various private foundations including BellSouth and James Graham Brown.
Joan began at UK in 1993 after receiving her doctoral degree from Cornell University in Curriculum & Instruction. Mazur lives with her husband on their farm in Willisburg in Washington County.
Joni Meade, M.Ed.
Joni Meade graduated from the University of Kentucky with a BA in Elementary Education and a MA in Literacy. She also holds an endorsement in Gifted Education. She taught in Fayette County at Garden Springs Elementary for five years then was on the opening staff for Veterans Park Elementary where she taught in upper primary. She has been an instructor within the program since 2005 and has taught EDC 329, EDC 339 and is currently the Coordinator of Elementary Student Teaching.
Mrs. Meade’s passion is being out in the schools working with cooperating teachers and student teachers, while also working with the students in the classrooms.
Dr. Rintamaa joined the faculty in 2006. She is an Associate Professor in Curriculum and Instruction and Chair of the Middle Level Teacher Education program. Dr. Rintamaa began her career as a science and language arts middle school teacher. She holds a B.A. from Emory University and an M.S. in education from the University of Kentucky. She earned her doctoral degree from the University of Kentucky with an emphasis on mentoring beginning teachers and the Kentucky Teacher Internship Program. Dr. Rintamaa teaches courses in middle level education and classroom management and discipline. Dr. Rintamaa also serves as the Director of the Bluegrass Writing Project.
Dr. Sandidge is Associate Dean for Accreditation, Assessment, and Planning. She holds a bachelor’s degree in vocational home economics education from Texas Christian University and an M.S. and Ed.D. in vocational education from the University of Kentucky. Dr. Sandidge is an associate professor in the Department of Curriculum and Instruction. Her areas of academic interest and research include teacher assessment, teacher induction, classroom management, and gender equity. She began her career at the college in 1983.
Pam Seales, M.Ed.
Dr. Shake joined the faculty in the Department of Curriculum and Instruction in the Fall, 1985, having spent one year as Academic Staff at the University of Wisconsin, Oshkosh. Dr. Shake holds a M.S. degree in Reading from the State University of New York at Albany, and a B.S. degree in Elementary Education and Home Economics from St. Joseph College in Connecticut. Dr. Shake’s areas of academic interest include classroom literacy instruction, education reform, and teacher preparation for diverse classrooms. Dr. Shake is the reading and writing program faculty chair.
Dr. Swan joined the faculty in 2007 as an Associate Professor of Instructional Systems Design and Assistant Dean of Program Assessment. He began his career with teaching experience at a boarding school in New Hampshire. Teaching in a one-to-one computing environment sparked his interest in the use of technology in education. Dr. Swan holds a BS in Mechanical Engineering from Clemson University and a Ph.D. in Instructional Technology from the University of Virginia. Dr. Swan’s research interests include use of interactive media with instruction and computer managed instruction/research.
Dr. Kathy Swan is a professor of curriculum and instruction at the University of Kentucky. Swan has been a four-time recipient of the National Technology Leadership Award in Social Studies Education, innovating with web-based interactive technology curricula including the Historical Scene Investigation Project and Digital Docs in a Box. She is co-author of the book And Action! Doing Documentaries in the Social Studies Classroom and children’s series Thinking Like A Citizen and co-editor of the book, Teaching the C3 Framework: A Guide to Inquiry Based Instruction in the Social Studies. She is also the co-founder of C3 Teachers. Dr. Swan served as the project director and lead writer of the College, Career, and Civic Life Framework for Social Studies State Standards and was a project director on the New York Social Studies Toolkit. Over the past two years, Dr. Swan has written the economics binder for the DBQ project and co-authored book, Inquiry-Based Practice in Social Studies Education: Understanding the Inquiry Design Model—both are due out spring 2017.
Mary Ann Vimont, M.Ed., University of Kentucky
Mary Ann Vimont joined the faculty in 1980 and is an Associate Professor in the College of Education. She was Director for the Economic Education Center sponsored by the Kentucky Council on Economic Education at the University of Kentucky, for 20 years and still teaches a graduate level class in economic education for classroom teachers. Professor Vimont is Director of Alumni and Community Relations for the College. Prior to this she served as Director of Public Relations and Development in the College of Education. The past several years she has Co-chaired the Elementary Program Faculty and works each semester supervising elementary student teachers. Professor Vimont’s background is in teacher education and curriculum development. She has studied and visited many educational programs in Europe, Asia and South America. Several summers she worked in a Teacher Center in Great Britain as well as a semester in a school in Quito, Ecuador. For over 20 years she planned educational travel study programs for teachers in Europe, South America and Asia. Professor Vimont is a charter member of the International Association for the Awareness of Economics for Young Children and has been involved as Chair and Executive Board member of the Business Education Network, formerly the Partnership for Workforce Development, and a variety of community leadership boards related to business and education partnerships.
Kimberly White, Ed.D, University of Georgia
Dr. White joined the UK clinical faculty as an assistant professor in 2014. After graduating from Morehead State University in 1984, she began her elementary teaching career in Atlanta. In 1991, she began her higher education career at Ball State University in early childhood and elementary education. Dr. White recently returned to Kentucky and to higher education, after spending 18 years as an early childhood and elementary teacher in suburban Seattle. She specializes in child development, creating positive learning communities and literacy education.
Janine Cline, Administrative Support Associate I
Janine is the Office Manager in Curriculum and Instruction. She is responsible for the department course schedule, student services and the daily operations of the department. She is also the administrative associate to the department chair. She has a B.A. from the University of Kentucky in English, with an emphasis on writing. Janine has been employed at U.K. for more than twenty years.
Betty McCann, Administrative Support Associate I
Betty is the Assistant to the Director of Graduate Studies Office with tasks related to admissions, recruitment and scholarship, and other financial assistance for Graduate Students. She has a A.A. in Business Administration, Lincoln Memorial University, Harrogate, TN, 1984.
Emeritus Faculty and Retired Staff
Dr. Anglin retired in 2016 as an Associate Professor of Education and program chair of the Instructional System Design Program. He is a full member of the Graduate School Faculty and past president of the Research and Theory Division and the Division of Instructional Development, AECT, and Chair of the SIG – Instructional Technology for the American Educational Research Association. He is currently associate editor of the Journal of Computing in Higher Education and is a member of editorial boards for the Quarterly Review of Distance Education, the Canadian Journal of Learning and Technology, and Educational Technology Research and Development (consulting editor). Dr. Anglin currently serves as Chair of the Robert M. Gagne award Committee for Graduate Student Research, AECT. His current research interests are in the areas of visual message design and distance education. Dr. Anglin’s recent publications with co-author Gary R. Morrison include: Distance Education: Practice Before Research or Research Before Practice, An Analysis of Success and Failures: Focusing on Learner-Content Interactions for the Next generation of Distance education, and Instructional Design for Technology-based Systems. Dr. Anglin is also editor of the award winning book: Instructional Technology: Past, Present and Future (in 3rd edition). He is an avid photographer and continues to pursue his life-long interest in photography.
Ronald K. Atwood, Ed. D., Florida State University
Dr. Atwood joined the faculty in 1966. He holds a B.S. and M.A. degree from Murray State, an M.S. from New Mexico Highlands and the Ed.D. from Florida State. His specialization is science education, elementary and middle school levels. Conceptual change and alternative conceptions are Dr. Atwood’s recent research interests.
Dr. Brown joined the faculty in 1999 as an Assistant Professor in teacher education and multicultural education. She holds an M.B.A. from Cleveland State University, M.A. in multicultural education and M.S. in secondary education from the University of Akron, and a B.B.A. from Cleveland State University. Dr. Brown has taught undergraduate and graduate level courses in teacher education, cultural diversity, and professional development at Cleveland State University, John Carroll University, and the University of Akron. Her current research interests include International advances in education policies and practices that: foster equitable access to all levels of the educational continuum, educate all students to become ethical, non-exploitive transformation agents, and prepare disenfranchised and underrepresented students to become productive non-exploited 21st century citizens.
Dr. Linda S. Levstik is a Professor who joined the faculty in 1982. She came to Lexington from Columbus, Ohio where she was a consultant for teacher education program assessment with the Ohio Department of Education. Dr. Levstik holds a B.S. from Capital University in Columbus, Ohio, and taught in public and private schools in Ohio. She holds both M.S. and Ph.D degrees from The Ohio State University. Her areas of academic interest and expertise focus on teaching and learning history. She was awarded the Jean Dresden Grambs Distinguished Career Research Award in 2007 for her scholarship in history education.
Willis Johnson, Ed.D., Temple University
Dr. Johnson joined the faculty in August, 1997. A native of Richmond County, VA, raised and schooled in Philadelphia, PA, moved to Kentucky from Houston, TX in 1977. His degrees in mathematics education are from Temple University. His twenty years at Murray State University provided many opportunities to grow and to serve teachers throughout the country and world. Dr. Johnson has served in a variety of leadership roles with the Kentucky Department of Education, the Kentucky Council of Teachers of Mathematics, School Science and Mathematics Association, and systemic initiatives in both mathematics and science education grants funded by the National Science Foundation. His interests are technology applications to enhance teaching. Dr. Johnson served as the editor of Kentucky Journal for Teachers of Mathematics.
Dr. Smith joined the College of Education faculty in 1987. In 2016, he retired from his primary assignment in the Instructional Systems Design program where he taught instructional computing and electronic authoring. His research interests include the roles of education technologists, gender equity, and computer based instruction. Dr. Smith also coordinates the business content core for the master’s with initial certification program. Dr. Smith is the former chair of the business and marketing education program faculty.
J. Truman Stevens, Ed.D., University of Virginia
Dr. Stevens joined the faculty in 1972 and was an associate professor of Science Education. Dr. Stevens received his B.S. from Georgetown College and his M.Ed. and Ed.D from the University of Virginia. His areas of academic interest include science teacher education (elementary, middle, and senior high schools), development and implementation of innovative methods and materials in science classrooms, science teaching and the development of reasoning (problem solving), safety in the science classroom, curriculum development, and science games and simulations.
Angene H. Wilson, Ph.D., The Ohio State University
Dr. Wilson taught secondary social studies methods and supervised student teachers. Her research interests are international experience. Dr. Wilson was a Fulbright Scholar at the University College of Education, Winneba, Ghana for Spring, 1997.