Faculty Biographies
Please click on one of the photographs or names below to read that faculty member's biography.
Supriya Baily is an Assistant Professor in the Initiatives in Educational Transformation program at George Mason University. Prior to this she was an IET instructor for four years, with a background in nonprofit and activist related endeavors. She received her doctorate in International Education from George Mason University, where her dissertation focused on womens' empowerment in rural India. She has a Master's degree in International Development Studies from George Washington University and a Bachelor's degree in Social Work and Women's Studies from the University of Nevada, Reno. She has spent over twenty years working with marginalized and disadvantaged communities to engage in grassroots levels transformation both in the United States and abroad. Additionally, she has conducted research on international education programs, written proposals for funding for projects and has presented papers at numerous national and international conferences.
- Office:
- Prince William Campus/Bull Run Hall, Room 228B
- Phone:
- 703-993-8351
Krissy Bartlett is an Instructor of Educational Transformation. She received her Bachelor's degree in English and Education from William and Mary College in 2000 and later graduated from the Initiatives in Educational Transformation Program with her Master's Degree in 2004. She taught English for six years at Osbourn High School in Manassas, Virgina. Her skills in collaborative faculty planning and desire to teach transformational learning methods brought her back to share the program with others. Krissy coaches swimming at a national level at the Freedom Aquatic and Fitness Center in Manassas, Virginia, and writes curriculum for SwimKids Swim School. Marriage and motherhood are her greatest joy.
- Office:
- Prince William Campus/ Bull Run Hall, Room 225B
- Phone:
- (703) 993-4335
Monimalika Day is an Assistant Professor in the Initiative for Educational Transformation Program at George Mason University. She received a master’s in Child Development from Jadavpur University in India and a doctorate in Early Childhood Special Education from the University of Maryland in College Park. Moni grew up in India and began her career helping to develop drop-in educational and health programs for homeless children and their families. Later, she worked with children with special needs and their families for several years. Her research focuses on action research with families to promote inclusion of children with special needs. She has co-authored two books on culturally responsive service provision, titled Building Cultural Reciprocity with Families (Paul, H. Brookes) and How Culture Shapes Social-Emotional Development (ZERO TO THREE). She directed a professional development project for early intervention professionals and an initiative on cultural diversity at ZERO TO THREE, a national non-profit organization for young children in United States. She recently participated in a Core Leaders Group, hosted by the Early Childhood Equity Initiative at Teaching for Change.
- Office:
- Prince William Campus/Bull Run Hall, Room 225B
- Phone:
- (703) 993-4447
Betsy DeMulder is Director and Associate Professor of Educational Transformation. She earned a B.S. summa cum laude degree in Psychology from Wright State University and a PhD in Developmental Psychology from St. John's College, Cambridge University, England. Betsy was a Staff Fellow at the National Institute of Mental Health and came to Mason in 1994 under the auspices of the National Science Foundation's Visiting Professorships for Women Program. She has been a member of the IET faculty since 1996. Betsy's research concerns the study of interpersonal relationships in educational contexts and risk and protective conditions in children's development and early education. She is involved in community-based action research in South Arlington, where she developed a family-centered preschool program for low-income, immigrant families as a university/community partnership. Betsy co-edited a book entitled Transforming Teacher Education: Lessons in Professional Development (Bergin and Garvey, 2001) and has published her research in a variety of professional journals.
- E-mail:
- edemulde@gmu.edu
- Office:
- Prince William Campus/Bull Run Hall, Room 228C
- Phone:
- 703-993-8326
Bweikia Foster is an Assistant Professor in the Initiatives in Educational Transformation program. She received her doctorate in International and Multicultural Education from the University of San Francisco. She has worked in early childhood and elementary school settings for over 14 years. Additionally, she has taught on the collegiate level at California State University, East Bay and New York University. Her research focuses on effective practices for promoting academic excellence amongst children of color. Specifically, she researches the impact teachers’ beliefs and practices have on student achievement during the early years of a child’s academic career.
- Office:
- Arlington Campus/Truland Building, Room 315
- Phone:
- 703-993-4443
Mary Stone Hanley Dr. Mary Stone Hanley, assistant professor in Initiatives for Transformative Education (CEHD), has been an educator in public and higher education for more than 35 years. She received a PhD in Curriculum and Instruction, with an emphasis in Multicultural Education, from the University of Washington in Seattle, WA in 1998. In prior faculty positions she taught social studies, arts education, and multicultural education courses. Her research interests include the Arts and Equity in Education. Her interest in how the arts facilitate learning as a vehicle of culture and equity, particularly with African American youth, has grown during her work as a public school teacher, an artist and arts educator, an urban community educator working with children at risk for failure in public schools, and as a researcher and university faculty member. Her articles, The Name Game: Naming in Culture, Critical Theory, and the Arts in Journal of Thought 39(4), and Learning to Fly: Critical Multicultural Education through Drama in Arts and Learning Research Journal, 18 (1) are examples of her writing on the use of drama with young African Americans. Transformation through Hip Hop, a chapter in Contemporary Youth Culture: An International Encyclopedia is an example of Dr. Hanley’s research in the Hip Hop culture and art forms as they affect young Black males and White teachers. Dr. Hanley has a Masters degree in Educational Communications and Technology with an emphasis in television and film. She is a playwright, screenwriter, and poet. She has written several plays and two films produced for young audiences.
- Office:
- Arlington Campus/ Truland Building, Room 315
- Phone:
- (703) 993-8184
Mary Kayler holds a Bachelors of Science degree in Secondary Education with a Social Science concentration and History minor from the State University of New York at Oswego and a Masters of Science degree in Social Studies Education from Syracuse University. Dr. Kayler completed her PhD in Curriculum and Instruction from Syracuse University in 1999. Her areas of study include online gaming, teacher development, pedagogy, and the study of technology for teaching and learning. She has numerous publications related to teacher development and pedagogy that support constructivist learning. She has published on online gaming from a cultural perspective with a focus on structures and processes that enhance players’ cultural understandings. This work appears in a book chapter in Educational Technology and Sustainable Development (2008). A related article on the use of self-assessment to support learning within online discussion groups and teacher development appeared in the Journal of Educational Technology & Society (2007). Dr. Kayler is currently conducting research on the technology, pedagogy, and content (TPACK) model of technology integration into teacher development. She serves on the editorial review board for the Journal of Technology and Teacher Education (http://www.aacfe.org/pubs/jtate/default.htm). She has worked in the development and implementation of Elementary and Secondary Professional Development Schools in Northern Virginia, conducted needs assessment for staff development in public schools and has carried out numerous teacher development workshops for k-12 teachers and college faculty. She is a strong advocate for the scholarship of teaching and learning as a means to transform teacher education and instructional practices to enhance teaching and learning.
- E-mail:
- mkayler@gmu.edu
- Office:
- Prince William Campus/Bull Run Hall, Room 228 B
- Phone:
- (703) 993-8417
Linda Krakaur is an Instructor of Educational Transformation. For more than twenty years, Linda has worked as a teacher in local public schools and more recently at a charter school in the District of Columbia. Her work has always centered on the needs of struggling students, particularly those who often feel marginalized in a traditional classroom setting. In 2005, Linda earned a Master’s Degree with First Class Honors from Trinity College in Dublin, Ireland. Linda’s dissertation focused on the academic, social, and individual benefits for students when educational drama is integrated into a literature study. These research findings were presented at New York University, the International Drama in Education Association Conference in Hong Kong, as well as other local colleges and school systems Linda has worked at Towson University’s Arts Integration Institute for four years and enjoys developing creative teaching strategies.
- Office:
- Arlington Campus/Truland Building, Room 315
- Phone:
- 703-993-4443
Elavie Ndura is an Associate Professor of Educational Transformation. She earned a Doctorate (Ed. D.) in Curriculum and Instruction with emphasis in Bilingual and Multicultural Education from Northern Arizona University, USA; an MEd in Teaching English for Specific Purposes from the University of Exeter, England; and a B.A. in Arts and Humane Sciences with emphasis in English Language and Literature from the University of Burundi, Africa. She taught English Language Arts, English as a Foreign Language, English as a Second Language, and French in culturally diverse secondary schools for 17 years in Africa and the United States. She has been teaching college graduate and undergraduate Multicultural Education and TESOL courses in teacher preparation programs for many years.
Elavie joined the IET faculty in 2005. Her research interests are in the areas of diversity and multicultural education, cultural identity development, immigrants' acculturation, students' academic achievement in culturally diverse educational settings, multicultural peace education, and peaceful conflict resolution. She has delivered numerous presentations and keynote addresses at international, national, and local professional meetings and other gatherings. She has contributed chapters to several books, including Suffer the Little Children: National and International Dimensions of Child Poverty (Elsevier, 2005), Teaching all of the Children in Your Classroom (Guilford, 2004), Multicultural and Multilingual Literacy and Language: Contexts and Practices (Guilford, 2004), and Conflict Resolution and Peace Education in Africa (Lexington Books, 2003).
Elavie's scholarly articles have appeared in Peace and Change; Journal of Adult and Adolescent Literacy; Language, Culture and Curriculum; Multicultural Perspectives; Multicultural Education; American Secondary Education, and other publications. Elavie served as Board Member of the Center for Holocaust, Genocide, and Peace Studies and was President and Founder of the Northern Nevada Chapter of the National Association for Multicultural Education for four years. She is an active member of several community and professional organizations.
- E-mail:
- endura@gmu.edu
- Office:
- Prince William Campus/Bull Run Hall, Room 222
- Phone:
- (703) 993-9424
Kmt Shockley is an Assistant Professor of Educational Transformation. His research focuses on understanding the relationship between teacher Education programs and classroom pedagogy. He also studies culturally centered ideological perspectives. Kmt advocates developing meaningful teacher education programs, and promotes the use of diverse perspectives to improve the educational outcomes for all people. Kmt has taught elementary school in the Cincinnati public school system and middle school in Fairfax County public schools. In 1999, he received the award of "Living Legend" from the University of Cincinnati and the City of Cincinnati for his positive impact in the tri-state region. Kmt has taught classes at the University of Maryland, College Park, and he travels extensively, conducting professional and cultural development seminars. Kmt holds a B.A. in African American Studies, a B.S. in Education, and a Master's in Education Administration. In the fall of 2003, Kmt received his PhD in Educational Leadership from the University of Maryland, College Park.
- E-mail:
- kshockle@gmu.edu
- Office:
- Arlington Campus/Truland Building, Room 315
- Phone:
- (703) 993-4434
Stacia Stribling is an Instructor of Educational Transformation. She received her Bachelor's degree from Mary Washington College and later graduated from the IET Program with her Master's Degree in 1999. She has worked as an instructor with the program ever since. Her research focus while at George Mason University has been elementary literacy. She presented a paper titled, "Why Can't I Read? A Study of Struggling First Grade Readers" at the University of Pennsylvania's Ethnography in Education Conference in 1999. Stacia's public school experience includes eight years as a first- and second-grade teacher in Fauquier County, three years as a member of the Language Arts Council for Fauquier County Public Schools, and three years as the lead mentor teacher for Grace Miller Elementary School. In addition to her Education background, Stacia holds a degree in music performance. She currently performs with the Piedmont Regional Orchestra as well as the Fauquier Community Theater.
- E-mail:
- sslawins@gmu.edu
- Office:
- Prince William Campus/Bull Run Hall, Room 225A
- Phone:
- (703) 993-8309
Jenice L. View is an Assistant Professor of Educational Transformation. For more than twenty years, Jenice has worked with a variety of nongovernmental organizations to create space for the voices that are often excluded from public policy considerations: women, people of color, poor urban and rural community residents, and especially youth. She has also been an educator in a variety of classroom and community settings, including as a middle school humanities teacher at a DC public charter school, as the education and training director of a national environmental justice and labor organization, and as a professional development trainer of classroom teachers.
She is a co-editor of Putting the Movement Back Into Civil Rights Teaching, winner of the 2004 Philip Chinn award from the National Association of Multicultural Education. She has presented workshops and presentations in a variety of national and international settings on the subjects of popular education, labor education, environmental justice, youth development, and the civil rights education. A native of Washington, DC, she has a B.A. in economics and international relations from Syracuse University, an MPA-URP in development studies and urban and regional planning from Princeton University, and a PhD in education from the Union Institute and University.
- Email:
- Office:
- Arlington Campus/Truland Building, Room 315
- Phone:
- (703) 993-4447
- E-mail:
- Office:
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Diane Wood After twenty-years as a secondary English teacher and then high school principal, Diane Wood earned her doctorate at Teachers College, Columbia University. Her scholarship and teaching have been rooted in democratic ideals and practices and an abiding commitment to create inclusive, hospitable, and equitable learning environments for students. She is also particularly passionate about the development of professional cultures in schools that foster teacher dialogue, agency, inquiry, and knowledge, as well as the adoption of a critical multicultural perspective on teaching and learning. Having taught 7th through 12th graders and both undergraduate and graduate students in universities, she understands the importance of bridging the too-frequent divides between practice and theory, good intentions and effective action, and standards and equity. She has published articles in a variety of journals, including Anthropology and Education, Educational Leadership, Harvard Educational Review, Journal of Curriculum Theorizing, and Teachers College Record. Presently an Associate Professor at George Mason University, Diane teaches practicing teachers in the Masters for New Professional Studies at the Initiatives in Educational Transformation program in the College of Education and Human Development. Her books include Transforming Teacher Education (Bergin & Garvey, 2001), a co-edited volume, and Inside the National Writing Project (Teachers College Press, 2002), which she co-authored with Ann Lieberman. She has given numerous presentations at conferences and educational institutions and in 2000 was awarded a joint residency at the Rockefeller Center in Bellagio, Italy. Diane’s most recent work focuses on teacher-led communities of inquiry as vehicles for improving student learning and professionalizing teaching. Her new book, co-edited with Betty Lou Whitford, Teachers Learning in Community, will be published by SUNY Press in spring, 2010.
- Office:
- Arlington Campus/Truland Building, Room 315
- Phone:
- 703-993-8135
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