天美传媒

Diana D鈥橝mico Pawlewicz, Ph.D., a historian of education and social policy, is an assistant professor in the Educational Foundations and Research Program at the University of North Dakota supported by the Elnora Danley Professorship. Dr. D鈥橝mico Pawlewicz鈥檚 research explores school policy as social policy and centers on fundamental questions around equity, race, power, and the role of institutions in creating or disrupting inequality. Dr. D鈥橝mico Pawlewicz strives to construct her historical scholarship upon an interdisciplinary foundation that draws upon sociology, economics, gender studies, and critical race theory. Through her scholarship and teaching, Dr. D鈥橝mico Pawlewicz envisions herself as a bridge builder connecting (1) history to disciplines across the university, (2) the past to the present, and (3) the university to the public. Specifically, Dr. D鈥橝mico Pawlewicz鈥檚 research explores the history of the public school workforce and the creation and maintenance of racialized ideas, policies, and practices. Her work has appeared in the Washington Post, History of Education Quarterly, Harvard Educational Review, Labor: Studies in Working Class History, American Educational Research Journal, and several other outlets.

Dr. D鈥橝mico Pawlewicz鈥檚 first book, Blaming Teachers: Professionalization Policies and the Failure of Reform in American History, will be out in August of 2020. She is also editing a volume entitled Walkout: Teacher Militancy, Activism, and School Reform to be published by IAP and conducting research for her third book, tentatively titled Pathologizing Blackness: The National Teacher Corps, Federal Education Policy, and the Politics of Race and Achievement.

Dr. D鈥橝mico Pawlewicz earned her Ph.D. from New York University where she was a Spencer Dissertation Fellow and received the Politics of Education Association鈥檚 Outstanding Dissertation Award. After earning her degree, she spent a post-doctoral year as a visiting assistant professor at Brown University. Before arriving at UND, Dr. D鈥橝mico Pawlewicz was assistant professor at George Mason University where she served as Professor-in-Charge of the Education Policy Doctoral Specialization and was named a University Teacher of Distinction.  

Jeanne Powers is an expert in the sociology of education, and educational policies and politics. 

Her research focuses on school segregation, school choice and school finance litigation. Powers also uses administrative data to analyze teacher retention patterns in Arizona while focusing on the differences in employment outcomes for charter school and traditional public school teachers.

Powers is an associate professor in the Mary Lou Fulton Teachers College.

Her AERA Review award winning work has been published in various educational publications such as Review of Research in Education, American Educational Research Journal and Equity and Excellence in Education.

Margaret Keller-Cogan, EdD, director of Canisius University's graduate program in Educational Leadership and Supervision, is available to offer expert commentary on the complex relationship between federal oversight and state-level education systems. As national discussions continue about the role and scope of the U.S. Department of Education, Dr. Keller-Cogan provides informed perspective on how changes in federal education policy could impact school districts, educators, and students nationwide. 
Areas of Expertise: Educational Policy and Administration:

Federal and state education policy implementation
School district leadership and management
Educational quality and accountability measures
Resource allocation and funding strategies

Academic Excellence and Innovation:

Curriculum development and assessment
Learning theory and innovative teaching methods
Student achievement and college/career readiness
Cross-state educational standards and benchmarks

Educational Equity and Access:

Special education services and support
Educational opportunity gaps
Student mobility challenges
Resource distribution across districts

Professional Background: Dr. Keller-Cogan brings comprehensive experience from multiple leadership roles including:

School District Superintendent
Deputy Superintendent
Assistant Superintendent
School Principal
Special Education Teacher

Her unique perspective spans classroom teaching, building-level administration, and district-wide leadership, providing insight into educational challenges at every level.
Education:

Doctorate in Education, University of Rochester
Extensive research background in curriculum, assessment, and learning theory

Areas of Commentary:

K-12 Education Policy
School District Administration
Educational Leadership
Curriculum Development
Special Education
Educational Assessment
School Reform Initiatives