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Seann Dikkers 
Assistant Professor, Educational Studies, Program Coordinator, Instructional Technology
McCracken Hall 248

Teresa Franklin
Professor, Instructional Technology, Educational Studies,
McCracken Hall 313D

David Richard Moore
Professor, Instructional Technology, Educational Studies 
McCracken Hall 321B 


Gordon Brooks

Gordon Brooks

Associate Professor, Educational Studies
Educational Studies
Lindley Hall S208

Dr. Gordon Brooks received the B.A. in Computer Science and Economics from the College of William and Mary. He holds the M.A. in Interpersonal and Organizational Communication from Ohio University and the Ph.D. in Educational Research and Evaluation from Ohio University. Dr. Brooks teaches courses in the Educational Research and Evaluation program. His scholarship examines statistical techniques as well as the teaching of statistics, and he also develops software programs that help instructors explain statistical concepts.

Most Recent Publications: 

Li, Y., Brooks, G. P., & Johanson, G. A. (2012). Item discrimination and Type I error in the detection of differential item functioning. Educational and Psychological Measurement, 72, 847-861. doi:10.1177/0013164411432333


Brooks, G. P., & Johanson, G. A. (2011). Sample size considerations for multiple comparison procedures in ANOVA. Journal of Modern Applied Statistical Methods, 10(1), 97-109.


Adusah, A., & Brooks, G. P. (2011). Type I error inflation of the separate-variances Welch t test with very small sample sizes when assumptions are met. Journal of Modern Applied Statistical Methods, 10(1), 362-372.


Brooks, G. P. (2011). Qualitative experimentation, local generalizability, and other oxymoronic opportunities for educated researchers. Mid-Western Educational Researcher, 24(4), 10-20.


Johanson, G. A., & Brooks, G. P. (2010). Initial scale development: Sample size for pilot studies. Educational and Psychological Measurement, 70, 394-400. doi:10.1177/0013164409355692


Fang, H., Brooks, G. P., Rizzo, M. L., Espy, K. A., & Barcikowski, R. S. (2009). Power of models in longitudinal study: Findings from a full-crossed simulation design. Journal of Experimental Education, 77, 215-254. doi:10.3200/JEXE.77.3.215-254


Fang, H., Brooks, G. P., Rizzo, M. L., Espy, K. A., & Barcikowski, R. S. (2008). A Monte Carlo power analysis of traditional repeated measures and hierarchical multivariate linear models in longitudinal data analysis. Journal of Modern Applied Statistical Methods, 7(1), 101-119


Brooks, G. P. (2008). A Monte Carlo program for multiple linear regression.Multiple Linear Regression Viewpoints, 34(2), 15-43. Retrieved from


Johanson, G. A., & Brooks, G. P. (2008). Differential person functioning applied to baseball. Perceptual and Motor Skills, 107, 791-799. doi: 10.2466/pms.107.3.791-799


Brooks, G. P. (2008). Using SPSS for introductory statistical analyses. In B. T. Erford, (Ed.). Research and Evaluation in Counseling (pp. 240-291). Boston: Lahaska Houghton Mifflin.


Kanyongo, G. Y., Brooks, G. P., Blankson, L. K., & Gocmen, G. (2007). Reliability and statistical power: How measurement fallibility affects power and required sample sizes for several parametric and nonparametric statistics. Journal of Modern Applied Statistical Methods(1), 81-90.


Freeman, M. L., Conley, V. M., & Brooks, G. P. (2006). Successful vertical transitions: What separates community college transfers who earn the baccalaureate from those who don't? Journal of Applied Researched on the Community College, 13, 141-150.


Fang, H., Brooks, G. P., Rizzo, M. L. & Barcikowski, R. S. (2006). An empirical power analysis of multilevel linear model under three covariance structures in longitudinal data analysis. 2006 Proceedings of the American Statistical Association, Section on Quality and Productivity [CD-ROM]. Alexandria, VA: American Statistical Association.

Teresa Franklin


Professor Emerita, Educational Studies
Educational Studies

Teresa Franklin received her Ph.D. in Instructional Technology from Ohio University and M.S. in Occupational Technology from the University of Houston. Dr. Franklin is a professor emerita in the Department of Educational Studies, where she teachers graduate courses in instructional design, online course design for teaching and learning, research and assessment as well as research in the field of instructional technology. Her research focuses on the integration of technology through curriculum development for face-to-face and online learning, the development of virtual learning environments and e-learning; mobile technologies in the classroom; and teacher/faculty professional development in integrating technology for differentiated instruction and student achievement. Dr. Franklin's scholarship addresses issues related to education and access to mobile technology both nationally and internationally. She serves as a site visitor for the Council for the Accreditation of Educator Preparation (CAEP).

Recent Journals:

  • Behrendt, M., & Franklin, T. (2014). A review of research on school field trips and their value to education. International Journal of Environmental Science and Science Education, 9, 23-42.
  • Anderson, J., Young, W. II, & Franklin, T. (2014) Brief reflections on flipping the college classroom. The Journal of World Universities Forum. 6, 15-22.
  • Anderson, J., Young II, W., & Franklin, T. (2013). A flipped classroom hybrid framework for moving the traditional classroom to the web. In Kesner, R. (ED). The Online University: Building Viable Asynchronous Learning Experiences in Higher Education. IL: Common Ground Publishing.
  • Luo, T., & Franklin, T. (2013). Tweeting and blogging: Moving towards Education 2.0. International Journal on E- Learning (IJEL): Corporate, Government, Healthcare, & Higher Education.
  • Anderson, J., Young II, William, & Franklin, T. (2013). Flipping a management Classroom: Lessons learned. Journal of the Academy of Business Education, 3, 12-26.
  • Pan, S.C. & Franklin, T. (2011). In-service teachers’ self-efficacy, professional development, and Web 2.0 Tools for integration. New Horizons in Education. 59(3), 28-40.
  • Franklin, T. (2011). Mobile learning: At the tipping point. The Turkish Online Journal of Educational Technology, 11(4), Link:
  • Young II, W. Cooper, T. & Franklin, T. (2011). Game-based learning aids in Second Life. Journal of Interactive Learning Research, 4(11), 14-18.

Recent Book Chapters:

  • Franklin, T., Sun, Y., Yinger, N., Anderson, J. & Geist, E. (2013). The changing roles of faculty and students when mobile devices enter the higher education classroom. In Keengwe, S. (ED.). Pedagogical Applications and Social Effects of Mobile Technology Integration. NY: Routledge / Taylor & Francis.
  • Franklin, T. & Thankachan, B. (2012). Wikis in problem-based instruction: Web 2.0 software for the classroom. In Soe, K. (ED). Using Social Media Effectively in the Classroom: Blogs, Wikis, Twitter, and More, NY: Routledge / Taylor & Francis.
  • Smith, J. & Franklin, T. (2012). VoiceThread as a facilitator of instructional critique. In Soe, K. (ED). Using Social Media Effectively in the Classroom: Blogs, Wikis, Twitter, and More, NY: Routledge / Taylor & Francis.


  • Martin, R., Sexton, C., & Franklin, T. (2009).  Teaching Science for All Children: An Inquiry Approach.  Fifth Edition. Allyn and Bacon: Boston, pp. 593.
  • Martin, R., Sexton C., & Franklin, T. (2009). Teaching Science for All Children: Methods of Inquiry for Constructing Understanding, Fourth Edition. Allyn and Bacon: Boston, pp. 344.
  • Martin, R., Sexton, C., & Franklin, T. (2009). Teaching Science for All Children: An Inquiry Approach - Teacher’s Manual. Fifth Edition. Allyn and Bacon: Boston, pp. 246.

Cindy Hartman

Cindy Hartman

Associate Lecturer, Educational Studies
Educational Studies
Lindley Hall 200

Cindy Hartman holds the B.S. in Elementary Education from Bowling Green State University and the M.Ed. in Educational Administration from The University of Akron. She has served as a teacher, principal, and superintendent in area schools and has an interest in educational equity for students in rural schools, especially Appalachian Ohio.


Ms. Hartman currently serves as the associate director of the Coalition of Rural and Appalachian Schools and as co-coordinator of the educational administration program where she also is a faculty member teaching courses in the principal preparation program and the general masters program. Ms. Hartman also serves as the facilitator for the CARE partnership with the Federal Hocking Local Schools.

Michael Hess

Hess thumbnail

Assistant Professor, Educational Studies
Educational Studies
Lindley Hall N288

Dr. Michael Hess holds the B.A. in Social Sciences from Shawnee State University and the M.Ed. in College Student Personnel from Ohio University, with the Ph.D. in Cultural Studies from Ohio University Dr. Hess teaches courses in the Critical Studies in Educational Foundations program. He also directs The Patton College of Education Undergraduate Honors Programs. His major research interests include social justice, rural Appalachia, democratic leadership, place-based education, qualitative research methodologies and international service learning.


Hess, M.E., Johnson, J.D., & Reynolds, S. (2014). A developmental model for educational planning: Democratic rationalities and dispositions. International Journal of Educational Leadership Preparation, 9(1), 48-57.

Mather, P.C. & Hess, M.E. (2013). Promoting Positive Leadership. In P. Mather & E. Humle (Eds.), Positive psychology and appreciative inquiry in student affairs. New Directions for Student Affairs, n. 143, Fall 2013. San Francisco: CA. Jossey-Bass.

Hess, M.E., & Johnson, J.D. (2010). Teacher perceptions of administrative support for democratic practice: Implications for leadership and planning. Academic Leadership, 8(2), 1-16.

Johnson, J., Hess, M., Larson, W., & Wise, J. (2010). Capital ideas: Understanding various forms of capital and their implications for the work of educational leaders. International Journal of Educational Leadership Preparation, 5(2), 1-9.

Johnson, J.D., & Hess, M.E. (2010). Cultivating a space for democratic education and democratic leadership. International Journal of Educational Leadership Preparation, 5(4), 1-10.

Theodore Hutchinson

Marlene Swartz

Associate Professor, Educational Studies
Educational Studies
Lindley Hall S203

Dr. Theodore J. Hutchinson holds the B.A. in Philosophy and the M.Ed. in Educational Psychology and School Counseling from the University of Washington. With the Ph.D. in Social Foundations and the Philosophy of Education from the University of Washington, Dr. Hutchinson teaches courses in the Cultural Studies in Education program. His major research interests include philosophies of education, the radical democratic community, anti-bias education, and pluralism (race, social class, gender and sexual orientation). Dr. Hutchinson also pursues scholarship using philosophical and narrative inquiry.

Most Recent Publications:

Hutchinson, J., & Hunt, J. (2008). Teaching for social justice – Teaching our children: A discussion with Susan Ohanian. Democracy & Education17(3), 4-7.

Hutchinson, J. (2005) Out of the Blue: Art is democratic. Democracy & Education15(3/4). 

Hutchinson, J. (2004). Democracy needs strangers and we are them. In A. Sidorkin & C. Bingham (Eds.), No education without relations (pp.73-90). New York: Peter Lang Publishing.

Hutchinson, J. (2004). Grassroots education and the necessity of relation.Philosophical Studies in Education35, 35-44.

Hutchinson, J. (2002). Education is a revolutionary thing. In Glascock, C., & Romano, R. (Eds.), Hungry Minds in Hard Times (pp.145-164). New York: Peter Lang.

Hutchinson, J. (2002). Cracks in the mirror: Education in a fractured world. Educational Studies33(3), 317-325.
Hutchinson, J. (2001). A queasy scholar considers cultural studies. Philosophy of Education Yearbook, 2000, 383-390.

Hutchinson, J. (1999). Students on the Margins: Education, Stories, Dignity. Albany: State University of New York Press.

William Larson

Bill Larson

Associate Professor, Educational Studies
Educational Studies
Lindley Hall S202

William Larson holds the B.A. in Sociology with complementary studies in psychology from Heidelberg College and the M.Ed. in Educational Administration from Bowling Green State University. He earned the Ph.D. in Educational Administration and Communications Theory from Bowling Green State University. Dr. Larson has served on two occasions as the Coordinator of the Educational Administration Program and also serves regularly as an advisor to educational administration program cohorts. Dr. Larson is the director of the Ohio University Leadership Project, a professional development initiative for practicing school administrators. Dr. Larson's research focuses on the preparation of aspiring and current school leaders.

Recent publications

Larson, W. (2014). Mentoring for school administrators: Leadership Project. In A. Howley & B. Trube (Eds.). Mentoring for the Professions: Orienting toward the Future. Charlotte, NC: Information Age Publishing.

Howley, A., Howley, M., Rittenburg, R., & Larson, W. (2014). The development of a valid and reliable instrument for measuring instructional coaching skills. Professional Development in Education. Retrieved from DOI:10.1080/19415257.2014.919342

Godwyll, F. E., Larson, W.K., & Ahwireng, D. (2013). Challenges of head teachers as instructional leaders: A Ghanaian perspective. Journal of Education and Humanities. Theory and Practice, 4(8), 53-74.  The journal is also published in the Turkish language.

Larson, W. (2013). A professional development project for school leaders: Including investigations of the value of the project to the participants. Association for Regional Campuses of Ohio (AURCO) Journal,(Annual Edition) 139-155.

Larson, W., Hostiuck, K., & Johnson, J. (2011). Using physiological metaphors to understand and lead organizations. International Journal of Educational Leadership Preparation, 6(4). Retrieved from

Johnson, J., Hess, M., Larson, W., & Wise, J. (2010). Capital ideas: Understanding various forms of capital and their implications for the work of educational leaders.International Journal of Educational Leadership Preparation, 5(4). Retrieved from

Howley, A., Larson, W., Andrianaivo, S., Rhodes, M., & Howley, M. (2007).Standards-based reform of mathematics education in rural high schools. Journal of Research in Rural Education, 22(2).Retrieved from www.jrre.psu.ed

Howley, A, Howley, C. & Larson, W. (2007). Principals approach planning: The influence of gender and experience. Educational Planning, 16(1), 31-47.

Larson, W., Howley, A., & Burgess, L. (2007). Preparing school leaders to support rural communities of the future. In L. Lemasters & R. Papa (Eds.). The 2007 Yearbook of the National Council of Professors of Educational Administration (380-390). Lancaster, PA: Pro>Active Publications.

Krisanna Machtmes

Krisanna Machtmes

Chair, Educational Studies
Educational Studies
Lindley Hall S201A

Dr. Krisanna Machtmes holds a BS degree from University of Wyoming, a MS degree from Washington State University and a Ph.D. in Education from Purdue University. After completing her doctorate at Purdue University, Krisanna worked for three years as a program evaluator for the 4-H Youth Development Department at Purdue University. Krisanna's initial faculty position was at Louisiana State University in 2002. While at LSU, Dr. Machtmes earned promotion to Associate Professor with tenure. She joined Ohio University in the fall of 2013. Dr. Machtmes' research focuses on the methodology used to evaluate technology-based education programs. Current research examines the effects of immersive virtual learning on training adults. Responsibilities at Ohio University include teaching graduate courses in research methods and evaluation, including mixed methods. Dr. Machtmes has been active in myriad campus service and leadership committees at LSU, including the Honor Society of Phi Kappa Phi.

Recent Publications (Selected):

Cater, M., Machtmes, K., & Fox, J. (2013). A Phenomenological Examination of Context on Adolescent Ownership and Engagement. The Qualitative Report, 18(Art. 31), 1- 13. Retrieved from

Ndinguri, E. N., Prieto, L.C., & Machtmes, K. (2012). Human capital development dynamics: The knowledge based approach.Academy of Strategic Management, 11(2), 121-136.

Fox, J., Jones, K., Machtmes, K., & Cater, M. (2012). Internalizing virtue framework: A qualitative examination of a character development service-learning project and its impact on college students in an adolescence development course. The Journal for Civic Commitment (19), 1-19.

Broussard, J., & Machtmes, K. (2012). Gaming as a curriculum. Curriculum and Teaching Dialogue, 14(1-2), 89-104.

Jabor, Khata,Abu, Salleh, Machtmes, K., & Huang, R. T. (2012). Does ethnicity matter on the students' achievement in mathematics. Archive of Science Journal, 65(7), 608-614.

Jabor, Khata,Abu, Salleh,& Machtmes, K. (2012). The impacts of parent educational status on the achievement in mathematics. Archive of Science Journal, 65(7), 564-589.

Deggs, D., & Machtmes, K., (2012). The influence of higher education on working adults' anticipated independent and self-directed learning activities. PAACE Journal of Lifelong Learning, 21, 23-37.

Kungu, K., Machtmes, K., Prieto, L., & Jabor, M. K. (2012).Assessing readiness for lifelong learning: Volunteers to a 4-H Youth Development Program. The International Journal of Learning, 18(3), 23-43.

Huang, R., Deggs, D., Jabor, M., & Machtmes, K. (Summer, 2011). Faculty online technology adoption: The role of management support and organizational climate. Online Journal of Distance Learning Administration, 14(2), Retrieved from

Huang, R., Jang, S., Machtmes, K., & Deggs, D. (2011). Investigating the roles of perceived playfulness resistance to change and self-management of learning in mobile English learning outcome. British Journal of Educational Technology, Advanced online publication. doi: 10.1111/j.1467-8535.2011.01239x

Kungu, K., Iraki, F., & Machtmes, K. (2010). Assessing the self-directed learning readiness in a Kenyan University context.Review of Higher Education and Self-Learning, 3(7), 26-39.

Deggs, D., Hilleke, G., Stevens, M., & Machtmes, K. (September 2010). The affect of previous service activities on student experiences in a service-learning course. Journal for Civic Commitment, 15, 1-13, Retrieved from

Fox, J., Machtmes, K., Tassin, M., & Hebert, L. (Winter 2009). An analysis of volunteer motivation among youth participating in service-learning projects.Information for Action: A Journal for Research on Service-Learning for Children and Youth, 2(1), 1-17.

Kungu, K., & Machtmes, K. (2009). Lifelong learning: Looking at triggers for adult learning. The International Journal of Learning, 16(7), 501-511.

Hathorn, D., Machtmes, K., & Tillman, K. (2009).The lived experience of nurses working with student nurses in the acute care clinical environment. The Qualitative Report, 14(2), 227-244, Retrieved from

Machtmes, K., Deggs, D., Johnson, E., Fox, J., Burke, M., Harper, J., Matzke, B., Arcemont, L., Hebert, L., Tarifa, T., Reynaud, A., Aguirre, R., & Brooks, C. (2009). Teaching qualitative research methods through service-learning. The Qualitative Report, 14(1), 155-164, Retrieved from


David Richard Moore


Educational Studies
Educational Studies
Lindley Hall S205

Dr. David Richard Moore holds the B.S. in Agricultural and Applied Economics from Virginia Tech. He also holds the M.S. in Training and Development and the Ph.D. in Instructional Systems Design, both from Virginia Tech. Dr. Moore teaches courses in Instructional Design, Computer-based Instruction, and Philosophy of Instructional Technology. His research interests include computer assisted learning, simulations, and instructional design, instructional technology, and spatial response assessment.


Most Recent Publications:


Moore, D.R., & Hsiao, E. (2012). Concept learning and the limitations of arcade-style games. International Journal of Game-Based Learning (IJGBL), 2(3), 1-10. doi:10.4018/ijgbl.2012070101


Ahn, J., & Moore, D. (2011). The relationship between students accent perception and accented voice instructions and its effect on students achievement in an interactive multimedia environment. Journal of Educational Multimedia and Hypermedia, 20(4), 319-335.


Hsu, C-H, & Moore, D. R. (2011). Formative research on the Goal-based Scenario model applied to computer delivery and simulation. The Journal of Applied Instructional Design, 1(1), 13-24.


Moore, D. R. (2011). Technology literacy: The extension of cognition. International Journal of Technology and Design Education, (22)2, pp. 185-193.


Moore, D.R. (2009). Designing online learning with Flash San Francisco: Pfeiffer & Jossey Bass.

Dwan Robinson


Assistant Professor, Educational Studies
Educational Studies
Lindley Hall N287

Dr. Dwan Robinson, an Assistant Professor in Educational Administration, holds a B.A. in Government from Oberlin College, a M.A. in Public Policy from the University of Chicago and has earned a Ph.D. in Educational Administration from The Ohio State University. Prior to joining the faculty at Ohio University she served as a Visiting Assistant Professor at Michigan State University where she was involved in a Skillman Foundation grant with the Education Outreach Office to improve educational outcomes in Detroit, MI. Dr. Robinson teaches doctoral and masters courses in leadership, educational leadership, policy and politics in education and school and community relations.She is Cohort Coordinator of the Master's/ Principal Preparation Program for the Pickerington Regional Cohort and a Board Member of the Coalition of Rural and Appalachian Schools. Her research includes educational leadership, social capital in education, school, community relations, the experiences of marginalized groups in education, and social justice in education.

Recent Publications (Selected):

Robinson, D. V. & Volpe, L. (2015).  Navigating the parent involvement terrain – The engagement of high poverty parents in a rural school district. Journal of Family Diversity in Education. 1(4), 66 – 85.

Robinson, D. V., Moore, J. L., III, & Mayes, R. D. (2013). Two Gifted African American Brothers Achieving in Spite of the Odds. In Grantham, T., Frazier Trotman Scott, M., & Harmon, D. Young, Triumphant and Black.Prufrock Press.

Robinson, D. V., Moore, J. L., III, & Mayes, R. D. & Robinson, J. R. (2014)(In press).Chutes and ladders: Young African American males navigating potholes to climb to success. In Moore, J. L., III, & Lewis, C. W. (Eds.), African American Males in PreK-12 schools: Informing Research, Practice, and Policy.Emerald Publishing.

Allen, A., & Robinson, D.V. (2008). Schools, communities, and local newspapers: New questions to examine. In Wayne Hoy & Michael DiPaola (Eds.) Improving Schools: Studies in Leadership and Culture. Greenwich, CT: Information Age Publishing, Inc.

Allen, A. & Robinson, D. (2008). Charter Schools Must Be Publicly Regulated. In Henningfield, D. (Ed.), At Issue: Charter Schools. Farmington Hills, MI: Greenhaven Press, pp. 49-70.


Katharine Sprecher

K. Sprecher

Lecturer, Educational Studies
Educational Studies
Lindley Hall N278

Dr. Katharine Sprecher received her B.A. in women's studies, M.A. in social and cultural anthropology, and California teaching credential with concentration in culture, language, and academic development. She completed her PhD in education with concentration in cultural studies of educational foundations at the University of Tennessee. Dr. Sprecher teaches undergraduate and graduate courses for the Critical Studies in Educational Foundations program. Her research interests include social justice and diversity in education with emphases in feminism, gender, and sexuality; local-global approaches to critical multiculturalism; and feminist, postcritical, and performative methodologies. She has worked with diverse communities in K-12+ schools, including children who have experienced forced migration and refugee internment.

Most Recent Publications:

Thayer-Bacon, B. J., Stone, L., & Sprecher, K. (Eds.) (In press). Classic and contemporary readings in education feminism. New York: SUNY Press.

Sprecher, K. (2013). "I am proud to be African": Countering deficit discourses in a U.S. school. In R. Gabriel & J. N. Lester (Eds.), Performances of research: Critical issues in K-12 education.

Mariner, N.S., Lester, J.N., Sprecher, K., and Anders, A.D. (2011). Relational knowledge production and the dynamics of difference: Exploring cross-cultural tensions in service learning through narrative. In Stewart, T. and Webster, N. (Eds.), Exploring cultural dynamics and tensions within service learning (pp. 63–80). Charlotte, NC: Information Age Publishing Inc.

Sprecher, K.(2011). Book review: Makingfeminist sense of the global justice movement by Catherine Eschle and Bice Maiguashca. International Education, 41(1), 9598.

McNeely, C., Sprecher, K., & Bates, D. (2010). Comparative case study of Caring Across Communities: Identifying essential components of comprehensive school-linked mental health services for refugee and immigrant children. Washington DC: The Center for Health and Healthcare in Schools, The George Washington University, and Center for the Study of Youth and Political Violence, University of Tennessee, Knoxville.


Adah Ward Randolph

Adah Ward Randolph

Professor, Educational Studies
Educational Studies
Lindley Hall S204

Dr. Adah Ward Randolph holds the B.S. in Education from the University of Iowa and the M.A. in History from The Ohio State University. She received both the M.Ed. in Curriculum and Instruction and the Ph.D. in Educational Policy and Leadership also from The Ohio State University. Dr. Ward Randolph teaches courses in educational research and evaluation, cultural studies, and educational leadership, and her major research interests include the history of African American education; African American literature and history; educational leadership; educational policy; curriculum policy; and race, class and gender studies.

Most Recent Publications:

Ward Randolph, A. (2012). It is better to light a candle than to curse the darkness: Ethel Thompson Overby and democratic schooling in Richmond, Virginia: 1910-1958. Educational Studies, 48(3), 220-243.


Ward Randolph, A., & Sanders, S. (2011). In search of excellence in education: The political, academic, and curricular leadership of Ethel T. Overby. Journal of School Leadership, 21(4), 521-547.


Ward Randolph, A., & Weems, M.E. (2010). Speak truth and shame the devil: An ethnodrama in response to racism in the academy. Qualitative Inquiry, 16(5), 310-313.


Ward Randolph, A. (2009). The historical tradition of African American leadership in African American schools: 1830-1955. In L. Foster & L. Tillman (Eds.), African American perspectives in leadership in schools:Building a culture of empowerment (pp.17-37). New York: Rowman & Littlefield.


Ward Randolph, A. (2009). Dear Michelle: Redefining black motherhood. In B. Nevergold & P Bertram (Eds.), Go tell Michelle: African American women letters to the new first lady (pp.151-153). New York: SUNY Press.


Ward Randolph, A. (2008).To gain and to lose: The loving school and the African American struggle for education in Columbus, Ohio: 1871-1882 . In L. Tillman (Ed.), The handbook of African American education (pp.17-21). Thousand Oaks, CA: Sage Publications.


Ward Randolph, A. (2008). The memories of an all-black northern urban school: Good memories of leadership, teachers and  curriculum. In B. S. Stern & M. L. Kysilka (Eds.), Contemporary readings in curriculum (pp.83-90). Thousand Oaks, CA: Sage Publications.


Ward Randolph, A. (2008). Thomas Jefferson Ferguson. In H. L. Gates, Jr., & E. Higginbotham (Eds.), African American national biography (pp.251-253). New York: Oxford University Press.


Ward Randolph, A. (2004). Memories of an all-black northern urban school: Good memories of leadership, teachers, and the curriculum. Urban Education39(6), 596-620.


Ward Randolph, A. (2004). Owning, controlling and building upon cultural capital: Thomas Jefferson Ferguson and Albany enterprise academy 1865-1886. In V. P. Franklin & C. Savage (Eds.), Cultural capital and Black education: African American communities and the funding of Black schooling, 1865 to the present (pp.15-33). Greenwich, CT: Information Age Publishing.

Min Lun Wu (Alan)

Alan Wu

Lecturer, Educational Studies
Educational Studies
Lindley Hall 278

Dr. Min Lun (Alan) Wu holds a B.A. in British and American Literature and a M.A. in Teaching English to Speakers of Other Languages (TESOL), both from Tamkang University in Taipei, Taiwan.  He also holds a Ph.D. in Educational Psychology and Educational Technology from Michigan State University.  Dr. Wu teaches undergraduate courses in technological applications in education and graduate courses with emphases on player motivations to learn via gameplay, and the design, research, and implementation of digital game-based learning (DGBL).  He has expertise in online teaching and learning, technology education in teacher preparation, educational game design, computational thinking skills, and computer-assisted language learning (CALL).