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Aimee Howley

Educational Studies

Aimee Howley is a faculty member in the Educational Studies Department at Ohio University where she holds the rank of professor. She received a bachelor's degree in philosophy from Barnard College, a master's degree in special education from the West Virginia College of Graduate Studies/Marshall University, and a doctorate in educational leadership from West Virginia University.Her previous higher education experience included faculty appointments in the educational administration programs at Marshall University and Ohio University and chair positions in the education departments at West Virginia Institute of Technology and the University of Charleston. She served as Associate Dean in Marshall University's and Ohio University's colleges of education. Prior to working in higher education, Dr. Howley was a special education teacher and administrator in the Jackson County Schools in West Virginia. Dr. Howley's research explores the intersection between social context and educational practice; and she has used both quantitative and qualitative methods to investigate a wide range of questions relating to rural education, educational reform, school leadership, school size, and gifted education. Dr. Howley has authored or co-authored five books, numerous book chapters, and more than 50 refereed journal articles. Her most recent co-authored book, Thinking About Schools: New Theories and Innovative Practice (2007) applies contemporary theories to the practical dilemmas of school leadership.

Selected Recent Publications

Rader-Brown, L., & Howley, A. (In press). Predictors of the instructional strategies that elementary school teachers use with English language learners. Teachers College Record.

Howley, M., Howley, A., & Eppley, K. (2013). How agricultural science trumps rural community in the discourse of selected U.S. History textbooks. Theory and Research in Social Studies Education, 41(2), 187-218.

Howley, A., Howley, M., Howley, C., & Duncan, T. (2013). Early college and dual enrollment challenges: Inroads and impediments to access. Journal of Advanced Academics. 24(2), 75-105.

Howley, M.D., Howley, A., Henning, J., Gillam, M.B., & Weade, G. (2013). Intersecting domains of assessment knowledge: School typologies based on interviews with secondary teachers. Educational Assessment, 18(1), 26-48.

Howley, M., Howley, A.A., Helfrich, S., Harrison, L., Gillam, M.B., & Safran, J. (2012).A research focused honors program for high-ability teacher-education Students. Journal for the Education of the Gifted, 35, 319-343.

Howley, A., Howley, M., Hendrickson, K., Belcher, J., & Howley, C. (2012). Stretching to survive: District autonomy in an age of dwindling resources. Journal of Research in Rural Education, 27(3). Retrieved from http://jrre./

Wood, L., & Howley, A. (2011). Dividing at an early age: The hidden digital divide in Ohio elementary schools. Learning, Media and Technology, 1-20.DOI:10.1080/17439884.2011.56799