THE CONTRIBUTORS

Tony E. Adams, PhD, is an assistant professor in the Department of Communication, Media and Theatre at Northeastern Illinois University. He teaches courses on relationships, gender, persuasion, identity, qualitative research, and communication theory. His work has appeared in such journals as Qualitative Inquiry, Soundings, Cultural Studies <=> Critical Methodologies, Symbolic Interaction, and the Review of Communication, and in such books as The Handbook of Critical and Interpretive Methodologies. He is currently working on a book about sexuality, same-sex desire, and coming out (tentatively titled Narrating the Closet).

Lucy E. Bailey is an assistant professor of social foundations and qualitative inquiry at Oklahoma State University. She is also core faculty in the Gender and Women's Studies Program. She holds graduate degrees in women's studies and cultural studies in education from The Ohio State University. Her interdisciplinary research interests include feminist, critical, and poststructuralist methodologies; American women's educational history; and diversity issues in higher education. With Nancy L. Rhoades, she published Wanted—Correspondence: Women's Letters to a Union Soldier.

Tom Barone's doctoral dissertation at Stanford University investigated the possibilities of literary nonfiction for researching and writing about educational matters. Since then he has explored, conceptually and through examples, a variety of narrative and arts-based approaches to contextualizing and theorizing about significant educational issues. He has written three books: Aesthetics, Politics, and Educational Inquiry: Essays and Examples; Touching Eternity: The Enduring Outcomes of Teaching (which received Outstanding Book Awards from Division B of the American Educational Research Association [AERA] and the AERA Narrative Research Special Interest Group); and Arts Based Research, coauthored with Elliot Eisner. As a professor of education in the Arizona State University Mary Lou Fulton Teachers College, Barone teaches courses in curriculum studies and qualitative research methods. He is the recipient of the AERA Division B Lifetime Achievement Award.

Bryan McKinley Jones Brayboy is an enrolled member of the Lumbee Tribe of North Carolina. He is Borderlands Associate Professor of Educational Leadership and Policy Studies in the School of Social Transformation at Arizona State University and visiting President's Professor of Indigenous Education at the University of Alaska Fairbanks. Most recently his research has been focused on exploring the role of indigenous knowledge systems in the academic experiences of indigenous students, staff, and faculty. He has published numerous articles and book chapters, and his recent research has appeared in such journals as Anthropology & Education Quarterly, Harvard Educational Review, Journal of Black Studies, Review of Educational Research, Review of Research in Education, and the Urban Review.

Angelina E. Castagno is an assistant professor of educational foundations in the Department of Educational Leadership at Northern Arizona University. She received her doctorate in educational policy studies from the University of Wisconsin-Madison. Her research focuses on issues of diversity, equity, and race in schools, with a particular emphasis on indigenous education and critical race theories. She has authored and coauthored articles in such journals as Anthropology & Education Quarterly, Review of Educational Research, and the International Journal of Qualitative Studies in Education.

Sharon Verner Chappell's doctoral dissertation at Arizona State University explored arts criticism methods of understanding young people's art works expressing social justice concerns in community-based settings. She is currently an assistant professor in elementary and bilingual education at California State University Fullerton, where she teaches topics in English language learning and cultural pluralism in education, as well as curriculum theory and arts education. Her research focuses on arts-based qualitative methods of analyzing issues of difference, language, culture, and power in childhood and youth studies.

Kathy Charmaz is professor of sociology and director of the Faculty Writing Program at Sonoma State University, a program she designed to help faculty complete their research and scholarly writing. She has written, coauthored, or coedited nine books including Good Days, Bad Days: The Self in Chronic Illness and Time, which won awards from the Society for the Study of Symbolic Interaction and the Pacific Sociological Association, and Constructing Grounded Theory: A Practical Guide Through Qualitative Analysis, which received a Critics' Choice Award from the American Educational Studies Association and has been translated into Chinese, Japanese, Polish, and Portuguese. Recently she has participated in two multiauthored book projects, Developing Grounded Theory: The Second Generation, and Five Ways of Doing Qualitative Analysis: Phenomenological Psychology, Grounded Theory, Discourse Analysis, Narrative Research, and Intuitive Inquiry. She currently serves as president of the Society for the Study of Symbolic Interaction.

Carolyn Ellis is professor of communication and sociology at the University of South Florida. She has published five books and four edited collections, the most recent of which are The Ethnographic I: A Methodological Novel About Autoethnography; Revision: Autoethnographic Reflections on Life and Work; and Music Autoethnographies: Making Autoethnography Sing/Making Music Personal. She has published numerous articles, chapters, and personal stories situated in interpretive representations of qualitative research. Her current research focuses on interactive interviews and collaborative witnessing with Holocaust survivors.

Pamela Frazier-Anderson, PhD, is the principal investigator for and founder of Frazier-Anderson Research and Evaluation, LLC in Norwalk, Connecticut, where she provides technical assistance in project and program development and collaborates with other evaluators on evaluation projects in the public and private sectors. Her research interests include educational issues affecting African American students from pre-K through grade 12 and in higher education, as well as program evaluation topics relevant to underserved populations. She currently serves as an adjunct faculty member in the Department of Psychology at Lincoln University within the department's distance learning program, in which she implements Web-based distance education courses in general psychology and program evaluation. She also serves as program cochair of the Multiethnic Issues in Evaluation Topical Interest Group of the American Evaluation Association, and as cochair of the Research on Evaluation Special Interest Group of the American Educational Research Association.

Heather R. Gough is currently working toward her doctorate in justice studies at Arizona State University. She earned her Juris Doctor degree from University of California, Berkeley, where she was honored with the Prosser Prize for Academic Excellence in Social Justice Practice, and subsequently earned her master's in social work from the University of Denver. Prior to her doctoral studies, she worked as an attorney, practicing in the fields of mental health, administrative, education, and dependency law. She has also worked as a social worker, providing therapeutic services to children and families involved in the foster care system.

Laurie Moses Hines earned her PhD in history of education and American studies from Indiana University-Bloomington. Before joining Kent State University, where she is currently an assistant professor, Hines worked for The College Board as lead developer and writer of an online public history project about The College Board's role in higher education. She was an assistant editor for the History of Education Quarterly and has published in that journal and Education Next, as well as in a number of edited texts. Her research focuses on the history of teachers, teacher education and higher education, and teacher professionalization. She currently is working on the historical dimensions of assessment of teacher dispositions for an edited volume on teacher assessment. Hines has presented research on historical topics and on teaching in higher education. She currently teaches courses in U.S. history, world history, and cultural foundations of education at Kent State University-Trumbull, where she was awarded a Kent State University teaching fellowship in 2003. She also is on the board of directors of Pi Lambda Theta, an educational honorary and professional association. She would like to thank the editors for their helpful comments.

Stafford Hood is the inaugural Sheila M. Miller Professor and head of the Department of Curriculum and Instruction and professor of educational psychology in the College of Education at the University of Illinois at Urbana-Champaign. His research and scholarly activities focus primarily on the role of culture in educational assessment and culturally responsive approaches in program evaluation. He serves, and has served, on numerous national advisory boards and committees including the American Indian Higher Education Consortium's National Science Foundation–funded Building an Indigenous Framework for STEM Evaluation project, as well as on Educational Testing Service's Visiting Panel for Research. He is president of the American Educational Research Association (AERA) SIG/Research Focus on Black Education and coeditor of the Feature Articles section of the AERA journal, Educational Researcher. He currently serves on the editorial boards of the American Journal of Evaluation, New Directions for Evaluation, and Review of Educational Research. He has also served as a program evaluation and testing consultant to the federal government, state departments of education, school districts, universities, foundations, and regional educational laboratories, and in New Zealand.

Rodney K. Hopson is the Hillman Distinguished Professor in the Department of Educational Foundations and Leadership in the School of Education, and faculty member in the Center for Interpretive and Qualitative Research at Duquesne University. His research interests lie in social politics and policies, foundations of education, sociolinguistics, ethnography, and evaluation. With funding support from the W. K. Kellogg Foundation, National Science Foundation (NSF), Robert Wood Johnson Foundation, Annie E. Casey Foundation, and other funding streams in the United States, he has secured support for graduate and postgraduate students of color in the natural and social sciences to contribute to the development of interests that focus on democratically oriented evaluation and research approaches and practices in traditionally underserved communities in the United States. With Rosalie Torres and Jill Casey, he is currently involved in an in-depth study of the logic model use of selected NSF-funded Math and Science Partnerships (MSPs). And, with Don Yarbrough, Lyn Shulha, and Flora Caruthers, he is involved in the study and application of program evaluation standards in preparation for the third edition of Program Evaluation Standards for the Joint Committee on Standards for Educational Evaluation.

Ernest R. House is a professor emeritus at the University of Colorado, Boulder, where he was professor of education, specializing in evaluation (1985–2001). Previously, he was professor of education at the University of Illinois at Urbana-Champaign (1969–1985). He has been a visiting scholar at University of California, Los Angeles, Harvard, New Mexico, and the Center for Advanced Study in the Behavioral Sciences at Stanford, as well as in England, Australia, Spain, Sweden, Austria, and Chile. His books include Politics of Educational Innovation; Survival in the Classroom (with S. Lapan); Evaluating with Validity; Professional Evaluation; Values in Evaluation and Social Research (with K. Howe); Regression to the Mean; and Cherry Street Alley, a childhood memoir. He received the Lasswell Prize in policy sciences and Lazarsfeld Award for Evaluation Theory.

Christine K. Lemley is an assistant professor in the Department of Teaching and Learning, Secondary Education at Northern Arizona University in Flagstaff. She earned a bachelor's degree in French, minor in English with certification to teach, from Lawrence University in Appleton, Wisconsin. She earned her master's degree in French from Middlebury College in Middlebury, Vermont. After completing two years of service as a Peace Corps volunteer, she pursued and earned her doctoral degree in curriculum and instruction from the University of Wisconsin-Madison. Her research interests focus on indigenous education and indigenous language revitalization efforts through narrative inquiry. Her most recent work focuses on social justice and equity issues, including historically marginalized populations. With Susan U. Marks and Gerald K. Wood, she coauthored the article “The Persistent Issue of Disproportionality in Special Education and Why It Hasn't Gone Away” in Power Play: A Journal of Education Justice.

Beth Leonard (Deg Hit'an Athabascan) is originally from Shageluk, Alaska. Her father is James Dementi, who was raised in the traditional Athabascan subsistence lifestyle. Her mother is the late Reverend Jean Dementi, originally from California. Leonard earned her PhD from the University of Alaska Fairbanks (UAF) in 2007 in the Interdisciplinary Studies Program focusing on cross-cultural studies. She is currently an assistant professor in the UAF School of Education, instructing undergraduate and graduate courses on such topics as Alaska Native education, communication in cross-cultural classrooms, and documenting indigenous knowledge. Her research interests include indigenous pedagogies, indigenous teacher preparation, and Athabascan oral traditions and languages.

Donna M. Mertens is a professor in the Department of Educational Foundations and Research at Gallaudet University in Washington DC, where she received the Most Distinguished Faculty Award. She is a past president of the American Evaluation Association and has been honored with its awards for contributions to the association and to the development of theory in the field of program evaluation. She received her bachelor's degree in psychology at Thomas More College and her master's and doctoral degrees in educational psychology at the University of Kentucky. Her current interests focus on the linkage between research methods and social justice. She works with culturally diverse communities around the world to coconstruct approaches to research that address issues of human rights. She is the coeditor, with Pauline Ginsberg, of The Sage Handbook of Social Research Ethics, and is the author of Research Methods in Education and Psychology: Integrating Diversity with Quantitative, Qualitative, and Mixed Methods; Transformative Research and Evaluation; and the forthcoming Program Evaluation: Theory to Practice. She is the editor of the Journal of Mixed Methods Research and serves on the editorial board of New Directions for Evaluation.

Roland W. Mitchell is assistant professor of higher education and codirector of the Curriculum Theory Project at Louisiana State University. He received his PhD in educational research from the University of Alabama. He has published in numerous education journals including the Journal of Negro Education, the International Journal of Education and the Arts, the Journal of Excellence in College Teaching, and the Review of Higher Education. He provides consulting services to K–12 schools, not-for-profits, and universities on multicultural issues. He is currently at work on his first book, titled Racing Higher Education: Representations and Refractions of Race in College Classrooms.

Tricia S. Moore is a professor in the Department of Dental Hygiene at Northern Arizona University. She received a bachelor's in dental hygiene and master's and doctoral degrees in education from Northern Arizona University in Flagstaff. Her research interests include oral health, tobacco use, evidence-based practice, and professional development. Her most current work involves the use of students as tutors in a problem-based learning course as part of a dental hygiene curriculum. She serves on the editorial board for the Journal of Dental Education, the Journal of Dental Hygiene, and the Journal of Contemporary Dental Practice. She also serves on the Dental Hygiene Committee of the Arizona Board of Dentistry and as a curriculum consultant for the American Dental Association Commission on Dental Accreditation.

Roy F. Roehl II is an Alaska Native of Aleut descent. As an assistant professor he currently teaches mathematics methods, research methods, and calculus for the University of Alaska Fairbanks. He also spent fourteen years teaching mathematics and science at the high school level. He has been honored with a 2010 Mellon Foundation Fellowship, the 2004 Alaska Federation of Natives Eileen Panigeo MacLean Education President's Award, the 2001 Railbelt Conference Coach of the Year Award, and the 1998 Tandy Technology Outstanding Educator Award.

Jean J. Schensul, with her PhD from the University of Minnesota, is senior scientist at and founding director of the Institute for Community Research in Hartford, Connecticut. She is an interdisciplinary medical-educational anthropologist whose research cuts across the developmental spectrum, addressing contributions of ethnography to reveal disparities and structural inequities in early childhood development, adolescent and young adult substance use and sexual risk, reproductive health, and chronic diseases of older adulthood. She has received more than twenty National Institutes of Health research grants and is widely published in journals including the Anthropology & Education Quarterly, AIDS and Behavior, American Behavioral Scientist, and the American Journal of Community Psychology. She and Margaret LeCompte wrote and edited the widely celebrated seven-volume series, The Ethnographers' Toolkit. In 2010 she received the Bronislaw Malinowski Award for Lifetime Achievement in the application of anthropology to human problems. She has served as president of the Council on Anthropology and Education and is a member of the executive board of the American Anthropological Association.

Jessica A. Solyom is pursuing her doctorate in justice studies at Arizona State University. Her research interests focus on social justice and equity, American Indian activism, and immigration. She completed her master's degree in communication with emphases on interpersonal communication and critical cultural studies at the University of Utah. She currently serves as a managing editor for the Journal of American Indian Education. She has coauthored pieces in the Nevada Law Journal and the book Research in Urban Educational Settings: Lessons Learned and Implications for Future Practice.

Robert Thornberg is an associate professor in the Department of Behavioural Sciences and Learning at Linköping University in Sweden. He received his master's and doctoral degrees in education from Linköping University. His current research is on school bullying and peer harassment as social processes. His second line of research is on school rules, student participation, and moral practices in everyday school life. His main research methods are qualitative interview, focus group, grounded theory, and ethnographic methods. He is also a board member of the Nordic Educational Research Association (NERA) and a coordinator for the NERA Network for Empirical Research on Value Issues in Education as well.

Cynthia E. Winston is an associate professor in the Howard University Department of Psychology and principal investigator of the Identity and Success Research Laboratory. She is also the principal and founder of Winston Synergy, LLC, a narrative personality psychology consulting firm. She earned a BS from Howard University and a PhD in psychology and education from the University of Michigan. Her research interests focus on narrative identity, achievement motivation, and the psychology of success of adolescents and adults. She also has a special expertise in mixed-methods research design and analysis for inquiry related to engineering education and the cultural psychology of race as well as personality development within racialized societies. The National Science Foundation granted her an Early Career Award for her narrative psychology methodology development to study the lives of successful African American scientists and engineers.