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Angus McLeod, Joint Ph.D. Student, History | Education, Culture, and Society

Angus’ primary research interest is the historical development of public, K-12 education finance policy in the United States from the nineteenth century to the present. His current project investigates the history of Texas' school finance policy from the Republic of Texas to the present as a lens into broader issues of how school finance serves a site of contestation between different racial, socioeconomic, geographic, and political constituencies.

Taylor K. Odle, Ph.D. Student, Higher Education (GSE) | A.M. Candidate, Statistics (Wharton)

Taylor is principally interested in state policy, financial aid, program evaluation, and quantitative methods in higher education. He was previously Assistant Director of Fiscal Policy and Research with the Tennessee Higher Education Commission, a Graduate Intern for Higher Education and Public Policy at the College Board, and an Education Policy Intern for the Senate Committee on Health, Education, Labor & Pensions. Taylor holds a M.Ed. in Higher Education Policy and Quantitative Methods from Vanderbilt University.

Emily Plummer, Ph.D. Candidate, Teaching, Reading/Writing/Literacy

Emily’s broad research interests include adolescent literacies, digital writing, and multimodality. Her current research is framed in transliteracies and participatory methodologies and focuses on journalistic writing more specifically, examining the genre in relation to youth digital activism and civic engagement. She holds a M.A. in Education and a M.A. in Communication from Villanova University.

Stefan Slater, Ph.D. Student, Teaching, Learning, and Leadership

Stefan is a data scientist who studies learning in digital and online spaces. His current research involves studying the linguistic components of mathematics problems and their relationship to student affective states and learning. He holds a B.S. in Psychology from the University of Wisconsin Madison, and a M.S. in Learning Analytics from Teachers College, Columbia University.

 

Atenea Rosado-Viurques, Joint Ph.D. Student, Anthropology | Education, Culture and Society


Atenea’s research focuses on the experiences of immigrant youth during and after immigration detention, and the intersections between the “War on Drugs” in Central and North America, and transnational immigration policy. Rosado-Viurques previously worked as a Federal Advisor for the Ministry of Public Education in Mexico, and as a specialist in Human Rights education for multiple international organizations. She received her BA in Pedagogy from the National Autonomous University of Mexico, and her MA in International Educational Development from Teachers College, Columbia University.

Rachel E. Watson, MSEd Candidate, Education, Culture and Society

Rachel's current work explores the role of settler colonialism in the United States, with an emphasis on the ways that relationships between teachers and students can challenge or reproduce white supremacist systems. Past projects have examined the role of Oklahoma City classrooms and anti-racist pedagogy in the Civil Rights Movement. They graduated from the University of Central Oklahoma with a B.A. in History.

Jennifer Phuong, Ph.D. Candidate, Educational Linguistics

 

Jennifer Phuong is a Ph.D. candidate at the University of Pennsylvania’s Graduate School of Education in the Educational Linguistics division. Her research focuses on the intersection of race, language, and disability in K-12 contexts, with her dissertation project centering on teacher collaboration in bilingual special education and the categorization of learners. Prior to her doctoral studies, Jennifer taught high school special education English Language Arts for six years in Brooklyn, NY, where she also participated in teacher activist efforts. She holds an M.S.Ed. in secondary special education from Brooklyn College.

 

Kelcey Grogan, Ed.D. Student, Reading/Writing/Literacy


Kelcey is a third year Ed.D. student at the University of Pennsylvania’s Graduate School of Education. Her broad research interests include reading and writing practices in secondary settings, specifically studying independent reading programs and how they can serve as “mirrors, windows, and sliding glass doors” (Bishop, 1990) for students; she also is interested in investigating how practitioner inquiry can be used in post-secondary learning centers. Prior to attending the University of Pennsylvania, Kelcey was a high school English Language Arts teacher and instructional coach in Detroit, Michigan. She earned her M.A. in Educational Studies with a focus in Urban Pedagogy from the University of Michigan, and she holds a B.S. with honors in Community, Environment, and Development from the Schreyer Honors College at the Pennsylvania State University.