PPE Fellows

Bill Lewis is a faculty co-creator of the Equity QTS Toolkit. The Quad Text Set approach is a research-based framework composed of four separate texts that work together to build the critical background knowledge needed to engage with a complex target text. The EquityQTS builds from the QTS framework to create space for student voices and action for social justice while also meeting ELA requirements. Bill Lewis is a professor in the School of Education at the University of Delaware. His research focuses on persuasive writing, argumentation, and secondary content-area literacy. He coordinates the middle school ELA concentration in the Elementary Teacher Education program and leads study abroad initiatives. 

Check out the EquityQTS Toolkit here.

Learn more about Bill Lewis here.

Jill Flynn is a faculty co-creator of the Equity QTS Toolkit. The Quad Text Set approach is a research-based framework composed of four separate texts that work together to build the critical background knowledge needed to engage with a complex target text. The EquityQTS builds from the QTS framework to create space for student voices and action for social justice while also meeting ELA requirements. Dr. Jill Flynn is a professor of English at the University of Delaware, specializing in multicultural education, anti-racist education, racial literacy, and critical literacy. Her qualitative research focuses on engaging teachers and students in discussions about race and racism. 

Check out the EquityQTS Toolkit here.

 Learn more about Jill Flynn here.

Anamarie Whitaker is a faculty research fellow for the Delaware Early Literacy Research Practice Partnership (DEL RPP). Funded by the William T. Grant Foundation, the DEL RPP includes the Delaware Department of Education, UD faculty, the Partnership for Public Education (PPE), the Collaborative for Data-Driven Action (CDDA), and Delaware LEAs. They are all working together to address a collaboratively developed set of research priorities related to understanding literacy development and achievement in Delaware. Anamarie lends her expertise in ECE policies, preschool curricula, and professional development about program quality and children’s outcomes to this work. 

Learn more about the DEL RPP here. 

Learn more about Anamarie Whitaker here.

Sanford Student, Ph.D., is a faculty researcher for the Delaware Early Literacy Research Practice Partnership (DEL RPP). Funded by the William T. Grant Foundation, the DEL RPP includes the Delaware Department of Education, UD faculty, the Partnership for Public Education (PPE), the Collaborative for Data-Driven Action (CDDA), and Delaware LEAs. They are all working together to address a collaboratively developed set of research priorities related to understanding literacy development and achievement in Delaware. Sanford lends his expertise in measurement, psychometrics, and quantitative methods to this partnership. Sanford’s research connects technical aspects of educational measurement with practical implications for educators and students, focusing on academic growth. 

Learn more about the DEL RPP here. 

Learn more about Sanford Student here. 

Jason Hustedt, Ph.D., is a faculty researcher for the Delaware Early Literacy Research Practice Partnership (DEL RPP). Funded by the William T. Grant Foundation, the DEL RPP includes the Delaware Department of Education, UD faculty, the Partnership for Public Education (PPE), the Collaborative for Data-Driven Action (CDDA), and Delaware LEAs. They are all working together to address a collaboratively developed set of research priorities related to understanding literacy development and achievement in Delaware. Jason lends his expertise in applied child development with a focus on early childhood policy and practice. His research examines parent-child interactions, early childhood program outcomes, and state and federal policies.

Learn more about the DEL RPP here. 

Learn more about Jason Hustedt here.

Steve Amendum, Ph.D., is a faculty research fellow for the Delaware Early Literacy Research Practice Partnership (DEL RPP). Funded by the William T. Grant Foundation, the DEL RPP includes the Delaware Department of Education, UD faculty, the Partnership for Public Education (PPE), the Collaborative for Data-Driven Action (CDDA), and Delaware LEAs. They are all working together to address a collaboratively developed set of research priorities related to understanding literacy development and achievement in Delaware. Steve Amendum lends his expertise in literacy education to this partnership. His research focuses on early reading intervention, literacy development for multilingual learners, and professional development for teachers. He currently leads several projects funded by the Institute of Education Sciences aimed at improving literacy outcomes. 

Learn more about the DEL RPP here. 

Learn more about Steve Amendum here.

Lynsey Gibbons is the faculty PI for the Research Practice Partnership for Professional Learning in Early Mathematics (RPP-PLEM), a collaboration among early childhood mathematics educators, school and district leaders, the Delaware Department of Education, and University of Delaware faculty. These partners aim to enhance children’s early mathematics learning by collaboratively designing support systems to strengthen their teachers’ professional learning. Partnership development activities include collaborating with early childhood mathematics educators and leaders to learn more about their professional learning needs and collect local evidence reflecting the voices of those most impacted by this work. Lynsey brings her expertise in teacher learning, instructional practices, and the roles of instructional leaders in fostering student-centered learning to this partnership. Lynsey regularly collaborates with schools to support professional development and explores how school-wide systems can enhance teaching practices. 

Learn more about the RPP-PLEM here.

Learn more about Lynsey Gibbons here.

Kristy Sheffler is a key partner in the Research Practice Partnership for Professional Learning in Early Mathematics (RPP-PLEM), a collaboration among early childhood mathematics educators, school and district leaders, the Delaware Department of Education, and University of Delaware faculty. These partners aim to enhance children’s early mathematics learning by collaboratively designing support systems to strengthen their teachers’ professional learning. Partnership development activities include collaborating with early childhood mathematics educators and leaders to learn more about their professional learning needs and collect local evidence reflecting the voices of those most impacted by this work. Kristy brings her expertise in Delaware’s early childhood education policy and practice in addition to her leadership in the Delaware Institute for Excellence in Early Childhood (DIEEC) to this partnership. 

Learn more about the RPP-PLEM here.

Dr. Ann M. Aviles, an assistant professor at the University of Delaware, researches the developmental trajectories of youth of color experiencing homelessness and examines institutional inequities impacting their educational, health, and mental health outcomes. Through her fellowship project, she partners with Yes, You Can to engage youth in Wilmington, Delaware’s Riverside community in civic education using Youth Participatory Action Research (YPAR). This initiative supports the REACH Riverside revitalization effort by equipping youth with the skills and knowledge to contribute to their community’s transformation actively.

Learn more about REACH Riverside here. 

Learn more about Dr. Anna Aviles here.

Dr. Katrina Morrison, a researcher at the Center for Research in Education and Social Policy, holds an Ed.D. in Teaching, Learning, and Curriculum from the University of Pennsylvania, along with degrees in Political Science, Educational Studies, and Criminal Justice. Her professional background includes roles as a researcher, analyst, educator, and lecturer. In partnership with Akoben LLC, Dr. Morrison is exploring the impact of culturally relevant, trauma-informed restorative practices in schools through a research-practice partnership that emphasizes student voice and experience.

Learn more about Dr. Katrina Morrison here.

Dr. Roderick L. Carey, an Assistant Professor at the University of Delaware, researches the school experiences of Black and Latino adolescent boys in urban contexts using critical theories and interdisciplinary frameworks. He holds a Ph.D. in Curriculum and Instruction with a focus on Minority and Urban Education from the University of Maryland, along with advanced degrees in Human Development and Psychology, and Secondary Education and English. Partnering with Newark High School, Dr. Carey explores how Black and Latino boys perceive their mattering in school spaces, aiming to develop educator-professional learning experiences that amplify student voices and create environments where boys of color feel valued and supported. 

Learn more about Dr. Roderick Carey here. 

Learn more about PSFS here.

Thomas Giardina is a professor of biology in the Associate in Arts Program at the University’s Georgetown and Dover campuses. Dr. Giardina was a research and teaching assistant at Binghamton University in New York while earning his B.S. (2008) and Ph.D. (2015) in biological sciences. Dr. Giardina is partnering with the Delaware Department of Education on the annual College Access Month (CAM) initiative. Dr. Giardina will recruit sophomores in the Associate in Arts Program to take part in CAM activities at their home high schools, allowing them to work with students currently navigating the college application process.

Learn more about Dr. Thomas Giardina here.

Dr. Elizabeth Soslau, an associate professor in the School of Education at the University of Delaware, focuses on experiential learning and teaching practices that foster equitable and flourishing educational contexts, guided by principles of justice and repair. Her PPE project examined teachers’ challenges and successes in implementing classroom-based critical service learning after a year-long professional development series at Warner Elementary School in Wilmington, Delaware. In collaboration with the nonprofit Need in Deed (NID), Warner teachers and University of Delaware teacher candidates used NID’s My VOICE framework to guide students in identifying, researching, and addressing social issues through year-long service learning projects.

Learn more about Dr. Elizabeth Soslau here. 

Learn more about Need in Deed here.

Dr. Lauren Bailes, an assistant professor in the School of Education at the University of Delaware, studies how organizational, social-cognitive, and leadership theories intersect to support school leaders and K-12 student success, focusing on stakeholder efficacy beliefs and leadership dynamics. As a PPE fellow, she collaborated with the Wilmington Education Improvement Commission to assess parental involvement and perceptions of the educational system’s responsiveness. Dr. Bailes engaged parents who might not attend traditional school events by connecting with them at community gatherings, such as neighborhood block parties, to better understand their perspectives and experiences.

Learn more about Dr. Lauren Bailes here.