Dr. Lake received her doctorate in Curriculum and Instruction from The University of Texas. Her primary areas of research interest are service-learning, moral and character education, and issues related to teacher education. Her teaching interests includes teaching and learning, early childhood mathematics methods, qualitative research methods, and critical pedagogy. She has authored more than 30 research articles, eight books chapters, and two books. Additionally, Dr. Lake is the early childhood education doctoral coordinator and program coordinator for the ILAC AP Master’s Degree offered in Ramstein and Stuttgart Germany.
Meet JRCoE Tulsa Faculty and Staff
Vickie E. Lake, Ph.D.
Curt Adams, Ph.D.
Dr. Adams is co-founder and co-director of the Oklahoma Center for Education Policy where he conducts research on social-psychological conditions in school systems, accountability policy, improvement science, and performance measurement. In 2014, he was awarded the Linda Clarke Anderson Presidential Professorship for outstanding contribution to the University, field, and community through research, teaching, and service. He conducts research on the social-psychology of school systems, performance measurement, accountability, and improvement science. He is past founder and director of the San Miguel School of Tulsa, a nonprofit, gratuitous school based on the Lasallian charism of serving socially deprived students and families. Recent publications include: Self-regulatory Climate: A Positive Attribute of Schools (Journal of Educational Research); Self-regulatory Climate: A Social Resource for Student Regulation and Achievement (Teachers College Record); Revisiting the Collective Trust Effect in Urban Elementary Schools (Educational Administration Quarterly); Collective Trust: A Social Indicator of Instructional Capacity (Journal of Educational Administration); Parent Social Networks and Parent Responsibility: Implications for School Leadership (Journal of School Leadership); and Collective Trust: Why Schools Can’t Improve Without It (Teachers College Press).
Beverly Edwards, Ph.D.
Dr. Edwards received her doctorate in educational administration and research from The University of Tulsa. Her teaching interests include urban school reform, working with students and families affected by poverty, social and emotional learning, brain research, instructional leadership actions that can build systems and cultures that transform academic learning, and resiliency theory and applications to creating inclusive teaching and learning communities. Additionally, Dr. Edwards is a director in the OU-Tulsa Professional Development and Leadership Academy.
Libby Ethridge, Ed.D.
Dr. Elizabeth Ethridge received her doctorate in curriculum and instruction from Oklahoma State University. Her research agenda focuses on teacher autonomy, service learning, and advocacy. Dr. Ethridge has published in several peer-reviewed journals, presented at national/international conferences, secured grants, and worked closely with local communities to address needs in the field of early childhood education. She served as the president of the National Association of Early Childhood Teacher Educators from 2013-2015 and was the recipient of the Outstanding Early Childhood Teacher Educator Award in 2013 from the Oklahoma Association of Early Childhood Teacher Educators.
Timothy Ford, Ph.D.
Dr. Ford received his Ph.D. in curriculum, teaching, and educational policy from Michigan State University. He is also Senior Research Scientist with the Oklahoma Center for Educational Policy. Broadly speaking, his research interests center on the relationship between policy, the social organization of schooling and leadership for school improvement. More specifically, Dr. Ford examines the role of school leadership in facilitating more collaborative work environments among teachers and in supporting teacher’s psychological needs as learners. His work has appeared in such journals as: Educational Policy, Leadership and Policy in Schools, and Educational Management, Administration and Leadership.
Diane Horm, Ph.D.
Dr. Horm received her Ph.D. from Virginia Tech in Family & Child Development, with an emphasis in Early Childhood Education. At OU-Tulsa, she teaches courses related to assessment and research in early childhood education. Through the ECEI, Horm is currently leading several applied research initiatives including program evaluation research in collaboration with Tulsa’s Educare programs. She is also leading the development of the IT3 (Infants, Toddlers, Twos, and Threes) Research Center, a designated University Strategic Organization at the University of Oklahoma, in which she is building the research capacity of her group and mentoring a diverse group of young researchers to partner with community agencies with the shared goal to improve services for young children and their families in Tulsa and the nation.
Daniel Hamlin is an assistant professor in the Department of Educational Leadership and Policy Studies at the University of Oklahoma. His research examines the effects of school governance on non-tested measures of school performance with an emphasis on school climate, parental involvement, and student safety.
Dr. Hamlin’s work appears in a number of scholarly journals, including the American Educational Research Journal, Educational Policy, and Urban Education. He has written research reports for organizations, such as People for Education and Education Next, that have received extensive coverage in the media. Dr. Hamlin has also received grants from the National Science Foundation, the Ontario Ministry of Education, and the Mathematics of Information Technology and Complex Systems research organization.
Dr. Hamlin earned his PhD in Educational Leadership and Policy from the Ontario Institute for Studies in Education (OISE) at the University of Toronto where he received the Ken Leithwood: Outstanding Thesis of the Year award for his dissertation examining charter schools on non-tested outcomes in Detroit, Michigan. In the classroom, Dr. Hamlin has been recognized for instructional excellence, receiving the Derek Bok Award for Excellence in Teaching from Harvard University as well as six teaching awards from Sejong University.
Jennifer Newby is the Advisor for the Early Childhood Education program and provides support to faculty and graduate students. She received her B.S. in Elementary Education from the University of Oklahoma.
Department: Educational Leadership and Policy Studies
Program Area: Educational Administration, Curriculum & Supervision