Georgetown’s faculty has a long and rich tradition engaging issues central to education, learning, and educational policy. Faculty in Government, Psychology, Sociology, Linguistics and the McCourt School of Public Policy all have extensive research and teaching portfolios that center on education. Drawing together these faculty, through both the M.A. in Educational Transformation (MAET) program and through the Georgetown Education Network, is a major new priority for the Graduate School. The MAET program draws extensively on the insights and knowledge of these interdisciplinary researchers, teachers and thinkers.
In our launch year, we are currently hiring three new faculty members to supplement the core teaching faculty of the M.A. in Educational Transformation (MAET) program. Drawn from a national search, these faculty members will help extend and deepen our teaching range and our disciplinary knowledge of effective instructional practices within ESL/ELL, Secondary Science and Education Policy. We are excited to be undertaking this major recruitment effort. For more information about these positions please refer to the position announcement.
Associate Professor of Government
Associate Teaching Professor, EDIJ
Prof. Wesley-Nero is a Georgetown (SFS ’95) and Teach for America (Bay Area ’95) alumna with extensive experience in the field of education. She has taught in English as a Second Language, Spanish bilingual, Spanish immersion, and general education K-12 classrooms. Prof. Wesley-Nero served as Director of Curriculum for the New Teacher Project in New York. She then earned her PhD at George Mason University’s Graduate School of Education. Upon completion of her PhD in 2008, she joined Center for Inspired Teaching in Washington, DC, and was named Director of Research and Program Evaluation. At Center for Inspired Teaching, she was instrumental in the development of their teacher certification curriculum and shepherded the organization through the process of gaining accreditation as an approved teacher preparation program. She also has served as a program reviewer for both the Office of State Superintendent of Education for the District of Columbia and the National Council for Accreditation of Teacher Education.
Professor Wesley-Nero has conducted research on the preparation of teachers of English learners and professional development of school leaders. Within EDIJ, she teaches courses on urban education, educating the whole child, and philosophy of education.
Hannaway is an organizational sociologist whose work focuses on educational organizations, in particular the effects of education reforms on school policies and practices and ultimately on student outcomes. Her current research is heavily focused on issues associated with teacher labor markets and education accountability policies.
Dr. Hannaway previously served on the faculty of Columbia, Princeton, and Stanford Universities and was formerly Senior Fellow and founding Director of the Education Policy Center at the Urban Institute. She has authored or co-authored/edited seven books and was formerly editor of Educational Evaluation and Policy Analysis, the main policy journal of the American Educational Research Association.
She is currently completing a book manuscript, tentatively titled, The Limits to School Integration: The Military, Schools, and Race. The book, focusing on the Department of Defense, examines how our attitudes towards integrating public schools have changed over time, the effects of integrated social networks on academic achievement, and what levels of school segregation reveal about racial attitudes in America.
She received her Ph.D. from the Department of Sociology at Princeton University in 2007, where she was a Woodrow Wilson Society Fellow. Her doctoral dissertation compared middle school students in Department of Defense and civilian schools as a means of illustrating how specific institutional contexts work to either ameliorate or exacerbate racial disparities in educational outcomes. As a core faculty member in the undergraduate Education, Inquiry and Justice minor, Professor Hinkson teaches a gateway course on Sociology of Education.
His interests are in mathematics education at secondary and college levels, differential equations, and discrete dynamical systems. He has written nearly 40 mathematics papers and is the author of the texts “Discrete Dynamical Systems: Theory and Applications”, “Discrete Dynamical Modeling”, and “Elementary Mathematical Modeling: A Dynamic Approach”. He was the Principal Investigator on three different NSF grants, a Teacher Enhancement Institute, a Teacher Leadership Grant, and the Curriculum Development Grant, Hands-on Activities for Algebra , to develop hands-on models for developmental college math courses. He is a writer for the NCTM’s Standards 2000. Dr. Sandefur was a program officer at NSF in the Instructional Materials Development Program. He has been a Visiting Professor at the Cornell University Center for Applied Mathematics, the University of Iowa, and the Freudenthal Institute at the University of Utrecht.
Associate Teaching Professor, Justice and Peace
At Georgetown, Andria participated in the inaugural group of Doyle Fellows, a campus initiative on inclusion and diversity, the Engelhard Initiative, and in the Fall 2010 semester, Andria was a faculty-in-residence in Georgetown’s Alanya, Turkey study abroad/community living-and-learning program. Andria co-edited (with Celina Del Felice and Aaron Karako) Peace Education Evaluation (Information Age, 2015), a first of its kind resource of 20 chapters that reviews the trends and challenges in evaluation of peace education, presents case studies of programs around world, and offers ideas for methodological innovations. She is married to Bill Rebeck, Professor of Neuroscience, and mother to Jackson.