Kathryn A. Kinnucan-Welsch, Ed.D.

Associate Dean for Undergraduate Learning and Community Partnerships
Full-Time Faculty
School of Education and Health Sciences: Teacher Education, Office of the Dean

  • Location: College Park Center, Room 618K
  • Phone: 937-229-3578
  • Email: Contact

Courses Taught

  • EDT 109 Personal Aspects of Teaching
  • EDT 110 The Profession of Teaching
  • EDT 667 Educational Research Seminar
  • EDT 683 Professional Development in Literacy
  • EDT 609 Issues, Trends, and Research in Reading

Degrees

  • Ed.D., Educational Leadership, Western Michigan University
  • M.A., Reading, Western Michigan University
  • B.A., Teaching of Social Studies, University of Illinois

Professional Activities

  • International Reading Association
  • American Educational Research Association
  • Phi Delta Kappa
  • Kappa Delta Pi
  • Ohio Council of the International Reading Association
  • Review Board, Reading Horizons
  • Review Board, Teacher Education and Practice
  • Ohio Council for Private Colleges of Teacher Education, Executive Board Member

Research Interests

  • Professional development for teachers
  • Literacy coaching
  • Novice teacher development and support

Selected Publications

  • Kinnucan-Welsch, K., Hendricks, M. S., and Franco, S. F. (2012). Should value-added modeling be used to identify highly effective teachers? In T. J. Lasley, II (Vol. Ed.), Standards and accountability in schools (Vol. 9) (pp. 148 – 155). Thousand Oaks, CA: Sage Publications. View book >>
  • Kinnucan-Welsch, K. (2007). Reconsidering teacher professional development through constructivist principles. In J.L. Kincheloe & R.A. Horn, Jr. (Eds.), Praeger handbook of education and psychology: Vol. 2 (pp. 271 – 282). Westport, CT: Praeger.
  • Kinnucan-Welsch, K., C.A. Rosemary, & P.R. Grogan. (2006). Accountability by design in literacy professional development. The Reading Teacher, 59(5):426-437.
  • Israel, S.E., C.C. Block, K.L. Bauserman, & K. Kinnucan-Welsch. (2005). Metacognition and literacy learning: Theory, assessment, instruction, and professional development. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Kinnucan-Welsch, K. (2005). Coaching for metacognitive instructional practice. In S.E. Israel, C.C. Block, K.L. Bauserman, & K. Kinnucan-Welsch (Eds.), Metacognition and literacy learning: Theory, assessment, instruction, and professional development. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Kinnucan-Welsch, K., & P.M. Jenlink. (2005). Conversation and the development of learning communities.  In B.H. Banathy & P.M. Jenlink (Eds.), Dialogue as a collective means of communication (pp. 393-424). New York: Kluwer.
  • Jenlink, P. M., & K. Kinnucan-Welsch. (2002). Teacher study groups: Partnerships in inquiry and learning. The Ohio Journal of Teacher Education, 15(2):5-11.
  • Rosemary, C. A., P. Freppon, & K. Kinnucan-Welsch, with P. Grogan, J. Feist-Willis, B. Zimmerman, L. Campbell, J. Cobb, M. Hill, B. Walker, & M. Ward. (2002). Improving literacy teaching through structured collaborative inquiry in classroom and university clinical settings. In D.L. Schallert, C.M. Fairbanks, J. Worthy, B. Maloch, & J.V. Hoffman (Eds.), 51st Yearbook of the National Reading Conference (pp. 368-382). Oak Creek, WI: National Reading Conference.
  • Seery, M. E., Adams, S. M., Joseph, L. M., Bowman, C. L., Kinnucan-Welsch, K., Grogan, P. (2002). Women scholars, integration and the Marianist tradition: Learning from ourselves and our culture. Catholic Education: A Journal of Inquiry and Practice, 5, 297-314.