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Meredith Wronowski, Ph.D.

Assistant Professor

Full-Time Faculty

School of Education and Health Sciences: Department of Educational Administration

Contact

Email: Meredith Wronowski, Ph.D.
Phone: 937-229-3365
Raymond L. Fitz Hall, Room 665G
Curriculum Vitae: Read CV

Degrees

  • Ph.D. in Ed. Leadership & Policy Studies, The University of Oklahoma, 2018
  • M.E. in Cross-Cultural Teaching, National University, 2004
  • B.S. in Microbiology, The University of Oklahoma, 2000

Professional Memberships

  • Leadership for School Improvement SIG (Executive Board)
  • Leadership for Social Justice
  • American Educational Research Association Divisions A, K, L

Research Interests

  • School Leader Development and Professional Learning
  • Equity in K-12 Education Experiences and Opportunity to Learn
  • Teacher Leadership and Teacher Professionalization
  • Teacher Quality in Under Resourced Contexts
  • Resegregation of US Schools

Selected Publications

Meyers, C., Wronowski, M.L., & LaMonica, L. (2021, online first) Evidence that in-service professional learning for educational leaders matters. Journal of Research in Leadership Education. https://doi.org/10.1177/19427751211042060

Aronson, B., Reyes, G., Batchelor, K., Rothrock, R., Radina, R., Wronowski, M.L. (2020). The Social Justice Teaching Collaborative: A collective turn towards critical teacher education. Journal of Curriculum Studies Research, 2(2), 21-39. https://doi.org/10.46303/jcsr.2020

 Houston, D., Brewer, T.J., & Wronowski, M.L. (2020). Planning and executing policy-relevant research for maximum impact. In A. Urick, D. DeMatthews, & T. Ford (Eds.), Maximizing the Policy-Relevance of Research for School Improvement. Charlotte, NC: Information Age.

Wronowski, M.L. (2020). De-professionalized and demoralized: A framework for understanding teacher turnover in the accountability policy era. Leadership and Policy in Schools. Published online first. https://doi.org/10.1080/15700763.2020.1734209

De Voto, C. & Wronowski, M.L. (2019). The resegregation of public schools: Examining Parents Involved in practice. Educational Policy Analysis Archives, 27(4), 1-34. https://doi.org/10.14507/epaa.27.3931

Wronowski, M.L. (2017). Filling the void: A grounded theory approach to addressing teacher recruitment and retention in urban schools. Education and Urban Society, 50(6), 548-574. https://doi.org/10.1177/0013124517713608