About
Affiliate Faculty
Dr. John Mann III
Dr. Mann spent 38 years as a teacher, school principal, district director for Leadership Development, Communications and Government Relations, Instructional Media and Technology before assuming the position of Assistant Superintendent for Curriculum and Instructional Services at the District School Board of Pasco County. He is currently the 91tvӰԺ David C. Anchin Center's Leadership Development Director and the coordinator for the Gulf Coast Partnership Program.
Dr. James Hatten
Dr. James Hatten specializes in online teaching and learning, digital video, HTML/CSS,
PK-20 technology integration, internet-based technology tools, and instructional web
design. He earned his Ph.D. from the University of Minnesota.
In his research, Dr. Hatten has explored online asynchronous text-based focus group
discussions, the efficacy of online qualitative data collection, and designer-client
interaction. Additionally, his work explores practices in PK-12 professional development
and online professional development communities.
Dr. Hatten is a former high school English, Broadcast Television, and Journalism teacher.
EPIC Policy Fellows
To help drive the work of the Educational Policy Information Center, EPIC Fellows serve for a two-year appointment an participate in scholarly activities such as preparing policy research papers for publication, preparing EPIC policy briefs, assisting in the production of grant proposals, and making presentations about their work as part of the David C. Anchin Center's Speaker Series.
Past Policy Fellows
2019-2021 Policy Fellows
Dr. William Black
Associate Professor, Educational Leadership and Policy Studies
Email: wrblack@usf.edu
Dr. Black is an Associate Professor of Educational Leadership and Policy Studies at the 91tvӰԺ. He also serves as the Area Program Coordinator for the Educational Leadership and Policy Studies program.
Dr. Black received his doctorate degree from the University of Texas, Austin. His research interests include leadership preparation and critical policy implementation with a particular emphasis on disability studies and English Language Learners. He currently serves as the Principal Investigator of the U.S. Department of Education Office of Special Education Programs Leadership Preparation in Policy and Community Based Reform project (5 years, 1. 244 million) and the Principal Investigator of Florida Department of Education Very Special Arts Florida (1 year continuing contract, $334,000).
Dr. Black's publications include multiple book chapters and articles in Educational Policy, International Journal of Leadership in Education, Journal of Research in Leadership Education, Educational Leadership Review, and the National Association of Secondary School Principals Journal, amongst others.
Dr. Nathaniel von der Embse
Associate Professor, School Psychology
Email: natev@usf.edu
Dr. von der Embse is an Associate Professor of School Psychology at the University of South Florida. He completed his master’s and educational specialist degrees in school psychology from Miami (OH) University and his Ph.D. from Michigan State University with a specialization in educational policy analysis. His work utilizes a social justice framework to examine the intersection of education policy and school mental health.
Dr. von der Embse's research is focused in three primary domains, including:
- An examination of teacher stress and student test anxiety surrounding high-stakes exams;
- The creation and validation of internalizing behavior and socio-emotional wellness screening assessments;
- The training of teachers and schools in population-based assessment methods (e.g., universal mental health screening, trauma informed practices) to inform tiered and targeted intervention.
His research has resulted in 53 peer reviewed publications, and 27 professional articles and book chapters. Additionally, his research has been featured in TIME magazine and the New York Times, and has been cited in government policy briefs, and presented nationally and internationally (China, France, England). He currently oversees a funded research program of over $5,000,000 from the Institute for Education Sciences, National Science Foundation, Spencer Foundation, National Institute for Justice, and the Scattergood Foundation.
Dr. von der Embse is a nationally certified school psychologist, currently pursuing post-doctoral supervision towards licensure as a psychologist, and has been a licensed or certified school psychologist and mental health practitioner in five states.
2019-21 Policy Fellows
Dr. William Black
Associate Professor, Educational Leadership and Policy Studies
Email: wrblack@usf.edu
Dr. Black is an Associate Professor of Educational Leadership and Policy Studies at the 91tvӰԺ. He also serves as the Area Program Coordinator for the Educational Leadership and Policy Studies program.
Dr. Black received his doctorate degree from the University of Texas, Austin. His research interests include leadership preparation and critical policy implementation with a particular emphasis on disability studies and English Language Learners. He currently serves as the Principal Investigator of the U.S. Department of Education Office of Special Education Programs Leadership Preparation in Policy and Community Based Reform project (5 years, 1. 244 million) and the Principal Investigator of Florida Department of Education Very Special Arts Florida (1 year continuing contract, $334,000).
Dr. Black's publications include multiple book chapters and articles in Educational Policy, International Journal of Leadership in Education, Journal of Research in Leadership Education, Educational Leadership Review, and the National Association of Secondary School Principals Journal, amongst others.
Dr. Nathaniel von der Embse
Associate Professor, School Psychology
Email: natev@usf.edu
Dr. von der Embse is an Associate Professor of School Psychology at the University of South Florida. He completed his master’s and educational specialist degrees in school psychology from Miami (OH) University and his Ph.D. from Michigan State University with a specialization in educational policy analysis. His work utilizes a social justice framework to examine the intersection of education policy and school mental health.
Dr. von der Embse's research is focused in three primary domains, including:
- An examination of teacher stress and student test anxiety surrounding high-stakes exams;
- The creation and validation of internalizing behavior and socio-emotional wellness screening assessments;
- The training of teachers and schools in population-based assessment methods (e.g., universal mental health screening, trauma informed practices) to inform tiered and targeted intervention.
His research has resulted in 53 peer reviewed publications, and 27 professional articles and book chapters. Additionally, his research has been featured in TIME magazine and the New York Times, and has been cited in government policy briefs, and presented nationally and internationally (China, France, England). He currently oversees a funded research program of over $5,000,000 from the Institute for Education Sciences, National Science Foundation, Spencer Foundation, National Institute for Justice, and the Scattergood Foundation.
Dr. von der Embse is a nationally certified school psychologist, currently pursuing post-doctoral supervision towards licensure as a psychologist, and has been a licensed or certified school psychologist and mental health practitioner in five states.
STEM FELLOWS PROGRAM
New in 2021, the Anchin Center’s STEM Fellows Program welcomes 91tvӰԺ faculty to explore research in science, technology, engineering, and mathematics (STEM) education. The STEM Fellows Program is a two-year appointment in which participants help drive the work of the Anchin Center’s STEM initiatives.
Dr. David Rosengrant
Associate Professor, STEM Education
Email: rosengrant@usf.edu
Dr. Rosengrant is an associate professor of STEM education in the Department of Curriculum, Instruction, and Learning on the 91tvӰԺ St. Petersburg campus. His research interests include physics education, eye-tracking technology, implementing video games and virtual reality as tools for teaching in the classroom and multiple representations in problem-solving.
Dr. Rosengrant helped spearhead the STEM INQ Lab, a state-of-the-art facility on 91tvӰԺ’s St. Petersburg campus that features robotics, 3D printing, laser printing, coding and virtual and augmented reality systems. The space allows aspiring educators and current faculty to infuse the latest in STEM into their teaching methods.
Scholars in Residence
The Scholar in Residence Program is an opportunity for 91tvӰԺ faculty to spend one academic year on research focused on a critical issue in education. Scholars in Residence spend their one-year appointment conducting research, submitting articles to research journals, writing grant proposals, and giving presentations about their work to the education community.
Past Scholars in Residence
2020-21 Scholars in Residence
Dr. Karl Jung
Assistant Professior, Science Education
Email: karljung@usf.edu
Karl G. Jung is an assistant professor of science education K-8 at the University of South Florida. Dr. Jung’s research focuses on instructional coaching partnerships in support of pre-service and in-service elementary science teacher learning, and in examining the ways in which teachers can support students in using and developing language in science classrooms. He is interested in understanding how science teachers engage in coaching, and the impacts it has on their instruction, as well as working closely with teachers to support their understanding of how to scaffold science language in their classroom.
Dr. Jung’s research has been published in high-quality journals in science and science teacher education, including Research in Science Education and Journal of Science Teacher Education.
Dr. Vonzell Agosto
Associate Professior, Curriculum Studies
Email: vagosto@usf.edu
Dr. Agosto's research agenda spans curriculum studies and educational leadership and concerns curriculum (and/or), leadership, and anti-oppressive education focused on dis/ableism, racism, and sexism. Through research, teaching, and professional service, Dr. Agosto provokes explorations of how social context, culture, and power matter and uses critical inquiry and culture-based knowledge to support curriculum leadership development and social transformation
Dr. Agosto's scholarship/research is published in journals such as Educational Researcher, Review of Research in Education, Teachers College Record, Disability & Society, the Journal of Curriculum Theorizing, Journal of School Leadership, the National FORUM of Educational Administration and Supervision Journal, and the Journal of Curriculum and Pedagogy. Additionally, Dr. Agosto’s research/scholarship is published in handbooks such as the SAGE Handbook of Mentoring, International Handbook of Social [In]Justice and Educational Leadership, and the Handbook of Research on Educational Leadership for Equity and Diversity. Dr. Agosto has been Principal or Co-Principal investigator on grants focused on Community Engagement, Special Education Policy, Job-Embedded Leadership Preparation, Anti-Blackness, and Equity in the Leadership Pipeline.
2019-20 Scholar in Residence
Dr. Elizabeth Hadley
Assistant Professor, Literacy Studies
Email: hadleye@usf.edu
Dr. Hadley is an Assistant Professor of Literacy Studies in the 91tvӰԺ College of Education. She received her Ph.D. in Teaching, Learning, and Diversity from Vanderbilt University, and joined 91tvӰԺ in 2017.
Dr. Hadley’s research focuses on supporting oral language development in preschool classrooms, particularly through building rich vocabulary knowledge. She is interested in understanding the relationship between preschool oral language skills and later reading comprehension, as well as working with preschool teachers to foster academic vocabulary growth in children from under-served communities.
Dr. Hadley's current projects include examining the impact of responsive teaching strategies on vocabulary learning, the role of play in language learning, and designing assessments to capture depth of vocabulary knowledge.