Richard W. Riley College of Education and Leadership
School of Higher Education, Leadership, and Policy
Doctor of Education (EdD)
She taught in the public school system for over 20 years and have had the privilege of teaching in two countries (US & Australia) and three states (Iowa, Nebraska & Texas). Her teaching experiences cover grades 3-6, Special Education, English as a Second Language, and Adult Basic Education.
Her higher education experiences focus on literacy education and elementary and literacy methods and assessment for undergraduate and graduate programs in face-to-face and online classes since 1997. She was involved in assessment of graduate students’ portfolios, mentored master’s students, and have been a mentor for doctoral students 2000 to 2009 and 2009 to present.
Her experience at Walden involves serving as full-time faculty URR for the past 9 years and doctoral chair and methodologist.
PhD, University of Southern Mississippi
Howe, M. E., Radcliffe, R., Higginson, B. (1999). A comparison of teachers' knowledge and use of content literacy strategies. The Reading Professor.
Howe, M. E., Thames, D. (1997). A pilot study: Mississippi reading teachers' perceptions toward the interpretation of results from the new norm-referenced portion of the Mississippi Assessment System. Mississippi Association of Supervision & Curriculum Development.
Howe, M. E. (1998). A comparison of teacher's knowledge and use of content area reading strategies - replication.