Baylor > School of Education > Faculty & Staff > A-Z > Leanne L. Howell, Ph.D

Leanne L. Howell, Ph.D.

Visiting Clinical Assistant Professor
Curriculum and Instruction


Mailing Address:
Baylor University
School of Education
Curriculum and Instruction
One Bear Place #97314
Waco, TX 76798-7301
Leanne_Howell@baylor.edu

Campus Contact:
Office: Marrs McLean Science Building 224
Phone: 254-710-1937
Fax: 254-710-3160

Degrees:
2010: PhD (Curriculum & Instruction/Urban Education)
Texas A&M University, College Station, TX
1992: M.S. (Educational Psychology/Gifted Education)
Baylor University, Waco, TX
1989: B.S. (Elementary Education)
Baylor University, Waco, TX

Publications

Howell, L., Lewis, C., & Johnson, J. (2013). Computer-assisted instruction. Ubiquitous Learning: AnInternational Journal, 5.

Howell, L., Sulak, T., Bagby, J., Diaz, C., & Thompson, L. (Spring 2013). Preparation for life: How theMontessori classroom facilitates the development of executive function skills. Montessori Life.

Howell, L., Lewis, C., & Carter, N. (Eds.) (2011). Yes we can!: Improving urban schools innovative educationalreform. Charlotte, NC: Information Age.

Howell, L., & Lewis, C. (2011). Hope is alive! Envisioning the future possibilities of urban schools.
In L. Howell, C. Lewis, and N. Carter (Eds.), Yes we can!: Improving urban schools through innovativeeducational reform. Charlotte, NC: Information Age.

Howell, L., & Lewis, C. (2011). Capitalizing on our inspiration of hope to make sustainable reform in urbanschools. In L. Howell, C. Lewis, & N. Carter (Eds.), Yes we can!: Improving urban schools throughinnovative educational reform. Charlotte, NC: Information Age.

Lewis, C., Butler, B., & Howell, L. (2009). Engineering education experiences (E3): Summer participant surveyresults. Washington, DC: National Science Foundation.

Refereed Presentations:

Howell, L. & Purdum-Cassidy, B. (2013). From college campus to the classroom: A collaboration model for effective literacy instruction. Roundtable presentation at the Association of Literacy Educators and Researchers in Dallas, TX.

Howell, L. (2012). A multidimensional approach to multicultural education. Roundtable session accepted for The Association of Teacher Educators in Atlanta, Georgia.

Howell, L., Lewis, C., & Johnson, J. (2012, October). Computer-assisted instruction: Paper accepted at the Ubiquitous Learning Conference in Champaign-Urbana, Illinois.

Howell, L. (2011, November). Multicultural education in the 21st century: More than just teaching about heroes of color. Interactive workshop accepted at the annual conference for National Association for Multicultural Education in Chicago, IL.

Howell, L., & Lewis, C. (2011, April). Computer-assisted instruction. Poster session presented at the annual conference of the American Education Research Association in New Orleans, LA.

Howell, L. (2009, October). A community center's effort as a transformative context fighting poverty. Poster session accepted at the annual conference of the National Association for Multicultural Education. Denver, CO.

Howell, L. (2008, October). As we serve the children well. Poster session accepted at the annual conference of the Midwest History of Education Society. Chicago, Illinois.

Research Interests
Preparing Preservice Teachers to Teach in Diverse Classrooms

Philosophy
Preservice teachers must be skilled in many facets in order to effectively teach a K-12 student population that is more diverse than ever before. Particularly, teacher preparation programs must ensure that preservice teachers graduate with expertise in their subject content. Just as important, they must also master the pedagogical skills of how to teach that subject effectively to all students.

It is essential that preservice teachers are able to apply strategies to help students achieve success. They must understand the dynamics of moving theory to practice in real-world settings. To this end, it is essential that preservice teachers practice their craft in field-based settings where they can apply their learned knowledge of adolescent development and differentiation. In as much, they must be able to actively reflect on practice to adjust and adapt, think critically to engage and expand, and use data to investigate and inform practice. Preservice teachers must be able to make learning meaningful to students, connecting content to their students' real-worlds.

Courses Taught
TED 4620, 4621, 4622, 4623
TED 3620, 3621
TED 4650, 4651, 4652, 4653
TED 2350

Other
One of my greatest joys is watching my students not only be leaders in their field, but on our university campus, as well. I sincerely enjoy building relationships with my students that transcend beyond our own classroom walls. My students know that I hold high expectations for them- as preservice teachers, as university students, and as world-changers of our future!