Aimee Howley

Craig B. Howley has researched rural education and published widely in that field. He has taught mathematics at the University of Charleston and has evaluated mathematics professional development projects in rural schools. He is coauthor of "Small High Schools That Flourish" (AEL, 2000) and "Out of Our Minds: Anti-intellectualism in American Schooling" (TC Press, 1995). Howley co-directs research efforts of the NSF-funded "Appalachian Collaborative Center for Learning, Assessment, and...See more

Craig B. Howley has researched rural education and published widely in that field. He has taught mathematics at the University of Charleston and has evaluated mathematics professional development projects in rural schools. He is coauthor of "Small High Schools That Flourish" (AEL, 2000) and "Out of Our Minds: Anti-intellectualism in American Schooling" (TC Press, 1995). Howley co-directs research efforts of the NSF-funded "Appalachian Collaborative Center for Learning, Assessment, and Instruction in Mathematics" (ACCLAIM) and is an adjunct professor in the Educational Studies Department at Ohio University. His work for ACCLAIM entails cultivation of research capacity in rural mathematics education. Previously, he directed the ERIC Clearinghouse on Rural Education and Small Schools. His empirical work is mostly quantitative; it investigates the mediating influence of school and district size on academic achievement. Other studies have examined construction costs of smaller schools, rural school busing, and rural principals' perspectives on planning.Aimee Howley is professor and coordinator of the Educational Administration program at Ohio University. She received a B.A. degree in Philosophy from Barnard College, an M.A. degree in Special Education from the West Virginia College of Graduate Studies, and an Ed.D. in Educational Administration from West Virginia University. Prior to her work in higher education institutions, Dr. Howley worked as a teacher and administrator in West Virginia. For the last several years Dr. Howley has worked on research that explores the intersection between social context and educational practice, and she has used both quantitative and qualitative methods toinvestigate a wide range of questions relating to rural education, school leadership, instructional improvement, school size, education of the gifted, and parent involvement. In addition, she has written numerous critical analyses of educational policies and practices focusing on topics such as the intellectual aims of schooling, the sense in which rurality constitutes a social context, and the relationship between educational theory and practice. See less