Dana L Wagner Author

Melissa C. Jenkins, PhD, is the vice president of curriculum & instruction for 2Teach Global, an educational consulting company dedicated to promoting inclusive education around the world. Prior to taking on this role, Melissa was an assistant professor of education at the University of Mary Washington, where she taught graduate and undergraduate courses in educational foundations and special education. She brings years of experience as a special education teacher and administrator to her role as a teacher educator. Melissa is committed to promoting inclusive education by preparing practicing and pre-service educators to recognize, value, and build upon the diverse experiences of all learners. She enjoys sharing her work through local, national, and international conferences. Additionally, Melissa is coauthor of two books, multiple book chapters, and several articles in educational journals. In her personal life, Melissa enjoys the practice of yoga, the occasional cross-country road-trip, and anything that lets her spend time with her family.

Kyena E. Cornelius, EdD, is a clinical associate professor in the School of Special Education, School Psychology, and Early Childhood Studies at the University of Florida. Her scholarship focuses on teacher education, effective classroom instruction, and high-leverage practices. Her professional goals center around elevating the teaching profession.

Kiersten K. Hensley, PhD, has more than two decades of experience in special education from a variety of perspectives, including classroom teaching, state and district consulting, and teaching in higher education. Her interests include assessment, intensifying math instruction, and social emotional learning supports for teachers and students.

Dana L. Wagner, PhD, is an associate professor in the Department of Special Education at Minnesota State University, Mankato. Dana was a special education teacher and instructional coach prior to her work in higher education. Dana’s research interests include in-service and pre service teachers’ understanding and use of evidence-based practices and literacy interventions.