Jen Katz-Buonincontro, Ph.D.
- M.S., Educational Administration and Leadership
- Principal Certification
- Ed.D., Educational Leadership and Management
- Ph.D., Educational Leadership & Learning Technologies
- Ph.D., Educational Leadership: Policy, Management & Organization: University of Oregon
- M.F.A., Visual Arts: Mason Gross School of the Arts, Rutgers University
- B.A., Sociology: Macalester College
- Sociology Program: University of West Indies (Kingston, Jamaica)
Research Interests and Expertise:
- Leadership development: the psychology of developing creative thinking & problem-solving abilities in leaders; the role of emotion in cognitive (creative) abilities; online leadership skill building; adult learning.
- Research methodology: interviewing, observation, grounded theory & constant comparative methodology, case study design, experience sampling methodology, survey & instrument design; using iPod/iPhone devices to collect mobile survey data.
- Creativity and the arts: learning in the arts for leaders; aesthetic models of leadership; creativity in the classroom: academic standards, curriculum, learning assessments and educational reform initiatives; expanding access to art and museum education.
- Drexel University, School of Education (2009-present)
Assistant Professor, Educational Administration
- University of Oregon, College of Education (2005-08)
Coordinator & Advisor, M.S. in Educational Leadership program (Canada)
Advisor, M.S. in Educational Leadership program (on-campus)
- Instructor, M.S., D.Ed., Ph.D. in Educaticational Leadership
- Instructor, Educational Foundation program
- Katz-Buonincontro, J. (In Press).Creativity at the crossroads: Pragmatic versus humanist rhetoric in education reform speeches. Creativity Research Journal.
- Katz-Buonincontro, J. (2011, December). “Aesthetic” pedagogy in the context of leadership development: How does it work? [Special edition on the arts]. Policy Futures in Education, 9 (6)
- Katz-Buonincontro, J. & Phillips, J. (2011, July-September).‘Art, its creation and leadership [can be] revealing and frightening’: How school leaders learn to frame and solve problems through the arts. International Journal of Leadership in Education, 14(3), 269-273.
- Katz-Buonincontro, J. (Chapter In Press). Rhetorical speech claims about student creativity and the arts: Towards pragmatic appropriation or humanistic realization? In F. Bastos & E. Zimmerman (Eds.), Creativity and art education: Foundations, pedagogies, and contemporary issues (pages to be determined). Reston, VA: National Art Education Association.
- Katz-Buonincontro, J. & Foster, A. (Chapter In Press). Drawing avatars: Perspectives on student creativity, identity, and academic achievement in game-based learning. In D. Ifenthaler (Ed.), Assessment in game-based learning: Foundations, innovations, and perspectives. NY: Springer.
- Katz-Buonincontro, J. (2005). Theories of creativity. In C. R. Reynolds & E. Fletcher-Janzen (Eds). Encyclopedia of Special Education (3rd Edition). Hoboken, NJ: John Wiley.
- Katz-Buonincontro, J. (2005). Triarchic theory of intelligence. In C. R. Reynolds & E. Fletcher-Janzen (Eds). Encyclopedia of Special Education (3rd Edition). Hoboken, NJ: John Wiley.
- Katz-Buonincontro, J. & Foster, A. (2010). A framework for studying student creativity in game-based learning environments. White Paper on Future Research. National Science Foundation Directorate in the Social, Behavioral and Economic Sciences.