Kathryn A. Kinnucan-Welsch

Professor and Associate Dean for Undergraduate Education and Community Outreach

  • Location: Chaminade Room 104
  • Phone: 937-229-3578
  • Email: Contact
    • Alumni
    Current UD Student
    Faculty & Staff
    Future UD Student
    Parent
    Other:

Courses Taught

  • EDT 667 Educational Research Seminar
  • EDT 683 Professional Development in Literacy
  • EDT 609 Issues, Trends, and Research in Reading

Degrees

  • Ed.D., Educational Leadership, Western Michigan University
  • M.A., Reading, Western Michigan University
  • B.A., Teaching of Social Studies, University of Illinois

Professional Activities

  • International Reading Association
  • American Educational Research Association
  • Phi Delta Kappa
  • Kappa Delta Pi
  • Ohio Council of the International Reading Association
  • Review Board, Reading Horizons
  • Review Board, Teacher Education and Practice
  • Ohio Council for Private Colleges of Teacher Education, Executive Board Member

Research Interests

  • Professional Development for Teachers
  • Literacy Coaching
  • Novice Teacher Development and Support

Selected Publications

Kinnucan-Welsch, K., Rosemary, C. A., & Grogan, P. R. (2006). Accountability by design in literacy professional development. The Reading Teacher, 59(5), 426-437.

 

Kinnucan-Welsch, K. (2007). Reconsidering teacher professional development through constructivist principles. In J. L. Kincheloe & R. A. Horn, Jr. (Eds.), Praeger handbook of education and psychology: Vol. 2 (pp. 271 – 282). Westport, CT: Praeger.

 

 

Israel, S.E., Block, C.C., Bauserman, K. L., & Kinnucan-Welsch, K. (2005). Metacognition and literacy learning: Theory, assessment, instruction, and professional development. Mahwah, NJ: Lawrence Erlbaum Associates.

 

Kinnucan-Welsch, K. (2005). Coaching for metacognitive instructional practice. In S. E. Israel, C. C. Block, K. L. Bauserman, & K. Kinnucan-Welsch (Eds.), Metacognition and literacy learning: Theory, assessment, instruction, and professional development. Mahwah, NJ: Lawrence Erlbaum Associates.

 

 

Kinnucan-Welsch, K., & Jenlink, P. M. (2005). Conversation and the development of learning communities.  In B. H. Banathy & P. M. Jenlink (Eds.), Dialogue as a collective means of communication (pp. 393-424). New York: Kluwer.

Jenlink, P. M., & Kinnucan-Welsch, K. (2002). Teacher study groups: Partnerships in inquiry and learning. The Ohio Journal of Teacher Education, 15(2), 5-11.

 

Seery, M. E., Adams, S. M., Joseph, L. M., Bowman, C. L., Kinnucan-Welsch, K., Grogan, P. (2002). Women scholars, integration and the Marianist tradition: Learning from ourselves and our culture. Catholic Education: A Journal of Inquiry and Practice, 5, 297-314.

 

 

Rosemary, C. A., Freppon, P., & Kinnucan-Welsch, K., with Grogan, P., Feist-Willis, J., Zimmerman, B., Campbell, L., Cobb, J., Hill, M., Walker, B., & Ward, M. (2002). Improving literacy teaching through structured collaborative inquiry in classroom and university clinical settings. In D. L. Schallert, C. M. Fairbanks, J. Worthy, B. Maloch, & J. V. Hoffman (Eds.), 51st Yearbook of the National Reading Conference (pp. 368-382). Oak Creek, WI: National Reading Conference.