Deborah Bertlesman is an English teacher at Olmsted High School in Buffalo Public Schools. She earned her B.A. from the State University of New York at Geneseo and M.A. and certification from the University at Buffalo. She is currently serving as GALA’s Chair. Her research interests include identity development and gender within the English Language Arts classroom. She hopes to continue to develop GALA into a community of educators dedicated to how gender impacts learning.
Megan Sullivan is currently Associate Dean for Faculty Research and Development at the College of General Studies at Boston University. She is also the Director of her college’s Center for Interdisciplinary Teaching & Learning where, among other things, she edits *Impact: The Journal of the Center for Interdisciplinary Teaching & Learning* (http://sites.bu.edu/impact/). As Associate Professor of Rhetoric at Boston University, Sullivan taught writing and literature for 18 years. She has also worked as a literacy coach for the Boston Public School System and for Providence public schools. Most recently Sullivan co-edited a manuscript titled “A Vision Beyond Survival: Writing by Adult Children of Incarcerated Parents.” She also writes about disability and higher education.
Katherine Macro, PhD, taught for 13 years at Grand Island High School where she taught English 9-12, Acting, Holocaust Literature, Public Speaking, various writing electives, and worked with students both in and out of the classroom using drama as vehicle for growth, self expression, and literacy. Currently, she is home with her two children, and is an adjunct at University at Buffalo. Her research interests include: drama, identity, literacy, multiliteracies.
Shelly Hudson Bowden is a professor at Auburn University Montgomery in Early Childhood Education. Her research interests include mentoring and creating naturalistic classroom environments.
Dr. Gilbert Dueñas is a faculty member in the early childhood and elementary reading department at Auburn University Montgomery teaching graduate and undergraduate courses. His professional background also includes 30 years of military service in the United States Air Force and over seven years as an elementary school teacher at a Title I public school in Montgomery, Alabama.
Dr. James Cercone is an assistant professor of English at Buffalo State College, who teaches courses in Methods of Teaching Language and Literature, Young Adult Literature, Ethnic American Literature, and also supervises student teachers. He is the coordinator for the English education program, the faculty advisor for the English Education Student Association, and is the Director of the Western New York Network of Teachers (WNYNET). Dr. Cercone’s research interests include, communities of practice in teacher education, inquiry-based models of English language arts instruction, impacts of neo-liberal education reform on teachers and students and New Literacies Studies. Before joining SUNY Buffalo State, Dr. Cercone was a clinical instructor of English Education and coordinator the Education minor at the University at Buffalo. Dr. Cercone also worked for 10 years as an English teacher, English department chair and co-coordinator of the Diversity program at Cheektowaga Central High School. He holds a PhD in English Education from the University at Buffalo.
Chelsey Nabozny is a graduate assistant at SUNY Buffalo State where she is working on her M.S. in English Education. Chelsey focuses on intersections of gender, inquiry, and literacy in secondary English Education classrooms. As a graduate assistant she has focused on program research and development, community outreach, and digital media. She is currently serving as GALA’s treasurer.
Pamela Hartman is an associate professor at Ball State University where she serves as Director of English Education. Her research on the influence of class and gender on girls’ uses of literacy resulted in the publication, “Loud on the Inside: Working Class Girls, Gender, and Literacy” in Research in the Teaching of English (August 2006), and in an award from American Education Research Association for “outstanding research in the teaching of literature.” Hartman also researched and wrote the accreditation report for the English/Language Arts Teaching Major, which resulted in the program being nationally recognized by the National Council of Teachers of English (NCTE) and the National Council for Accreditation of Teacher Education (NCATE). In addition to her work in the English Education area at Ball State and service as the Director of English Education, she has also served the National Council of Teachers of English (NCTE) as Chair of CEE’s Commission on Gender, Class, and Race Issues in English Teacher Education Programs and of the Women in Literature and Life Assembly (WILLA, now GALA). Areas of Specialization: Secondary English education; literacy education; testing and pedagogy; gender and literacy; young adult literature; contemporary, multicultural literature; critical pedagogy and diversity.
Melissa Hales holds a BA in Language, Literature and Writing for Secondary Education from Eastern Michigan University, and a M.Ed in English Education from Wayne State University. Her research interests include the interplay between race, gender, class and educational expectations, and motivational strategies to motivate reluctant readers. She currently teaches English at Columbia High School in Columbia, SC.
GALA is currently seeking to fill the following positions on the Executive Board: