Wendy Crocker

Associate Teaching Professor

About

As an Associate Teaching Professor in the Graduate School of Education, Dr. Wendy Crocker teaches foundation (Leadership for Social Justice) and research courses (Introduction to Action Research, and Intermediate Research Design) in the  doctoral Dissertation in Practice (DIP) program. Additionally,she instructs in the Curriculum, Teaching, Learning, and Leadership concentration, and facilitate the eight week summer course, Curriculum in Theory and Practice.. Most recently, Dr. Crocker has been involved in the course redesign of the F2 Leadership for Social Justice course,and the design, implementation,and facilitation of the Doctoral Seminar in Educational Leadership that has Early Childhood Curriculum Leadership as its focus. 

In addition to advising students' DIP Action Research studies, Dr. Crocker works with students in the staged model dissertation. The work of these students draws on other methodologies including: narrative inquiry; case study; and  interpretive phenomenological methodologies. Recent successful defenses include:

Dr. Lesley Pratt -  Mindfulness meditation persistence motivation: a case study at a workplace program

Dr. Nancy Robbie -  A narrative inquiry study on how online adult learners experience teaching presence

Dr. Jennifer Kusse -  Subgroups, conflict, and leadership in higher education information technology: an interpretative phenomenological analysis exploration

Dr. Parisa Mesiami - The impact of online learning on the success of nontraditional undergraduate students in low-level mathematics courses

Education

PhD from University of Western Ontario (2013)

Professional Experience

Dr. Crocker's research interests stem from over 30 years in public education in Ontario, Canada where she was a teacher, a consultant, and an elementary principal. She also held system level responsibilities at the third largest school district in the province, and is a qualified Superintendent. Dr. Crocker continues to be involved with K-12 education as a consultant and advocate for non-English speaking Mennonite children in the public system. Further, she serves on the Board of Directors for a non-profit childcare centre and is deeply connected to the early childhood sector.

Dr. Crocker, and her colleague Dr. Lori McKee, collaborated on chapter entitled, "Fieldnotes as a square dance: What can be learned from a metaphor" in the recently published Routledge text. Fieldnotes in Qualitative Education and Social Science Research. Further, an article, "Vikings, Mountaineering, and Tragedy is in press to the Association of Gravestone Studies. Dr. Crocker has also contributed chapters to two additional edited books: "Professional Development in Higher Education" (Bloomsbury) and an examination of the "Schooling Contexts of Old Colony Mennonite Students" (Palgrave). Her research has also appeared in the Transnational Journal of Social Work, the Journal of Plain and Anabaptist Studies, The Ontario Principals’ Register, and the Journal of Curriculum Studies.

As service, Dr. Crocker acts as a reviewer for several journals of early childhood education and literac(ies), in Canada and in the UK, and as an adjudicator for the Language and Literacy Researchers of Canada annual Master’s Thesis Award. She has recently reviewed an interesting piece for the Action Research Journal. In 2019, Dr. Crocker was invted to her alma mater, the University of Western Ontario, as the invited keynote speaker for the August 2019 Perspectives on Teaching Conference which you can find at THIS LINK

COVID put "pause" on Dr. Crocker's current project which is an international collaboration with Dr. Amanda Norman from Winchester University, England on early childhood educators' perspectives on outdoor play for preschool children. However, they look forward to picking up again when travel is permitted. 

Publications