Assist. Director of Doctoral Programs in Education
Dr. Angela Ford began working in education in 2007 and has worked in various capacities in both K-12 and higher education. She has worked on several national and international research projects and partnerships and was a Fulbright Scholar to Ethiopia for the 2019-2020 academic year teaching and conducting research at Addis Ababa University.
Dr. Ford brings a unique perspective to education as someone who has travel extensively and as a Veteran of the United States Air Force where she was an aircraft electro-environmental technician. Her research interests include improving learning environments; student and educator motivations, aspirations, well-being, and persistence; fair and equitable partnerships and collaborations; global social justice in scholarly communication, and the benefits of cross-national and international investigations.
- D. in Curriculum Development and Instruction, Liberty University, 2016
- A. in Teaching and Learning, Liberty University, 2010
- A. in Psychology, Saint Leo University, 1995
- S. in Aircraft Systems Maintenance Technology, 1992
- American Educational Research Association
- American Psychological Association
- Association for Information Science and Technology
- Fulbright Association
- International Society for Educational Planning
Ford, A. Y. & Tekleselassie, A. (2022). Design considerations and implementation of first cohort of international partnership in educational administration. International Journal of Educational Leadership Preparation, 17(1). 117-130.
Ford, A. Y. & Alemneh, D. G. (2022). The role of open access in equitable research curriculum and research outputs. In D.G. Alemneh (Ed.), Global View of Open Access and Scholarly Communications (pp. 126-147). IGI Global. https://doi.org/10.4018/978-1-7998-9805-4
Manaze, M. & Ford, A. Y. (2021). Campus climate for diversity and student’s sense of belonging in Ethiopian public universities. Educational Planning, 28(4). 5-24.
Ford, A. Y. & Alemneh, D. G. (2021). Equitable educational planning: Embracing open educational resources for the post pandemic era. Educational Planning, 28(3), 21-30.
Ford, A. Y., Dannels, S., Morahan, P., & Magrane. D. (2021). Leadership programs for academic women: Building self-efficacy and organizational leadership. Journal of Women’s Health. 30(5), 672-680. https://doi.org/10.1089/jwh.2020.8758
Ford, A. Y. (2019). Equalizing learning environments through a model of professional development converging critical self-reflection, cultural proficiency, and self-determination theory. Educational Planning, 26(3), 19-30. https://files.eric.ed.gov/fulltext/EJ1232195.pdf
Tekleselassie, A., & Ford, A. Y. (2019). Planning and implementing a mutually beneficial international university partnership in educational leadership between U.S. and Middle Eastern institutions. International Journal of Educational Reform. 28(2), 179-206. https://doi.org/10.1177/1056787919841500
Ford, A. Y. (2019). Examining and improving classroom environments through the lens of self-determination theory. Critical Questions in Education, 10(1) 65-77. https://files.eric.ed.gov/fulltext/EJ1287800.pdf
Ford, A. Y. (2016). Planning classroom design and layout to increase pedagogical options. Educational Planning, 23(1), 25-34. https://files.eric.ed.gov/fulltext/EJ1208206.pdf
- Epistemic injustice experienced by scholars from low- and middle-income countries trying to engage in scholarly communication.
- Twenty-year review of international educational planning journal.
- The experience of an Ethiopian Fulbright cohort.
- Equitable learning environments: Face-to-face, virtual, and hybrid.