Kristina N. LaVenia

EDUCATION

Ph.D., Educational Leadership & Policy, Florida State University, 2015. Dissertation: Professional Development Impacts on Elementary Principals’ Attitudes Toward Reform: A Randomized Control Trial

Graduate Certificate in Measurement and Statistics, Florida State University, 2009

M.S. Guidance and Counseling, University of West Alabama, 2006

B.S. Psychology, Florida State University, 1994

Certifications

2021 - (current) U.S. Department of Justice Grants Financial Management Training

2009 - (current) What Works Clearinghouse Reviewer Certification, Issued by: U.S. Department of Education, Institute of Education Sciences

2005 - (current) Professional Educator’s Certification, State of Florida Department of Education. Area of certification: Guidance and Counseling

COURSES TAUGHT

RESEARCH INTERESTS/AREAS OF EXPERTISE

• Leadership for improved outcomes
• Emotion regulation in the workplace
• Leadership to support marginalized groups
• Program evaluation

My research aims to improve outcomes for marginalized and/or vulnerable populations (e.g., students at-risk of not achieving academic success). Current research projects include a study of the emotional demands of teaching in a local school district; investigation of professional development for improved social and emotional learning (SEL) outcomes for both educators and youth; a study of school leaders in challenging settings where students are beating the odds; and a study of teacher perceptions and applications of culturally responsive pedagogy.

Grants

External Funding

Project EDUCATE: 2021-2022 Role: Co-PI • $125,000 awarded from the Ohio Dean's Compact [PI: Dr. Emilio Duran]

LEAD WELL: Leadership for School Safety and Well Being, 2020-2023 Role: PI • $750,000 awarded under the US Department of Justice STOP School Violence competition

Project IMPACT, 2018-2023 Improving Motivation, Pedagogy, Assessment, and Collaboration for Teachers Role: Co-PI and Evaluator • $4.5 million project funded by the US Department of Education’s Teacher Quality Partnerships program (PI and Director: Tracy Huziak-Clark, Ph.D.); https://www.bgsu.edu/education-and-human-development/teacher-education-program/project-impact/Evaluation.html

Innovative Principal Preparation Innovation Grant, 2018 Development of a CTE-focused Principal Preparation Program Role: Co-PI and Evaluator • $98,000 project funded by the Ohio Department of Education (PI: Dr. Paul Johnson)

Incorporating Standards Education into Digital Forensics Curricula, 2017-2019 Role: Evaluator • $116,335 project funded by the National Institute of Standards and Technology (PIs: Dr. Yan Wu & Dr. Shankardas Roy)

Internal Funding

Project: The Emotional Labor of K-12 Teachers: A Collective Case Study, 2019-2020 Role: PI • $12,500 project funded by the BGSU College of Education and Human Development Research Development Council Grant

Project: Beat the Odds Study of Principal Practice, 2018-2019 Role: PI • $10,000 project funded by BGSU's Office of Sponsored Research Building Strength Funding Opportunity

Publications

Scholarly Work

Knippen, K., LaVenia, K. N., & Burek, M. (2022). Changing the story: Evaluation results of an opioid awareness teach-in. Mid-Western Educational Researcher, 33(2), 148-166 [https://www.mwera.org/MWER/volumes/v33/issue2/MWER-V33n2-Knippen-FEATURE-ARTICLE.pdf]

LaVenia, K. N., Horner, C. G., & May, J. J. (2021, accepted for publication). Educational leadership as emotional labor: A framework for the values-driven emotion work of school leaders. In B. Carpenter, J. Mahfouz, & K. Robinson (Eds.). Supporting leaders for school improvement through self-care and wellbeing. Information Age Publishing.

LaVenia, K. N., & Jackson-May, J. (Eds.) (2021). Case studies in leadership and adult development: Applying theoretical perspectives to real world challenges. Routledge. [https://www.routledge.com/Case-Studies-in-Leadership-and-Adult-Development-Applying-Theoretical-Perspectives/LaVenia-May/p/book/9780367354589]

Mertler, C. A., Vannatta, R., & LaVenia, K. N. (2021). Advanced and multivariate statistical methods (7th ed.). Routledge. [https://www.routledge.com/Advanced-and-Multivariate-Statistical-Methods-Practical-Application-and/Mertler-Vannatta-LaVenia/p/book/9780367497477]

LaVenia, K. N., Johnson, P., & Roberts, A. C. (2020, under review). Predicting levy success. 

LaVenia, K. N., & Lang, L. B. (2020). Moving beyond damned if you do, damned if you don’t: Readiness for change. Florida Journal of Educational Research, 58(2), 1-21.

Mrachko, A., Roberts, T., LaVenia, K. N., & Horner, S. (2020). A tale of too many agendas: The recreation of a teaching licensure program. Journal of Cases in Educational Leadership, 23(4), 62-76. 

Brodeur, K., LaVenia, K. N., Horner, C., & Huziak-Clark, T. (2020). Interrupting the pattern: Knowing why and respecting who we teach. Mid-Western Educational Researcher. 33(3), 206.

Vannatta, R. & LaVenia, K. N. (2020). Linear discriminant analysis. In The SAGE Encyclopedia of Quantitative Research Methods. SAGE Publications. 

Vostal, M., Horner, C., & LaVenia, K. N. (2019). Considering the mentoring dyad through the lens of relational trust. Action in Teacher Education, 1-17.

Roy, S., Wu, Y. G., & Lavenia, K. N. (2019). Experience of incorporating NIST standards in a digital forensics curricula. 2019 7th International Symposium on Digital Forensics and Security (ISDFS), 1-6.

LaVenia, K. N., & Burgoon, J. (2018). Community as resource: Results from a quasi-experimental study of the mentors in Toledo schools program. Evaluation and Program Planning, 72, 118-124.

Vostal, M., LaVenia, K. L., Horner, C. G. (2018). Making the shift to a co-teaching model of instruction: Considering relational trust as a precursor to collaboration. Journal of Cases in Educational Leadership, 22(1), 83-94. 

Darwish, R., LaVenia, K. N., & Polkinghorne, F. (2018). Graduate students’ sense of belonging in business programs. Online Journal of Business and Applied Social Science, 4(2). 

Vandersall, K., Vruwink, M., & LaVenia K. (2012). Master’s degrees and teacher effectiveness: New evidence from state assessments [Research brief prepared for Walden University]. Arroyo Research Services, Inc. 

Evaluation Reports

Knippen, K., LaVenia, K. N., & Burek, M. (2019). Evaluation of the Bowling Green State University Teach-In: Changing the Story, prepared for Dr. Mike Ogawa, Bowling Green State University. 

LaVenia, K. N., & Burgoon, J. (2018). Mentors in Toledo Schools Evaluation Report, 2017-2018, prepared for Michelle Klinger, Director, Partners in Education, Toledo, OH. 

LaVenia, K. N., & Galletta Horner, C. (2018). Evaluation of Project STAMPS: Report prepared for Dr. Tracy Huziak Clark, Bowling Green State University, for reporting to Ohio DOE 

LaVenia, K. N., & Burgoon, J. (2017). Mentors in Toledo Schools Evaluation Report, 2016-2017, prepared for Michelle Klinger, Director, Partners in Education, Toledo, OH. 

LaVenia, K. N., & Burgoon, J. (2017). LEAD Mentoring Report, 2016-2017, prepared for Tiffany Ways, The University Church, Toledo, OH. 

LaVenia, K. N., & LaVenia, M. (2015). Randomized Field Trial and Quasi-Experimental Investigation of Effects of the 2014 FCR-STEMLearn (formerly BIOSCOPES) Certificate Program Teacher Professional Development on Outcomes for Elementary and Secondary Grades Teachers. U.S. Department of Education Math and Science Partnership project evaluation report submitted on behalf of The Florida Center for Research in Science, Technology, Engineering and Mathematics. 

LaVenia, M., LaVenia, K. N. (2014). Report on Program Impacts and Outcomes of the 2013 BIOSCOPES Program Teacher Professional Development on Outcomes for Elementary and Secondary Grades Teachers. U.S. Department of Education Math and Science Partnership project evaluation report submitted on behalf of The Florida Center for Research in Science, Technology, Engineering and Mathematics. 

Service

Recognition

Media Appearances

2018 February 28 Interview on The Journal to present details on Project IMPACT 

2014 Press Release with Florida TaxWatch on Principal Leadership Award Program

Honors

2007-2011 Institute of Education Sciences Predoctoral Interdisciplinary Research Training Fellowship (R305B04074), Florida State University and Florida Center for Reading Research

2011 Florida State University nominee and recipient of the David L. Clark National Graduate Student Research Seminar in Educational Administration & Policy, sponsored by the University Council for Educational Administration (UCEA), Divisions A and L of the American Educational Research Association (AERA), and SAGE Publications

2010 Invited by AERA Division D to present at the In-Progress Research Gala, AERA meeting, Denver, CO