Aimee Howley – Curriculum Vitae


EdD (Education Administration)
West Virginia University, May 1989
Morgantown, West Virginia

MA (Learning Disabilities)
Marshall University Graduate College (WVCGS), August 1977
South Charleston, West Virginia

BA (Philosophy)
Barnard College, June 1972
New York City, New York


1997-present             WordFarmers Associates (President and Principal Investigator)
1997-present             Ohio University (Emerita since 2013)
1990-1997                   Marshall University (Professor)
1989-1990                   West Virginia Institute of Technology (Professor)
1988-1989                   Jackson County (WV) (Director of Special Education)
1982-1988                   University of Charleston (Professor)
1977-1982                   Jackson County (WV) (Teacher, Special Education Coordinator)

Aimee Howley is President of WordFarmers Associates LLC. She has a broad background in educational research, evaluation, and policy studies. She is also professor emerita at Ohio University, where she served as a faculty member in the Educational Studies Department and Senior Associate Dean of the Patton College of Education. Her research explores the intersection between social context and educational practice; and she has used both quantitative and qualitative methods to investigate a wide range of questions relating to rural education, educational reform, school leadership, and education for diverse learners. Dr. Howley has authored or co-authored six books, numerous book chapters, and more than 60 refereed journal articles.


Craft, E., & Howley, A. (2018). African American students’ experiences in special education programs. Teachers College Record, 120(10).

Howley, C., Howley, A., & Pendarvis, E. (2017). Out of our minds: Turning the tide of anti-intellectualism in American schools (2nd ed.). Waco, TX: Prufrock Press.

Howley, C., Howley, A., & Telfer, D. (2017). National provisions for certification and professional preparation in low-incidence sensory disabilities: A 50-state study. American Annals of the Deaf, 162(3), 277-294.

Howley, A., Eppley, K., & Howley, M. (2016). From ingenious to ignorant, from idyllic to backwards: Representations of rural life in six U.S. textbooks over half a century. In J. Williams & W.D. Bokhorst-Heng (Eds.), (Re)building memory: School textbooks, identity, and the pedagogies and politics of imagining community (pp. 93-120). Rotterdam, The Netherlands: Sense Publishers.

Howley, A., & Trube, B. (Eds.). (2015). Mentoring for the professions: Orienting to the future. Charlotte, NC: Information Age Publishers.

Telfer, D., & Howley, A. (2015). Rural schools positioned to promote the high achievement of students with disabilities. Rural Special Education Quarterly, 33(4), 3-13.

Rader-Brown, L., & Howley, A. (2014). Predictors of the instructional strategies that elementary school teachers use with English language learners. Teachers College Record, 116(5).

Howley, M., Howley, A., & Eppley, K. (2013). How agricultural science trumps rural community in the discourse of selected U.S. History textbooks. Theory and Research in Social Studies Education, 41(2), 187-218.

Howley, A., Howley, M., Howley, C., & Duncan, T. (2013). Early college and dual enrollment challenges: Inroads and impediments to access. Journal of Advanced Academics. 24(2), 75-105.

Howley, A., Middleton, R., Howley, M., Williams, N.F., & Pressley, L.J. (2013). The experience of conducting a study of racial or ethnic dynamics: Voices of doctoral students in colleges of education. In D.J. Davis & P.G. Boyers (Eds.), International perspectives on higher education research, volume 8 (pp. 197-230). Bengaluru, India: ADI-MPS Limited.

Howley, M.D., Howley, A., Henning, J., Gillam, M.B., & Weade, G. (2013). Intersecting domains of assessment knowledge: School typologies based on interviews with secondary teachers. Educational Assessment, 18(1), 26-48.

Howley, M., Howley, A., Helfrich, S., Harrison, L., Gillam, M.B., & Safran, J. (2012).  A research focused honors program for high-ability teacher-education Students. Journal for the Education of the Gifted, 35, 319-343.

Wood, L., & Howley, A. (2011). Dividing at an early age: The hidden digital divide in Ohio elementary schools. Learning, Media and Technology, 1-20. DOI:10.1080/17439884.2011.56799

Howley, A., Howley, M., Camper, C., & Perko, H. (2011). Place-based education at Island Community School. Journal of Environmental Education, 42(4), 216-236.

Jones, K., & Howley, A. (2009). Contextual influences on superintendents’ time usage. Education Policy Analysis Archives, 17(23). Retrieved December 15, 2009 from

Howley, A., Larson, W., Andrianaivo, S., Rhodes, M., & Howley, M. (2007). Standards-based reform of mathematics education in rural high schools. Journal of Research in Rural Education, 22(2). Retrieved May 18, 2007 from