Ed.D., University of Houston; M.A., College of Mount St. Joseph; B.A., College of Mount St. Joseph



Michaelann Kelley, Ed.D., is the Chair and Assistant Professor of Art and Design at Mount St. Joseph University in Cincinnati, Ohio. Prior to this position, she was Director of Visual Arts for Aldine ISD in Houston, Texas. Dr. Kelley had been working at the district level for the past five years on the development of visual art curriculum and instruction. Prior to moving into administration, she was a high school art teacher for 23 years at Eisenhower High School in Aldine ISD.

Dr. Kelley earned her B.A. and M.A. in visual arts and education from The College of Mt. St. Joseph (now Mount St. Joseph University) where she was awarded the Outstanding Alumna Award in 1995. She was named the Eisenhower High School Teacher of the Year in 1999 at Eisenhower High School and received the Stanford University Outstanding Teaching Award in 2013. Other recognitions include the 2018 Outstanding Art Educator Award in Administration and Supervision from the Texas Art Education Association, the 2020 National Art Education Association Western Region Supervision & Administration Art Educator Award and the 2021 Texas Art Education Association Distinguished Fellows Honor.

Dr. Kelley is a regular presenter at Texas Art Education Association (TAEA), Ohio Art Education Association (OAEA), and the American Educational Research Association (AERA) conferences. Her numerous publications include journal articles, book chapters, and a 2020 book about her long-term collaboration in local school reform work.

Kelley, M. (2021). “Charting waters of new seas”: The scholarly contributions of Elliot Eisner. Journal of Curriculum Studies, 54(2), 147-164. DOI: 10.1080/00220272.2021.1927193. (with Craig, C. and Li, J.)

Kelley, M. (2020). Knowledge Communities in Teacher Education: Sustaining Collaborative Work. London, UK: Palgrave-Macmillan. (with Cheryl J. Craig, Gayle A. Curtis, Peter T. Martindell, and Michael M. Perez).

Kelley, M. (2018). Jumping the Dragon Gate: Experience, contexts, career pathways, and professional identity. In D. Garbett & A. Ovens, A. (Eds), Pushing boundaries and crossing borders: Self-study as a means for researching (pp. 51-58) Herstmonceux, UK: S-STEP. (with Gayle A. Curtis, Donna Reid, Cheryl J. Craig, P. Tim Martindell, and Mike Perez)

Kelley, M. (2016). Sustaining self and others in the teaching profession: A group self-study. In D. Garbett and A. Ovens (Eds.) Enacting self as methodology for professional inquiry (pp. 133-140). Self-study of Teacher Education Practices. (with Cheryl J. Craig and Gayle A. Curtis)

Kelley, M. (2015). No More Wall Flowers. In C. White (Ed.) Critical Qualitative Research in Social Education. Information Age Publishing, Charlotte, NC. (with Mari Glamser-Samnuel)