Dr. Rhone: Scholarship, Leadership, and Professional Development
Dr. Rhone is an educator, scholar-practitioner, curriculum developer, author, and educational leader with more than forty years of experience across K–12 schools, community colleges, higher education, and community-based programs.
Her work bridges teaching, counseling, leadership, curriculum design, trauma-informed practice, and systemic change. Across these settings, Dr. Rhone integrates research, lived experience, and practical program development to support educators, students, families, and communities.
Dr. Rhone’s scholarship is grounded in democratic education, Freirean pedagogy, social justice education, multicultural education, project-based learning, trauma-informed care, Adverse Childhood Experiences, Social-Emotional Learning, and transformative teaching and learning.
Archival Dissertation Research
A Historical Analysis of Responses of Select American Educators to Paulo Freire’s Work Published in English from the 1970s Through the 1990s
This archival dissertation manuscript reflects doctoral research completed in residence in the Foundations of Education Program at the University of Kansas from 1996–1999.
The study examined how select American educators responded to the writings and educational philosophy of Paulo Freire as his work became available in English from the 1970s through the 1990s. The research explored democratic education, critical pedagogy, literacy and conscientization, dialogue and student voice, multicultural education, transformative learning, project-based learning, and the empowerment of marginalized learners.
Following doctoral studies completed in residence at the University of Kansas, the dissertation was later revised, submitted, and approved through S. University of Sheffield. Dr. Rhone was awarded the Doctor of Philosophy (PhD) in Social Justice Education in May 2003.
Graduate ID: B202977COFCO7E1
Dr. Rhone later completed the Doctor of Education (EdD) in Curriculum and Instruction at West Virginia University in 2008.
Dissertation-to-Book Connection
This archival dissertation research later served as part of the scholarly foundation for Dr. Rhone’s book:
Learning, Living, and Teaching for Equity: Creating Spaces for Democracy
The book expands themes first explored through her doctoral research, including democratic education, Freirean pedagogy, multicultural education, project-based learning, dialogue, student voice, educational equity, and transformative learning.
The book has been accepted as a graduate teacher education workshop and is currently being taught at Friends University.
Professional Leadership and Projects
Executive Director — TRIO Student Support Services
Wichita State University
As Executive Director of TRIO Student Support Services and Principal Investigator for a federal grant, Dr. Rhone secured and managed more than $5 million to support first-generation, low-income students and students with disabilities.
Her leadership focused on academic support, student empowerment, mentoring, community building, and holistic development. The program connected advising, tutoring, mentoring, and social-emotional support through a Freirean educational framework.
Dr. Rhone’s work in TRIO was grounded in the belief that students facing significant life challenges need stability, encouragement, opportunity, and educational spaces where their lived experiences are understood and respected.
All-School Counselor — The Independent School
As All-School Counselor at The Independent School, Dr. Rhone designed and proposed a comprehensive schoolwide framework integrating Social-Emotional Learning, Adverse Childhood Experiences, and Trauma-Informed Care after completing formal certifications in these areas.
Working across Lower, Middle, and Upper School divisions, she supported faculty, students, and families in adopting developmentally responsive practices that strengthened emotional regulation, resilience, student voice, and relationship-centered learning.
Her work introduced structures such as cultural circles, progress snapshots, and self-regulation strategies while helping educators interpret student behavior and learning through research-informed and trauma-informed approaches.
Founder — Wichita/Kansas Teacher Inquiry Group
Dr. Rhone founded the Wichita/Kansas Teacher Inquiry Group to bring together K–12 teachers and university faculty in collaborative inquiry focused on democratic teaching, reflective practice, bullying prevention, and educational equity.
The initiative was funded by the Kansas Health Foundation and the Gerber Institute for Catholic Studies for approximately $26,500.
Through this work, educators developed professional learning communities committed to dialogue, reflection, cultural competence, and transformative teaching.
Assistant Professor — Social Foundations of Education, Curriculum and Instruction, and Social Justice Education
As a university faculty member, Dr. Rhone prepared future teachers and school leaders to examine pedagogy, policy, curriculum, and educational practice through critical, democratic, and equity-centered perspectives.
Her teaching emphasized reflective practice, practitioner research, multicultural education, democratic classrooms, and the preparation of educators who can respond thoughtfully to diverse communities.
K–12 Assistant Principal, Lead Teacher, and Classroom Teacher
Earlier in her career, Dr. Rhone served as a classroom teacher, lead teacher, and assistant principal across elementary, middle, and high school settings.
In these roles, she focused on strengthening instruction, supporting teacher growth, developing students, and helping schools create learning environments that place students at the center of teaching and learning.
Adjunct Graduate Faculty and Curriculum Developer
Dr. Rhone has taught graduate-level courses and workshops in research methods, capstone projects, literacy education, Learning How to Learn, project-based learning, multicultural education, and equity-centered education.
She continues to serve as adjunct graduate faculty, curriculum developer, and workshop instructor in Wichita, Kansas, mentoring educators and supporting practitioner-scholar inquiry.
Writing and Trauma-Informed Practice
Dr. Rhone’s memoir, Thriving Through Trauma: A Journey to Healing, reflects both her personal journey and the realities many students bring into educational spaces.
The work has been used to support educator development and to encourage trauma-informed and reflective practices in both K–12 and higher education settings.
Research and Scholarly Interests
Critical Pedagogy
Democratic Education
Freirean Pedagogy
Project-Based Learning
Social Justice Education
Multicultural Education
Trauma-Informed Practice
Adverse Childhood Experiences
Social-Emotional Learning
Cultural Competence
Teacher Development
Educational Leadership
Transformative Learning
Bullying Prevention
Student Voice and Empowerment
Publications and Scholarly Work
Learning, Living, and Teaching for Equity: Creating Spaces for Democracy
Thriving Through Trauma: A Journey To Healing
Lessening Structural, Cultural, Direct, and Indirect Forms of Bullying Through Cultural Competence and Transformative Teaching and Learning
Forthcoming
Concluding Reflection
Dr. Rhone’s work reflects a sustained commitment to education as a pathway for voice, dignity, reflection, healing, and empowerment.
Across classrooms, colleges, universities, community programs, and leadership roles, she has worked to develop people, strengthen learning environments, and help educators understand the social, emotional, cultural, and historical realities that shape student learning.
Her scholarship and leadership continue to carry forward the influence of Paulo Freire while connecting democratic education to practical work in schools, universities, and communities.