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Kay Brocatto

Kay Brocato

Email: Dr. Brocato
Dr. Brocato's Curriculum Vitae


  • 1990 Bachelor’s, English, Mississippi State University
  • 1995 Master's, Secondary Education – Language Arts, Memphis State University
  • 2000 Ph.D., Curriculum and Instruction, Mississippi State University; Dissertation: A History of Seeking Equity: One School District’s Effort to Assess Equity Within and Among Elementary School
  • 2010 Post Doctoral Study, Harvard Institute for School Leadership, Harvard University

Research Interests

  • Educational Equity
  • Diversity and Inclusion
  • Studio Based Learning
  • Developmental Learning and Neuroscience

Courses Taught

  • EDF 8553 Research in the Classroom
  • EDF 8383 Issues in Education
  • EDF 8353 Principles of Curriculum Development
  • EDF 8323 Comparative Education
  • EDF 4243/6243 Planning for the Diversity of Learners
  • EDL 8723 Equitable School Culture and Climate
  • EDL 8523 Education Diverse Learners
  • EDA 8293 Professional Development of Educational Personnel

Selected Publications

  • Willis, C., & Brocato, K. (2015) Implications of Electing Local Superintendents in Mississippi, in V. Stead (ed.) The Education Doctorate (Ed.D.): Issues of Access, Diversity, Social Justice, and Community Leadership, Volumne 5, pp.; Information Age Publishing: Charlotte, North Carolina—refereed journal/edited text.
  • Brocato, K., Willis, C., & Dechert, K. (2014). Longitudinal School Data Use: Ideas for
  • District, Building, and Classroom Leaders, in A.J. Bowers, A.R. Shoho, & B.G. Barnett (eds.), International Research on School Leadership, Volume 5, pp. , : Information Age Publishing—refereed journal/edited text.
  • Cooksey, K.A., Holmes, M.E., & Brocato, K. (2013). Physical activity levels of 7th and 8th Graders participating in studio based learning summer camp. Poster presented at the annual meeting of the Southeast American College of Sports Medicine, Greenville, South Carolina—refereed abstract in conference proceedings.
  • Brocato, K.,& Willis, C. (2012). Appointing: A Means to Increase the Probability of
  • School Leadership Preparedness. Southern Education Desk. National Public Radio. http://www.southerneddesk.org/?p=6801.
  • Brocato, K. & Willis, C. (2012). Appointing: A means to increase the probability of school
  • leadership preparedness. Southern Education Desk. http://www.southerneddesk.org/appointing-a-means-to-increase-the-probability-of-school-leadership-preparedness/
  • Brocato, K, (2011). Studio Based Learning: Worth a Look for School Reform. Southern
  • Education Desk. http://www.southerneducationdesk.org/studio-based-learning-worth-a-look-for-school-reform/
  • Burroughs, S., Brocato, K., Franz, D. (2009) Problem-Based and Studio-Based Learning:
  • Approaches to Promoting Reform Thinking among Teacher Candidates, National Forum of Teacher Education Journal
  • http://www.nationalforum.com/Electronic%20Journal%20Volumes/Burroughs,%20Susie%20Problem%20Based%20and%20Studio%20Based%20Learning-NFTEJ-19-3-09.pdf
  • Monson, C. & Brocato, K. (2009). Studio-Based Learning in K-12 Education: Mapping and
  • Developing Effective Teacher Practices. Association of Collegiate Schools of Architecture Annual Meeting, Portland, Oregon at https://www.acsaarch.org/conferences/annual2009_Posters.aspx
  • Brocato, K. (2009). Studio-Based Learning: Proposing, Critiquing, Iterating Our Way to
  • Person-Centeredness for Better Classroom Management. Theory Into Practice, 48: 2, pp. 138-146. http://www.informaworld.com/smpp/content~content=a910270646~db=all~order=page
  • Burroughs, S., Brocato, K., Hopper, P., & Sanders, A. (2009). Media Literacy: A Central
  • Component of Democratic Citizenship. The Educational Forum, 73: 2, pp.
  • 154-167. http://www.informaworld.com/smpp/content~content=a910146424~db=all~order=page
  • Brenner, D., Brocato, K., and Kurz, T. (2006). Early Implementation of School Reform: How
  • Observation of Literacy Practices Reveals the Impact of Accountability Systems on the Reform Process. Language and Literacy, 8(2) 1-17. National
  • Prince, D., Brocato, K. and Prince, D. (2006). The Importance of Making the Well-Being of
  • Children in Poverty a Priority. Early Childhood Education Journal, 34 (1), 21-28. National
  • Prince, D., Brenner, D., & Brocato, K. (2005). Are We Ready for Critical Pedagogy? In press
  • at Academic Exchange Quarterly, 10 (1), 197-202. National


  • 2013 3500.00- Funded; Lead Principal Investigator
  • Center for the Advancement of Service Learning Excellence(CASLE) for Starkville-Studio School Human Body Science Summer Camp 2013 is a camp where instruction and learning happen through working on design problems rather than solely through lecture and memorization. This way of learning comes from the system of training used by designers across many professional fields and is now applied by many academic disciplines including engineering, the sciences, law, and medicine.
  • 2013 $1000- Funded; Lead Principal Investigator
  • Starkville Oktibbeha County Achieving Results (SOAR), a CREATE Foundation affiliate funded a community grant to support studio school project activities
  • 2012 $26,174 – Funded; Lead Principal Investigator; Appalachian Regional Commission, Starkville Mayor’s Office and Starkville School District funded Starkville Studio School Summer Camp 2012.
  • 2011 $41,400 – Funded; Lead Principal Investigator Appalachian Regional Commission, West Point Mayor’s Office and West Point School District funded West Point Studio School Summer Camp 2011.
  • 2009 $30,000 – Funded; Lead Principal Investigator; Mississippi Higher Education Initiative Proposal – Funded; Principal Investigator; The Starkville and Oktibbeha County Higher Education Access for rising juniors and seniors in these districts.
  • 2007 $133,000 – Funded; Lead Principal Investigator; The Northrop Grumman Zero Gravity Weightless Flights of Discovery Program
  • 2007 $12,750 – Funded; Lead Principal Investigator; Mississippi State Community Action Team award to continue Studio School Work
  • 2007 $80,000 – Funded; Lead Principal Investigator; Mississippi State Community Action Team office Small Business Administration mini-grants offered for Community Action Projects internally to MSU faculty and researchers for project entitled Studio School Phase II: Community Curriculum Development Project
  • 2007 $30,340 – Funded; Co-Principal Investigator, American Association of University Women Educational Foundation two-year community action grant program

Selected Professional Activities and Memberships

  • American Association of University Women, National Co-Chair, Diversity and Inclusion Task Force
  • American Association of University Women, State Vice President for Programs
  • Coalition of Essential Schools Affiliate
  • American Educational Research Association (AERA)
  • American Educational Research Association (AERA):
  • Division A – Administration;
  • Division G – Social Context of Education;
  • Division K – Teaching and Teacher Education;
  • Classroom Management Special Interest Group (SIG)
  • Leadership for Social Justice SIG
  • School Community, Climate, Culture SIG
  • Supervision & Instructional Leadership SIG

Selected Honors and Awards

  • 2015 Bridge People Award of the Leadership for Social Justice SIG of AERA for Generation S-Studio School
  • 2013 Mississippi Woman of Achievement for American Association of University Women
  • 2010 & 2011 State Pride Faculty Award Program Recipient
  • 2009 Mississippi State University College of Education Diversity Award
  • 2002: President’s Commission on the Status of Women Outstanding Professional Woman; Mississippi State University

Certifications and Licensure

  • Mississippi Administrator License, #486
  • English Teacher 7-12, #119
  • Psychology Teacher 7-12, #171 endorsement
  • California Single Subject Teaching Credential, English(#R1S), Psychology(#R1A), Professional –Clear, Valid
  • Authorized to teach the subject area(s) listed in grades twelve and below, including preschool, and in classes organized primarily for adults
  • Specialist Instruction Credential in Special Education, Learning Handicapped (#R3LH)- Emergency, Valid
  • Authorized to teach handicapped children in a special class in which the primary disability is "specific learning disability," "other health impairment," or "mentally retarded (mild)" as defined in subsection 300.5 of Title 34 of the Code of Federal Regulations, Subpart A, in grades twelve and below, including preschool, and in classes organized primarily for adults.
  • Tennessee Teacher License, Inactive, Out of State,
    English 7-12, (#007)
    Psychology 7-12 (#080)

Personal Interests

  • Family
  • Friends
  • Live Music
  • Good Food and Drink