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Educational Leadership

Dr. Elizabeth Vaughn-Neely

Educational Leadership Office Phone: (501) 569-3267

Dr. Vaughn-Neely is an Associate Professor of Educational Supervision and Administration and Chair of the Department of Educational Leadership. In addition to teaching graduate courses and advising, she was the Director of Professional Development for School Leaders, developed, and managed Educational Leadership academies and conferences at the Tennessee State Department of Education. As a graduate professor, Dr. Vaughn-Neely has had a varied yet stimulating course schedule. She has taught classes in Advanced Educational Psychology; Child Development; Cognitive Development and Language Acquisition; Human Resources; Leadership, Concepts and Skills; Leadership Development; Learning Theory; Organizational Improvement; Policy, Integrity, Ethics, Legal and Political Issues; Readings in Cultural Diversity; Research Design; Research Methods; Scholarly Writing; Schools and Families in a Pluralistic Society; and Tests and Measurement.

Dr. Vaughn-Neely forged partnerships between public school faculties and professional scientists (Science-Education Partnerships) to enhance elementary science and math instruction focused on underrepresented populations and fostered the growth of professional development sites for Oregon State University with local school districts that culminated in a multimillion dollar Hughes grant. She has been grant designer for the UT/UTC/TN SDE Title II Teacher Quality Enhancement Grant provided funding for exemplary mentoring programs for urban educators with the Urban Impact Mentoring Project. Additionally, as part of the Gates Foundation Grant team with Peabody College at Vanderbilt University and Little Planet Learning (an education technology company), they were awarded 2 million dollars to create a program supporting school leaders, which received commendations. The program built upon the Interstate School Leadership Licensure Consortium (ISLLC) standards to create on-site and web-delivered learning modules to administrators throughout the state based on real-world school leadership challenges and framed by the How People Learn inquiry cycle.

Beginning as a district Culture Awareness Representative in Tucson, she expanded her professional expertise by working with former Governor Bruce Babbitt (former Secretary of the Interior) as a press aide on diversity and educational issues. As a trainer for the Gender/Ethnic Expectations and Student Achievement (GESA) Program, she became an advocate for equity by rousing the consciousness of students and colleagues to issues regarding intellectual, cultural, racial, regional, gender, and socioeconomic differences. Most recently, she developed an instrument to assess cultural competency development within graduate programs. Piloted in the fall of 2006, the results amended and inferred program effectiveness for supporting the work on Diversity Standard for the University of Mississippi as data for National Council for Accreditation of Teacher Education (NCATE).


  • Doctor of Philosophy: Major – Educational Leadership, Minor - Developmental Psychology (Oregon State University, Corvallis, OR, 1994)
  • Master of Education: Major - Talented and Gifted Education (University of Oregon, Eugene, OR, 1991)
  • Teaching Credential: Gifted Education (University of Arizona, Tucson, AZ, 1976)
  • Bachelor of Arts: Major - Psychology (Syracuse University, Syracuse, NY, 1975)


  • Vaughn-Neely, E. I. & Reed, M. A. (2004). The Roles of Attention and Reading Skill in Sixth Graders’ Comprehension of Homophones.
  • Vaughn-Neely, E. I. & Reed, M. A. (2005). The Roles of Attention and Reading Skill in Seventh Graders’ Comprehension of Homophones.
  • Vaughn-Neely, E. I. & Reed, M. A. (2005). The Roles of Attention and Reading Skill in Middle Schoolers’ Comprehension of Homophones: A Longitudinal Study.
  • Vaughn-Neely, E. I., & Reed, M. (2006). Attention and Reading Skill in Middle Schooler’s Suppression of Irrelevant Word Meanings.
Updated 11.1.2012