Dr. Karen Frantz Fry

Dr. Frantz-Fry is an associate professor in the school of education’s undergraduate and doctoral departments. She earned her Ph.D. in Human Development with concentration in Educational Leadership from Marywood University in 2012. She holds K-12 Principal’s certification and her Letter of Superintendent from Bucknell University, a Master’s Degree in Behavioral Disorders and certification as a Reading Specialist from Bloomsburg University and a bachelor’s degree in Teaching Mentally and Physically Handicapped (Birth-21) from Bloomsburg University. With over 35 years of professional training and teaching experience, Dr. Frantz-Fry has taught numerous courses within the field of education. Her primary research interests include leadership, engagement, inclusionary practices and development of professional development school partnerships, especially related to students with disabilities.

• Frantz-Fry, K.  (2020, February).  Where we were, where we are, and where we are going…. National Association of Professional Development Schools. 2020National Conference, Atlantic City, NJ.
• Frantz-Fry, K. & Kaster, T. (2018, October). The democratic classroom: Efficient and effective classroom management strategies. The Pennsylvania Association of Colleges and Teacher Educators Fall 2018 Teacher Education Assembly Conference, Harrisburg, PA
• Frantz-Fry, K. & Kaster, T. (2018, June). “Assuming the Best” for effective classroom management. Phi Delta Kappan’s 2018 Educators Rising National Conference: "Aiming Higher."  Orlando, FL.
• Frantz-Fry, K. & Galella, S. (2018, May). The Student Teaching Triad: A Case Study of Critical Incidents During the Secondary Education Student Teaching Experience. West Chester University, West Chester, PA.
• Frantz-Fry, K. & Kaster, T. (2018, May).  “Assuming the best” for Effective Classroom Management.  National Student Teaching Supervision Conference, West Chester University, West Chester, PA.
• Frantz-Fry, K. (2018, April). Are we there yet? Women in educational leadership roles. Women and Gender Studies Conference, Wilkes University, Wilkes-Barre, PA.
• Frantz-Fry, K. (2017, March). Student engagement practices to increase achievement in secondary Inclusive Settings. Northeast Bradford School District, Rome, PA.
• Frantz-Fry, K. (2017, March). Student engagement practices to increase achievement in elementary inclusive settings. Northeast Bradford School District, Rome, PA
• Frantz-Fry, K.  & Welteroth, S. (2017, January). Positive behavior support in the early childhood setting. Educating the Heart Conference, Montgomery County Community College, Blue Bell, PA.
• Frantz-Fry, K. (2016, October). Increasing student motivation. Sullivan County Schools. Laporte, PA
• Frantz-Fry, K. (2015, May). Vocabulary strategies to increase student engagement. Children’s Literacy Conference, Wilkes-Barre, PA.
• Frantz-Fry, K & Boyle, R. (2015, January). Instructional techniques for focused learning. Sunbury Christian Academy Teacher In-Service, Northumberland, PA
• Frantz-Fry, K & Boyle, R. (2014, October). Increasing opportunities for success in inclusive settings. Sunbury Christian Academy Teacher In-Service, Northumberland, PA.
• Frantz-Fry, K. (2014, July). Inclusive settings: Support from paraeducators in the classroom.  Jones Center for Special Education Excellence Summer Institute, Bloomsburg, PA.
• Frantz-Fry, K. (2014, July). Inclusive settings: Leveling the playing field. Jones Center for Special Education Excellence Summer Institute, Bloomsburg, PA.
• Frantz-Fry, K. (2014, May). Literacy for children with severe disabilities. Children’s Literacy Conference, Wilkes-Barre, PA.
• Frantz-Fry, K. (2014, May). Pennsylvania’s student learning objective process: An overview.  Northwest Area High School, Shickshinny, PA.
• Frantz-Fry, K. & Kaster, T (2014, April). Embracing student teachers in a co-teaching experience: Two heads are better than one. 2014 National Student Teaching and Supervision Conference, Slippery Rock, PA.

• Frantz-Fry, K. (2018). The path to a professional development school partnership. PDS Partners: Bridging Research to Practice, National Association for Professional Development Schools.
• Frantz-Fry, K. & Galella, S (2018). The student teaching triad: A case study of critical incidents during the secondary student teaching experience. Kentucky Journal of Excellence in College Teaching and Learning. (accepted pending edits). 
• Frantz-Fry, K. & Cooper, L. (2019). What are the perceptions of higher education students in varied learning environments regarding course attrition? Journal of Learning Spaces, UNC Greensboro, NC. (under review)
• Frantz-Fry, K & Polachek, D. (2015). Effective Cooperating Teacher Qualities and Practices for Candidates Preparing for a Career in Special Education. The Learner Collection, Common Ground Publisher International.
• Frantz-Fry, K. (2012). Examining the Impact of Special Education Dispute Resolution in Pennsylvania. (Unpublished doctoral dissertation). Marywood University, Scranton, PA.