Forrest W. Parkay

Research interests

Forrest W. Parkay’s research interests include international education and cross-national partnerships. A former Fulbright Scholar at Kasetsart University in Thailand, Parkay has been a Visiting Professor at Beijing Normal University and Assumption University in Thailand. The 10^th edition of his textbook, Becoming a Teacher, is used at nearly 100 universities in the U.S. The 7^th and 8^th editions were translated into Indonesian, and the 8^th edition into Mandarin. Currently, he is a member of Advantage Education, a group of leading educators in China and the U.S. focused on helping Chinese students fulfill their dream of studying at U.S. high schools, colleges, and universities. Advantage Education helps Chinese students and their families make informed decisions that lead to successful study in the U.S. Parkay continues to teach doctoral-level educational administration courses at three universities in Thailand: Khon Kaen University, Sakon Nakhon Rajabhat University, and Mahamakut Buddhist University.

Teaching/professional interests

Dr. Parkay teaches Qualitative Research, Administration of Higher Education, Social Foundations of Education, Improvement of Instruction, Basic Principles of Curriculum Design, Curriculum Implementation, Supervision, and Leadership Development Seminar. Prior to his arrival at WSU, he taught at the University of Florida (eight years) and at Texas State University (five years). Parkay also taught for eight years and was department chair for four years at a high school on Chicago’s South Side.

Recent accomplishments

Publications

• Parkay, F.W.; Anctil, E.; & Hass, G. (2014). Curriculum Leadership: Readings for Developing Quality Educational Programs, tenth edition. Boston: Pearson Education, Inc. (Seventh and eighth editions translated into Mandarin by China Renmin University Press).

• Parkay, F.W. (2013). Becoming a Teacher, 9th edition. Boston: Merrill.

• Wu, M., Tuchscherer, J., and Parkay, F.W. (2012). The Socio-Cultural and Academic Adjustment of Minority-Group and Han Majority Students at a Leading University for Ethnic Minorities in China. In Beckett, G.H. and Postiglione, G. (Eds.). China’s Assimilationist Language Policy: The Impact on Indigenous/Minority Literacy and Social Harmony. London: Routledge, 136-155.

• Parkay, F.W.; Stanford, B.; Vaillancourt, J.; Stephens, H.; and Harris, J.R. (2012). Becoming a Teacher, Canadian Edition, 4th edition. Toronto: Pearson Canada.

• Parkay, F.W. and Wu, M. (2010). Student Involvement in the Worldwide Quest to Create School-based Learning Communities: Promising Practices from the United States and China. In Myint Swe Khine and Issa M. Saleh (Eds.), Transformative Leadership and Educational Excellence: Learning Organizations in the Information Age. Rotterdam, Netherlands: Sense Publishers, 71-86.

• Li, Q. & Parkay, F.W. (2006). Beginning principals in the People’s Republic of China: An analysis of their concerns and priorities. Pacific-Asian Education Journal, 18(1), 119-136.

• Parkay, F.W. (2006). Curriculum and instruction for becoming a teacher. Boston: Allyn and Bacon.

• Parkay, F. W. (2006). Social foundations for becoming a teacher. Boston: Allyn and Bacon.

• Parkay, F. W. (2006). Political foundations for becoming a teacher. Boston: Allyn and Bacon.

Education and leadership training

• Ph.D. Education, University of Chicago

• M.A. English, University of Illinois-Urbana

• B.A. English Education and Journalism, University of Illinois at Urbana

• Management Development Program, Harvard University