Jeffrey Gorrell, Ph.D., is Professor of Education and Dean of the Graduate School of Education. He earned his Ph.D. in Educational Psychology at the University of Florida in 1975; his master's in English from the University of Florida, and his bachelor's in English from Vanderbilt. Prior to coming to George Mason University in May 2001, he was the Associate Dean for Administration and Research in the College of Education at Auburn University. He has also been Department Head in Educational Foundations, Leadership, and Technology at Auburn University and, early in his career, held various roles as a faculty member at Southeastern Louisiana University.

He has published research studies extensively in the areas of teacher education, teacher efficacy, cognitive modeling in learning, and related topics. He has provided leadership to professional organizations such as the American Educational Research Association, Holmes Partnership, Mid-South Educational Research Association, American Association of Colleges for Teacher Education, as well as serving as reviewer or editorial board member for numerous journals. From 1993 to 2001, he was editor and executive editor of The Professional Educator, a national refereed journal related to teaching, teacher education, and teacher professional development.

In 1987, he was a Fulbright Scholar to Sri Lanka, which led to his continuing research on teachers and on cognitive development of children in Sri Lanka as a research consultant for the Sri Lanka National Institute of Education. In recent years, he has also conducted studies in cognitive development and teacher efficacy in Brazil, Korea, and Taiwan. Most recently, he has been the principal investigator for a variety of evaluation studies related to school improvement and reform. These evaluation studies include the following: South Florida Annenberg Challenge, the Learning Connections Project in New Orleans, and Celebration School, Celebration, Florida. In the past five years, he has obtained over $2,000,000 in external funding for research and evaluation studies.

• Teacher Efficacy and Teacher Professional Development

• Lin, H., Lawrence, F. R., & Gorrell, J. (2003). Kindergarten teachers' views on children's readiness for school, Early Childhood Research Quarterly, 18, 225-237.
• Lin, H., & Gorrell, J. (2002). The road to pre-service teachers' conceptual change, Educational Research Quarterly, 26(2), 54-65.
• Lin, H., Gorrell, J., & Taylor, J. (2002). The influence of culture and educational experiences on American and Taiwan pre-service teachers' efficacy beliefs, The Journal of Educational Research, 96(1), 37-46.
• Ares, N. & Gorrell, J. (2002). Middle school students' understanding of meaningful learning and engaging classroom activities. Journal of Research in Childhood Education, 16, 263-277.
• Lin, H., Hazareesingh, N., Taylor, J., Gorrell, J., & Carlson, H. L. (2001). Early childhood and elementary pre-service teachers' beliefs. Journal of Early Childhood Teacher Education, 22, 135-150.
• Lin, H., & Gorrell, J. (2001). Exploratory analysis of pre-service teacher efficacy in Taiwan.), Teaching and Teacher Education, 17(5), 623-635.
• Lin, H., & Gorrell, J., & Silvern, S. (2001). Taiwan's early childhood preservice teachers' professional beliefs. Journal of Research in Childhood Education, 15, 242-255.
• Ares, N., Gorrell, J., & Boakari, F. (1999). Expanding notions of teacher efficacy, Journal of Interdisciplinary Education, 3, 1-28.
• Lin, H., Silvern, S. B., & Gorrell, J. (1999). Early childhood pre-service teachers= beliefs in Taiwan. International Journal of Curriculum and Instruction, 1(2), 163-186.
• Lin, H. & Gorrell, J. (1998). Pre-service teachers= efficacy beliefs in Taiwan. Journal of Research and Development in Education, 32, 17-25.

Recent Technical Reports

• Gorrell, J., McDonough, S., Ross, M., & Shannon, D. (2001). Evaluation Report for Title I, CSRD, and REA Programs in the State of Alabama: 2000-2001. Evaluation report submitted to the Alabama State Department of Education (54 pages).
• Gorrell, J., Porter, R., Ares, N., & Ross, J. (2000). Learning Connections: Evaluation Report for Year Three. Evaluation report submitted to the Baptist Community Ministries (New Orleans, LA) (92 pages).
• Gorrell, J., Shannon, D., & Miller, E. (2000). Second-Year Evaluation Report: Six Partnerships in the South Florida Annenberg Challenge. Evaluation report submitted to the South Florida Annenberg Challenge (95 pages).
• Reed, C., & Gorrell, J. (2000). Trends Related to principal Empowerment in South Florida Annenberg Challenge Schools. Evaluation report submitted to the South Florida Annenberg Challenge (30 pages).
• Gorrell, J., Ares, N., Porter, R., & Ross, J. (1999). Learning Connections: Evaluation Report for Year Two. Evaluation report submitted to the Baptist Community Ministries (New Orleans, LA) (84 pages).
• Gorrell, J., Dharmadasa, K.H., & Dharmadasa, I. (1999).Understanding the Sri Lankan Child: Children's Responses to a Self-Regulated Behavior Interview. Technical report submitted to the National Institute of Education, Maharagama, Sri Lanka (61 pages).
• Gorrell, J., Ares, N., Shannon, D., Lee, O., & Miller, E. (1998). First-Year Evaluation Report to the South Florida Annenberg Challenge. Evaluation report submitted to the South Florida Annenberg Challenge (106 pages).
• Gorrell, J., Ares, N., Waters, G., & Porter, R. (1998). First-Year Report on the Learning Connections Project. Evaluation report submitted to the Baptist Community Ministries (New Orleans, LA)(52 pages).
• Gorrell, J., Sanders, S., Kamen, M, Salisbury-Glennon, J., & Akey, T. (1998). Evaluation Report on Celebration School. Submitted to Osceola County Schools, Osceola, Florida (87 pages).

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