Ms. Audra Parker
PhD, University of Georgia
Academic Program Coordinator, Elementary Education PK-6
Teaching and Teacher Education , PhD in Education and Human Development
Teaching and Teacher Education
Phone: (703) 993-9717
Fax: (703) 993-2013
Email: aparke19 (@gmu.edu)
George Mason University
Thompson Hall 1805
4400 University Dr.
Fairfax, VA 22030
Audra Parker is a Professor in the College of Education and Human Development. She joined the faculty in the fall of 2013 as a faculty member and Academic Program Coordinator in Elementary Education. She teaches graduate courses in curriculum, instruction, management, differentiation, and teacher education. In addition, she collaborates with teachers and interns at Garfield Elementary, a Professional Development School (PDS) site. Her current research projects, collaborative efforts with colleagues and doctoral students, include the following: elementary teacher preparation, clinically-centered teacher education, elementary organizational structures (departmentalization/self-contained classrooms). Prior to her doctoral studies, Audra taught students in grades 4-7 in both Virginia and Georgia and has received outstanding teaching awards at every stage of her career (P-12, graduate school, and faculty). Audra was named to the AACTE Clinical Practice Commission and serves as an ATE Clinical Fellow and member of the ATE Task Force on Addressing the Needs of Mentor Teachers.
- Elementary teacher preparation in PDS settings
- Teacher preparation and study abroad experiences
- Innovations in teacher education, co-teaching
- K-8 teacher practices
- Departmentalization/self contained practices in elementary settings
- Young adolescents’ school experiences
Zenkov, K., Dennis, D.V., & Parker, A. K. Bless your heart,” BBQ, and clinical practitioners as neologists: Developing a lexicon for clinical practice. Accepted to School University Partnerships (Anticipated 2019).
Parker, A. K., Zenkov, K., & Dennis, D. V. (2019). Exploring the lexicon or lack thereof in clinical teacher preparation. Action in Teacher Education, 4(3), 249-264.
Parker, A. K., Groth, L., and -Byers, C. Designing and implementing site-based course instruction (2019). The New Educator , 15(2), 130-155.
Zenkov, K., Parker, A. K., Parsons, S., Stunkard, C., & Keifer-Kennedy, M. (Summer, 2018). A snapshot of the Clinical Practice Commission’s report on clinical teacher preparation. PDS Partners, 13(3), 1-4.
Parker, A.K. Ferguson, L., Daoud, N., Doyle, M., Sokolowski, C., Stoffel, A., Paraiso, L., Janofsky, M., Paraiso, L., & Whelan, K. (anticipated Fall, 2017). The yearlong internship model as a catalyst for building and sustaining partnership PDS Partners.
Parker, A. K., Rakes, L., & Arndt, K. (July, 2017). Departmentalized, self-contained, or somewhere in between: Decision-making behind elementary grade level organization. The Educational Forum, 81, (3), 236-255.
Parker, A. K., Bush, A., & Yendol-Hoppey, D. (2016) Understanding teacher candidates’ engagement with inquiry-based professional development: A continuum of responses and needs. The New Educator, 12, (3), 221-242. Parker, A., & Zenkov, K. (2017). Preface. In D. Yendol-Hoppey and D. Hoppey (Eds.), Working together: Enhancing urban educator quality through partnerships. Charlotte, NC: Information Age.
Zenkov, K., Parker, A.K., Parsons, S., Pellegrino, A., Pytash, K. (2017). From project based clinical experiences to collaborative inquiries: Pathways to Professional Development Schools. In J. Ferrara, J. Nath, I. Guadarrama, & R. Beebe (Eds.), Expanding opportunities to link research and clinical practice: A volume in Research in Professional Development Schools, p. 9-33. Charlotte: Information Age
Parker, A. K., Webb, K. & Wilson, E. V. Creating a studying abroad experience for elementary teacher candidates: Considerations, challenges, and impact. In H. An (Ed.) Handbook of Research on Efficacy and Implementation of Study Abroad Programs for P-12 Teachers. IGI Global. (2017).Parker, A. K., Parsons, S. A., Groth, L, and Levine-Brown, E. (2016). Pathways to partnership: A developmental framework for building PDS relationships. School University Partnerships—Special Issue, “What is a PDS?” 9 (3), 34-48.
Parsons, S. A., Parker, A. K., Brunying, A., and Daoud, N. (2016). Striving to enact the Professional Development School philosophy: George Mason University’s Elementary Education program. The Teacher Educators’ Journal, Volume 9.
- Curriculum and Methods of Teaching in Elementary Education (EDCI 544)
- Assessment and Differentiation (EDCI 545)
- Research and Assessment in Elementary Education (EDCI 559)
- Special Topics in Education (EDCI 597)
- Internship in Education (EDCI 790)
- Foundations of Education (EDUC 542)
- Directed Reading, Research, and Individual Projects (EDUC 598)
- Advanced Topics in Education (EDUC 797)
- Research on Teacher Education (EDUC 851)
- Working in Schools: Spanning Boundaries/Expanding Roles (EDUC 854)
- Doctoral Internship in Education (EDUC 890)
- Advanced Internship in Education (EDUC 994)
- Foundations of Elementary Education (ELED 342)
- Children, Family, Culture, and Schools, 4-12 Year Olds (ELED 443)
- Methods of Teaching Social Studies and Integrating Fine Arts in the Elementary Classroom (ELED 454)
- Differentiating Elementary Methods and Management (ELED 545)
- Literacy Teaching and Learning in Diverse Elementary Classrooms I (ELED 555)