Dr. 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. Dr. Parker joined the faculty in the fall of 2013 as a faculty member and Academic Program Coordinator in Elementary Education. In January 2020, Dr. Parker also assumed the role of Professor in Charge of the Teaching and Teacher Education specialization in the PhD in Education program.
Dr. Parker teaches graduate courses in curriculum, instruction, management, differentiation, and teacher education and 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, Dr. Parker 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).
In addition to service activities in the School of Education, Dr. Parker is actively involved in national teacher education organizations (AACTE, ATE, and NAPDS). In each of these organizations, Dr. Parker has served in leadership roles that advance the field of clinical teacher preparation (AACTE Clinical Practice Commission, ATE Clinical Fellow, ATE Task Force on Addressing the Needs of Mentor Teachers, NAPDS Conference Chair).
- 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
- Parker, A.K., Sprague, D. Brown, E. & Casablanca, F. (2020). Leveraging school-university partnerships to support the transition to online learning. In R.E. Ferdig, E. Baumgartner, R. Hartshorne, R. Rakowski & C. Mouza (Eds.), Teaching, technology, and teacher education during the COVID-19 pandemic: Stories from the field (pgs. 197-202). Association for the Advancement of Computing in Education (AACE).
- Parker, A. K. & Rakes, L. (April, 2020). “I almost changed my major”: Teacher candidates' perceptions of grade level organization and its influence on their professional development. Current Issues in Education.
- Daoud, N., Parker, A. K., & Leggett, A. (accepted Dec 2019). Extending Clinical Experiences: Supporting Doctoral Students Development as University-Based Teacher Educators in PDS Context. School University Partnership.
- 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.
- 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., 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.
- Parsons, S., Parker, A. K., Zenkov, K. , +Erbrecht, A., +Kraft, J., & +Slattery, C. (2018). School-University Partnerships as a Means to Recruiting and Retaining Effective Teachers. Submitted to PDS Partners 13(4), 11-13.
- Parker, A. K. +Ferguson, L., -Daoud, N., +Doyle, M., +Sokolowski, C., +Stoffel, A., #Paraiso, L., #Janofsky, M., #Paraiso, L., & *Whelan, K. (Winter, 2018). The yearlong internship model as a catalyst for building and sustaining partnership. PDS Partners, 13(2), 19-21.
- 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)
- Seminar for Supervision in Teacher Education (EDUC 804)
- Working in Schools: Spanning Boundaries/Expanding Roles (EDUC 854)
- Doctoral Internship in Education (EDUC 890)
- Advanced Internship in Education (EDUC 994)
- Foundations of Elementary Methods and Management (ELED 305)
- Classroom Management and Instructional Strategies for Diverse Learners (ELED 401)
- Differentiating Elementary Methods and Management (ELED 402)
- Mathematics Methods for the Elementary Classroom (ELED 452)
- Practicum in Elementary Education (ELED 480)
- Internship in Elementary Education (ELED 490)
- Introduction to Elementary Methods and Management (ELED 544)
- Internship in Elementary Education (ELED 790)