College of Education and Human Development - George Mason University
Graduate School of Education - George Mason University

Our Graduate School of Education is the alma mater for one third of teachers and administrators in Northern Virginia’s world-class school systems. Each year, more than 3,000 graduate students enroll in our innovative academic programs, which include advanced study for teachers and school leaders, instructional design and technology, and a renowned PhD in Education program that is among the largest in the country.


School of Recreation, Health, and Tourism - George Mason University

The School of Recreation, Health, and Tourism (SRHT) offers exciting, career-ready majors in dynamic fields such as athletic training, tourism and events management, health and physical education, kinesiology, sport management, and recreation management. SRHT features renowned faculty, cutting-edge research, six laboratories and centers, and a diverse student body of more than 1,000 undergraduate and graduate students each year. Each major requires one or more internship or clinical experiences, ensuring that students graduate not just with a transcript but with a resume that demonstrates their professional aptitude and skills.

PhD, University of Georgia
Associate Professor
Academic Program Coordinator, Elementary Education PK-6
PhD in Education and Human Development
Teaching and Teacher Education

Contact Information

Send email to Ms. Parker

Phone: (703) 993-9717
Fax: (703) 993-2013
Email: aparke19 (

George Mason University
Fairfax Campus
Thompson Hall 1805
4400 University Dr.
MS 4B3
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. 

Research Interests

  • 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

Recent Publications


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.