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
Teaching and Teacher Education

Contact Information

Send email to Ms. Parker

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

George Mason University
Fairfax Campus
Thompson Hall 1805
4400 University Dr.
MS 4B3
Fairfax, VA 22030


Audra Parker is an Associate 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 a Professional Development School (PDS) site.   Her current research projects, collaborative efforts with colleagues and doctoral students, include the following:  deparmentalized and self contained structures in elementary schools, inquiry based instruction in pre-service teacher education, the use of video in teacher preparation, and PDS language and structures. Prior to her doctoral studies, Audra taught students in grades 4-7 in both Virginia and Georga. Audra has received outstanding teaching awards at every stage of her career (P-12, graduate school, and faculty).  Most recently (2015), she was named a Clinical Practice Fellow by the Association of Teacher Educators.

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

Parker, A. K., Bush, A., & Yendol-Hoppey, D. Understanding teacher candidates; engagement with inquiry-based professional development: A continuum of responses and needs. The New Educator (anticipated Volume 12, 2016).

Gelfuso, A., Dennis, D. V., & Parker, A. K., Turning teacher education upside down: Enacting the inversion of teacher preparation through the symbiotic relationship of theory and practice. The Professional Educator (accepted January 2015).

Parker, A. K., Schneider, J. J., & Berson, I. (accepted October 2014). Intentionality of Preparation: Systematic Mentorship in Doctoral Education. Studies in Graduate and Professional Student Development.

Han, H. J., Parker, A. K., & Berson, I. Partnerships across programs and schools: Fostering collaboration in shared spaces. School University Partnerships (November, 2014).

Parker, A. K., McHatton, P. A., & Crisp, T. (2014). Conceptualizing difference: Pre-service teachers’ constructions of disabilities. Teacher Education and Practice 27(1), 138-153.

Rakes, L. C. & Parker, A. K. (March, 2014). Reaching young adolescents: Developing relationships for classroom management. AMLE Magazine.

McHatton, P. A. & Parker, A. K. (2013). Purposeful preparation: Longitudinally exploring inclusion attitudes of general and special education pre-service teachers. Teacher Education and Special Education, 36(3), 186-203.

Gelfuso, A., Dennis, D. V., & Parker, A. K. (2013). Conducting empirical research in professional development schools: It can be done! PDS Partners 9(1).

McHatton, P. A., Parker, A. K., & Vallice, R. (2013).  Critically reflective practitioners: Exploring our intentions as teacher educators. Reflective Practice: International and Multidisciplinary Perspectives, 14(3), 392-405.

Schneider, J. J., & Parker, A. K. (2013). Conversations in a pub: Peer relief and the reflexive possibilities for two teacher educators supervising a study abroad program for pre-service teachers. The Qualitative Report, 18(16).

Franco, Y., Fernandez, J., Gelfuso, A., Hagge, J., Powell, R., Ward, J., Dennis, D., Parker, A. K., & Yendol-Hoppey, D. (2013). Exploring the signature pedagogy of preservice teacher learning in partnership-based teacher education. PDS Partners, 8(3).

Parker, A. K., McHatton, P. A., & Allen, D. (Spring 2012). Elementary and special education pre-service teachers understandings of collaborationand co-teaching. Journal of Research in Education, 22, 1. Available at