Samaras, Anastasia

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Phone: (703) 993-8154
Fax: (703) 993-2013
Email: asamaras (@gmu.edu)

Anastasia Samaras's website

View Anastasia Samaras's curriculum vitae in PDF format.

BIOGRAPHICAL BRIEF

Transdisciplinary Self-Study Research Methodologist

Self-Study Teacher Educator and Researcher

Facilitator of Faculty Professional Development

Scaffolder, Leader, and Learner

Dr. Anastasia P. Samaras is Professor Emerita of Education within the College of Education and Human Development at George Mason University, Virginia, USA. She joined Mason in 2002 as an Associate Professor after serving as an Assistant Professor and Associate Professor at The Catholic University of America. In her 30 years in academia, 20 of those years have been in leadership positions working to support faculty and programs to be vibrant and viable including her service as the Division Director of the Elementary, Literacy, and Secondary Education Programs.  She is deeply committed to transdisciplinary experimental and innovative research and the mentoring of new faculty and students to advance Mason’s mission of excellence and research of consequence.

A leader in the Self-Study School, Samaras is a pedagogical scholar and methodological innovator in self-study research, a prominent research methodology for teachers and other practitioners. She is co-editor/author of Teaching, Learning, and Enacting of Self-Study Methodology (2018), Polyvocal Professional Learning through Self-Study Research (2015), Self-Study Teacher Research (2011), and Learning Communities In Practice (2008). She has authored or co-authored over 100 peer-reviewed publications and delivered over 100 academic presentations and 77 invited talks and keynotes. 

Professor Samaras was nominated for both the Presidential Medal for Excellence in  Research and Scholarship (2021) and the Presidential Medal for Excellence in Teaching (2022 and 2023). During her academic career, she has designed, revised, and taught 55 courses at the undergraduate and graduate levels including distant and online teaching and was a classroom teacher in her early career. 

Professor Samaras was awarded the Dissertation Research Award, University of Virginia. In 2009, she was recipient of The Outstanding Scholar Alumni Award, University of Maryland. Anastasia was an invited Self-Study Scholar in 2008 and 2009 in Europe and Australia.  In 2011-2012 she was a Fulbright Scholar. In 2013-2015, she served as chair of The Self-Study of Teacher Education Practices. Her grant work has included serving as Co-PI of two National Science Foundation (NSF) funded grants: Student-directed Differentiated Learning in College-level Engineering Education and Designing teaching: Scaling up the SIMPLE Design Framework for Interactive Teaching Development and also Co-PI on the U.S.-Pakistan collaboration for faculty excellence in teaching and research. International grant, U.S. Department of State, Academic Linkages and Education Programs, U.S. Mission to Pakistan.

Professor Samaras' research centers on designing and studying neo-Vygotskian-based applications in curriculum design and transdisciplinary self-study of professional practice, including her own. A decade of research has included designing, co-facilitating, and researching transdisciplinary polyvocal professional learning communities and with a focus on collective creative activity. In collaboration with Kathleen Pithouse-Morgan, they have conceptualized a transdisciplinary, transnational, and transcultural network with reciprocal learning as polyvocal professional learning and with design elements for facilitation.

A first generation college graduate and former school teacher, Professor Samaras had served on over 60 dissertation committees mentoring other first generation college graduates and doctoral students on their professional journeys. She has served as an academic program coordinator, and director of teacher education programs at both The Catholic University of America  and at George Mason University. Anastasia is an academic who brings a repertoire of practical applications grounded in sociocultural theory into her teaching and research experiences. Her experiences as teacher and parent shaped her advanced studies at the University of Maryland where she earned a Masters from the Institute of Child Study and a Ph.D. in Curriculum and Instruction with specializations in Early Childhood and Teacher Education.

A frequent keynote speaker both in the U.S. and globally and a collaborator on multiple faculty professional development projects and grants, Anastasia seeks to make self-study accessible to teachers and faculty inside and outside the teaching profession. She is an advocate for the broader potential for change inherent in self-study research. Her leadership has included co-facilitating five transdisciplinary faculty Self-Study of Professional Practice (SSoPP) learning communities including a virtual transdisciplinary learning community to support adjunct faculty teaching. She also co-facilitated a new faculty group annually in the College. Her collaboration has also included developing partnerships with Mason and universities in Cyprus and Corfu. She served as a delegate to the 2022 Pharos Summit: A Cooperation between Greece and USA, Higher Education and is currently working to seed productive international collaborations to impact intercultural and global understandings. Anastasia continues her passion of mentoring teachers as a resident intern mentor in the public school district where she began her teaching career.

Personal Web Page at http://mason.gmu.edu/~asamaras/

Webinar Available: Polyvocal Poetic Play in Self-Study Research https://sstepaerasig.wixsite.com/sstep/blank-page  see “Videos and Webinars”

See collaborative research featured in 2021 Qualitative Research SIG Newsletter at https://www.dropbox.com/s/1ccp9he67i5y6ur/Qualitative%20Research%20SIG%20Newsletter%20Summer%202021.pdf?dl=0

Samaras, A. P., & Lunenberg, M. (July 7, 2020). Webinar: Introducing self-study research.Sponsored by the Self-Study of Teacher Education Practices SIG, AERA. https://sstepaerasig.wixsite.com/sstep

Anastasia P. Samaras, Professor of Education at George Mason University is interviewed by a doctoral student about her signature research in self-study of professional practice, 2017.  https://www.youtube.com/watch?v=aZ7L1v_SwDQ

BOOKS

Samaras, A. P. (2024). The Royal siblings. Greek-American childhood memories working at the Royal Restaurant. Kindle Direct Publishing. https://a.co/d/4FokV5z

Ritter, J. K., Lunenberg, M., Pithouse-Morgan, K., Samaras, A. P., & Vanassche, E., (Eds.), (2018). Teaching, learning, and enacting self-study research. Dordrecht, The Netherlands: Springer. https://www.springer.com/us/book/9789811081040

Pithouse-Morgan, K., & Samaras, A. P. (Eds.), (2015). Polyvocal professional learning through self-study research. Rotterdam, The Netherlands: Sense Publishers. https://www.springer.com/gp/book/9789463002202

Samaras, A. P. (2011). Self-study teacher research: Improving your practice through collaborative inquiry. Thousand Oaks, CA: Sage.  [Translated into Korean] http://www.sagepub.com/booksProdDesc.nav?prodId=Book233400&#tabview=title  and Translated into Japanese t2024: https://www.gakubunsha.com/book/b646323.html

Samaras, A. P., Freese, A. R., Kosnik, C., & Beck, C. (Eds.) (2008). Learning communities in practice.  Dordrecht, The Netherlands: Springer. http://www.springer.com/education/teachers+%26+teaching/book/978-1-4020-8787-5

Samaras, A. P., & Freese, A. R. (2006).  Self-study of teaching practices primer. NY: Peter Lang.  [Translated into Korean] http://www.peterlang.net/index.cfm?vID=66386&vLang=E&vHR=1&vUR=2&vUUR=1

Kosnik, C., Beck, C., Freese, A. R., & Samaras, A. P. (Eds.), (2005). Making a difference in teacher education through self-study: Studies of personal, professional, and program renewal. Dordrecht, The Netherlands: Springer. http://www.springer.com/education/teachers+%26+teaching/book/978-1-4020-8791-2

Kosnik, C., Freese, A. R. & Samaras, A. P. (Eds.), (2002). (Co-editors). Proceedings: Fourth International Conference on Self-Study of Teacher Education Practices, East Sussex, England. (Volume 1 and Volume 2): ISBN 1-55339-025-3 http://resources.educ.queensu.ca/ar/sstep/index.html

Samaras, A. P. (2002). Self-study for teacher educators: Crafting a pedagogy for educational change. NY: Peter Lang http://www.peterlang.net/index.cfm?vID=65299&vLang=E&vHR=1&vUR=2&vUUR=1R

KEYNOTES AND INVITED TALKS

Samaras, A. P. (2023). Invited Speaker. Innovative Pedagogical Inquiries: Using Self-Study Research to Inform Practice. The Teaching & Learning Support Center. Ionian University, Corfu, Greece, October 26. Virtual

Recognized as a Luminary by the Self-Study of Teacher Education Practices (S-STEP) Special Interest Group. Invited Opening Remarks at the S-STEP Business Meeting of the Annual Meeting of the American Educational Research Association, April 14, 2023

Samaras, A. P., (2017). Keynote Speaker. Innovative Inquiries: Using Self-Study Research to Inform Practice. US-Pakistan Collaboration for Faculty Excellence in Teaching and Research Conference. Lahore, Pakistan, March 21

Samaras, A. P., (2016). Keynote Speaker. Be the theory! Studying your theories of/in practice using self-study methodology. Hibernia College, Dublin. November 3

Samaras, A. P., (2016). Keynote Speaker. Using self-study research to lead the future. Ewha Womans University, Korea. April 2.

Samaras, A. P., (2016). Keynote Speaker. Studying your teaching to lead world class learning. Seoul National University, Korea. March 25.

Samaras, A. P., (2016). Keynote Speaker. Using advanced research methods in self-study practice. Cheongju National University, Korea. March 24.

Samaras, A. P., (2016). Keynote Speaker. Improving your teaching using the self-study Methodology. Jeonnam National University, Korea. March 23.

Samaras, A. P., (2014). Keynote Speaker. How do I improve my practice as a teacher/researcher using self-study research methods? Durban University of Technology, Durban, July 23.

Samaras, A. P. (2013). Keynote Speaker. Teachers as World-Class Learners of Practice in Collaborative Self-Study. Association of Teacher Educators Conference, Washington, DC, August 4.

Samaras, A. P. (2013). Keynote Speaker. Engaging as Olympian self-study teacher teams.The 22^nd Fairfax County Public School Annual Teacher Researcher Conference, George Mason University, VA, May 29.

Samaras, A. P. ( 2012). Keynote Speaker. Designing Olympian Self-Study Teacher Teams.  The 1^st English Language Teacher Education Summit, Centre for Foreign Language Education and Teacher Education at Beijing Normal University, October 19.

Samaras, A. P. (2012). Keynote Speaker.  Supporting self-study of university teaching and learning for professional growth.  Sponsored by the University Teaching and Learning Office, University of Kwazulu-Natal, Durban University of Technology, and University of KwaZulu-Natal, &Walter Sisulu University, Durban, South Africa, March 5.

GRANTS

Recipient of CEHD Seed Grant 2018-2019

Anastasia P. Samaras, Elementary, Literacy, and Secondary Education, CEHD
Lynne Scott Constantine, School of Art, CVPA
Lesley Smith, School of Integrative Studies, CHSS
Paula Cristina Azevedo, Secondary Education, CEHD
Anya Evmenova, Special Education, CEHD
Margret Hjalmarson, Mathematics Education, CEHD
Arvinder Johri, Secondary Education, CEHD
Allison Ward-Parsons, Literacy and Reading, CEHD

Adjunct Faculty Self-Study Collaborative at Mason: Building a Professional Community with Adjuncts as Faculty Associate Compeers A one-year transdisciplinary self-study professional community for supporting the professional development and teaching of Adjunct Faculty as Associates across Colleges. Addresses immediate and urgent need at Mason. Its transdisciplinary design of both investigators and participants holds great potential for improved student learning and opportunities for large scale research and funding.

Fox, R. K. (PI), (2015-2017), Samaras, A. P. (Co-PI). (2016-2017). U.S.-Pakistan collaboration for faculty excellence in teaching and research. International grant submitted to the U.S. Department of State, Academic Linkages and Education Programs, U.S. Mission to Pakistan [SCA-ISB-15-AW-006-01152015]. Amount $432,555.52.   With faculty A. P. Samaras (Co-PI, Year 2), S. Baily (Co-PI, Year 1), S. Bauer, A. Evmenova, N. Holincheck, A. Mattix Foster, B. Shaklee, D. Sprague, and C. S. White. https://cehd.gmu.edu/centers/cie/initiatives/externally-funded-projects/collaboration-for-faculty-excellence-in-teaching-and-research

Ikonomidou, V. N. & Samaras, A. P. (Co-PIs). (2014- 2017). Research Initiation Grant: Student-directed differentiated learning in college-level applied science education. NSF.  $149,952.

Hjalmarson, M., (PI), Nelson, J., Samaras, A. P., & Edwards, C.  (Co-PIs)  (Spring 2013- 2017).Designing Teaching: Scaling up the SIMPLE Design Framework for Interactive Teaching Development, NSF Widening Implementation and Demonstration of Evidence-based Reforms (WIDER) program in the Division of Undergraduate Education.  $572,190. Samaras leads Faculty Teacher Inquiry Groups. http://simple.onmason.com/

Samaras, A. P., Constantine, L., & Smith, L. (2014- 2016). Self-Study Scholars’ Collaborative (S³C) on the Visually Rich Digital Learning Environment. Sponsored by the Center for Faculty and Teaching Excellence, George Mason University, VA and 4-VA.  $28,000.

Self-Study Methodology

Polyvocal Transdisciplinary Faculty Self-Study Learning Communities

Faculty Professional Development     See https://www.youtube.com/watch?v=TOE0u9s7ytY

Adjunct Faculty Wellness and Professional Development

Self-Study of Professional Practice

Teacher as Researcher

Curriculum and Instruction

Qualitative Research Methodology

Early Childhood Education

 

SELECTED ARTICLES AND CHAPTERS

Samaras, A. P. (2024). Reclaiming my artistic core: Living signature arts-based self-study. In Naicker, I., Pillay, D., Pithouse-Morgan, K., Masinga, L., Chisanga, T., & Hiralaal, A. (Eds.), Arts-based narratives of academic identities: Perspectives from higher education research. Springer Briefs in Arts-Based Educational Research.10.1007/978-981-97-6422-8_3

Samaras, A. P.,  & Pithouse-Morgan, K (2024) Promoting Methodological Creativity and Innovations: Editorial Learning from a Poetic Self-Study Journal Special Issue, Studying Teacher Education. https://doi.org/10.1080/17425964.2024.2303667

Pithouse-Morgan, K., & Samaras, A. P. (2024). Rethinking qualitative data analysis in a co-creative experimental approach. In J. D. DeHart & P. Hash (Eds.), Arts-based research across textual media in education: Expanding visualepistemology - Volume 1 (pp. 12-27). Routledge. https://doi.org/10.4324/9781003294597-2

Pithouse-Morgan, K., & Samaras, A. P. (2023). Polyvocal poetic play through self-study research: Challenging the status quo to improve professional practice. In H. Mreiwed, M. R. Carter, S. Hashem, & C. H. Blake-Amarante (Eds.), Making Connections in and Through Arts-Based Educational Research (pp. 227-239). Springer Nature Singapore. https://doi.org/10.1007/978-981-19-8028-2_17

Samaras, A. P. (2023). Letter to a new academic: In and out of the ravine. Educational Forum, 87 (1), 4-16. https://doi.org/10.1080/00131725.2022.2050329

Also see blog: https://www.kdp.org/blogs/phil-kitchel/2023/02/06/living-the-dream-by-authentically-living-your-work?CommunityKey=5d907360-4053-4b24-bd82-ec7380722067

Pithouse-Morgan, K., & Samaras, A. P. (2022). Co-Editors of Special Issue, Poetic Self-Study Research, Studying Teacher Education. 18 (3), 219-222. https://doi.org/10.1080/17425964.2022.2080168

Pithouse-Morgan, K. & Samaras, A. P. (2022). “Risky, rich co-creativity”: Weaving atapestry of polyvocal collective creativity in self-study In B. Butler & S. Bullock (Eds). Learning through collaboration in self-study: Communities of practice, critical friendships, and collaborative self-study. (pp. 203-217).Dordrecht, The Netherlands: Springer.https://link.springer.com/chapter/10.1007/978-981-16-2681-4_15

Ward-Parsons, A., Samaras, A. P., Dalbec, B., Constantine, L, & Evmenova, A. (2021). Facilitators’ self-study of a virtual adjunct faculty self-study collaborative. Studying Teacher Education. 18 2) 1-22. https://doi.org/10.1080/17425964.2021.1975108

Samaras, A. P., & Pithouse-Morgan, K. (2021). Nourishing wholehearted faculty professional living through co-creative play. The educational forum, 85(3), 336-350. https://doi.org/10.1080/00131725.2021.1912869

Pithouse-Morgan, K. & Samaras, A. P. (2021). Polyvocal poetic play with dialogue: Co-creativity in self-study writing.  In J. Kitchen (Ed). Writing as a method for the self-study of practice. (pp. 137-154). Dordrecht, The Netherlands: Springer.

Pithouse-Morgan, K., & Samaras, A. P. (2020). A sense of place: Exploring place andidentity through virtual bricolage self-study research. In E. Lyle (Ed.), Identity landscapes: Contemplating place and the construction of self. (pp. 20-33). Leiden, Netherlands: Brill | Sense. https://doi.org/10.1163/9789004425194_003

Pithouse-Morgan, K., & Samaras, A. P. (2020). Methodological inventiveness in writing about self-study research: Inventiveness in service. In J. Kitchen, A. Berry, S. M. Bullock, A. R. Crowe, M. Taylor, H. Guðjónsdóttir, & L. Thomas (Eds.), 2nd International Handbook of Self-Study of Teaching and Teacher Education (pp. 427-460). Singapore: Springer Singapore.https://doi.org/10.1007/978-981-13-6880-6_13

Samaras, A. P. & Pithouse-Morgan, K. (2020.) Polyvocal self-study in transdisciplinaryhigher education communities. In J. Kitchen, Berry, A., Bullock, S. Crowe, A.  Guojonsdottir, H., Taylor, M. & Thomas, L. (Eds.). International Handbook of Self-Study of Teaching and Teacher Education Practices (pp. 1291-1321). 2^nd. Edition. Dordrecht, The Netherlands. Springer. https://doi.org/10.1007/978-981-13-1710-1_43-1

Pithouse-Morgan, K., & Samaras, A. P. (2019). Polyvocal play: A poetic bricolage of the why of our transdisciplinary self-study research. Studying Teacher Education, 15(1), 1-15. https://doi.org/10.1080/17425964.2018.1541285

Samaras, A. P. Hjalmarson, M. Bland, L. C., Nelson, J. K. & Christopher, E. K. (2019). Self-study as a method for engaging STEM faculty in transformative and sustainablechange to improve teaching. International Journal of Teaching and Learning in Higher Education, 31(2).

Smith, L., Constantine, L., S., Sauveur, A., Samaras, A. P., Casey, A., Evmenova, A., Hudson,S., Lee, S., & Reid, E. S. with contributions from Ericson, R., Ewell, M., Lukes, L.,Muir, S., Nelson, J., &  Poms, L. (2018). Dwelling in the question: Professional empowerment through complex visual self-study (pp.275-294). In J. K. Ritter, M. Lunenberg, K. Pithouse-Morgan, K., A. P. Samaras, E. & Vanassche, E., (Eds.), Teaching, learning, and enacting self-study research.  Dordrecht, The Netherlands: Springer.https://doi.org/10.1007/978-981-10-8105-7_25

Samaras, A. P., & Pithouse-Morgan, K. (2018) Self-study research in a polyvocal professional community design. (pp. 245-257). In J. K. Ritter, M. Lunenberg, K. Pithouse-Morgan, K., A. P. Samaras, E. & Vanassche, E., (Eds.), Teaching, learning, and enacting self-study research.  Dordrecht, The Netherlands: Springer.

Pithouse-Morgan, K. & Samaras, A. P. with contributions from Constantine, S. L, de Beer, C., Scott, L., & Smith, L.  (2018). Many stories matter: Taking a polyvocal stance in learning about teaching of self-study. (pp. 313-328). In J. K. Ritter, M. Lunenberg, K. Pithouse-Morgan, K., A. P. Samaras, E. & Vanassche, E., (Eds.), Teaching, learning, and enacting self-study research.  Dordrecht, The Netherlands: Springer.  doi: 10.1007/978-981-10-8105-7_27

Pithouse Morgan, K., & Samaras, A. P. (2017). Thinking in space: The power of self-study virtual bricolage for dialogic meaning-making. In Being self-study researchers in a digital world: Future-oriented research and pedagogy in teacher education. D. Garbett & A. Ovens (Eds). Dordrecht, The Netherlands: Springer.doi: 10.1007/978-3-319-39478-7_10

Samaras, A. P., Pithouse-Morgan, K., Chisange,T., Conolly, J., Constantine, L. S., Meyiwa, T., Smith, L., Meyiwa, T., & Timm, D. (2016). Networkism: Dialoguing about co-facilitating transdisciplinary self-study professional learning communities.In D. Garbett and A. Ovens, (Eds.). Enacting self-study as methodology for professional inquiry (pp. 162-165). Hertfordshire: Self-Study of Teacher Education Practices (S-STEP).

Nord, J. A., Samaras, A. P., Ericson, R., Ikonomidou, V., Rytikova, I., Sachs, R. Schwebach, J.R., Nelson, J., Gerasimova, D. & Bland, L. (2016). Teaching as a creative and learning process. Proceedings of the Innovations in Teaching and Learning Conference. Center for Teaching and Faculty Excellence. George Mason University, Fairfax,     VA, September 16  http://dx.doi.org/10.13021/G8002C http://journals.gmu.edu/ITLCP/article/view/1534

Neslon, J. Gerasimova, D., Samaras, A. P. Bland, L., Hjalmarson, M. (2016). Implementation of interactive teaching strategies across STEM disciplines. Proceedings of the Innovations in Teaching and Learning Conference. Center for Teaching and Faculty Excellence. George Mason University, Fairfax,    VA, September 18 http://dx.doi.org/10.13021/G8TC7H http://journals.gmu.edu/ITLCP/article/view/1485

Pithouse-Morgan, K., Coia, L., Taylor, M., & Samaras, A. P.(2016).  Polyvocal research jamming: A quartet enacting methodological inventiveness in self-study. In D. Garbett and A. Ovens, (Eds.). Enacting self-study as methodology for professional inquiry (pp. 129-142). Hertfordshire: Self-Study of Teacher Education Practices (S-STEP).

Pithouse-Morgan, K., Coia, L., Taylor, M., & Samaras, A. P. (2016). Exploring methodological inventiveness through collective artful self-study research. LEARNing Landscapes, 9 (2), 443-460. https://doi.org/10.36510/learnland.v9i2.786

Samaras, A. P., Frank, T., Apollon Williams, M., Christopher, E., Rodick, W. H. (2016). A collective self-study to improve program coherence of clinical experiences. Studying Teacher Education, 2(12), 170-187.

Morfidi, E., & Samaras, A. P. (2015). Examining the individual and collaborative teaching experiences of Greek special education teachers. Teacher Education and Special Education, 38 (4),347-363.

Racines, D., & Samaras, A. P. (2015). In Pithouse-Morgan, K., & Samaras, A. P. (Eds.). Duality of practice and mentorship of an English language instructional coach. In Polyvocal professional learning through self-study research. (pp. 111-125).  Rotterdam, The Netherlands: Sense Publishers.https://doi.org/10.1007/978-94-6300-220-2_7

Pithouse-Morgan, K., & Samaras, A. P. The Power of “We” for Personal and Professional Learning. (2015). In Pithouse-Morgan, K., & Samaras, A. P. (Eds.). Polyvocal professional learning through self-study research. (pp. 1-20). Rotterdam, The Netherlands: Sense Publishers.https://doi.org/10.1007/978-94-6300-220-2_1

Samaras, A. P., Pithouse-Morgan, K., Chisange,T., Conolly, J., Constantine, L. S., Meyiwa, T, Smith, L., Meyiwa, T., & Timm, D. (2015). Breathing under water: A transcontinental conversation about co-facilitating self-study learning communities. In Pithouse-Morgan, K., & Samaras, A. P. (Eds.). Polyvocal professional learning through self-study research. (pp. 231-252). Rotterdam, The Netherlands: Sense Publishers.https://doi.org/10.1007/978-94-6300-220-2_13

Samaras, A. P., Karczmarczyk, D, Smith, L, Woodville, L, Harmon, L, Nasser, I.,  Parsons, S.,Smith, T., Borne, K., Constantine, L., Roman Mendoza, E., Suh, J., & Swanson, R., 2014). The shark in the vitrine: Experiencing our practice from the inside out with transdisciplinary lenses. Journal of Transformative Education, 12(4), 368-388.

Samaras, A. P. with Karczmarczyk, D, Smith, L, Woodville, L, Harmon, L, Nasser, I., Parsons,S., Smith, T., Borne, K., Constantine, L., Roman Mendoza, E., Suh, J., & Swanson, R., (2014). Apedagogy changer: Transdisciplinary faculty self-study. Perspectives in Education, 32 (2), 117-135.https://doi.org/10.1177/1541344614551637

Pithouse-Morgan, K., & Samaras, A. P. (2014). Thinking in space: Learning about dialogue as method from a trans-continental conversation about trans-disciplinary self-study. In D. Garbett and A.Ovens (Eds.). Proceedings of the Tenth International Conference on the Self-Study of Teacher Education Practices, East Sussex, England (167-170). Auckland, Australia: University of Auckland.https://doi.org/10.1007/978-3-319-39478-7_10

Samaras, A. P., & Sell, C. (2013). Please write: Using critical friend letters in teacher research.Teacher Education Quarterly, 40 (4), 93-109.

Samaras, A. P. (2013). Twelve Shells: Learning by leading cross-disciplinary faculty self-study of professional practice Reflective Practice, 14 (4), 519-535.https://doi.org/10.1080/14623943.2013.808181

Samaras, A. P. Guðjónsdóttir, H., McMurrer, J. R., & Dalmau, M. C. (2012). Self-study of a professional organization in pursuit of a shared enterprise. Studying Teacher Education, 8 (3), 303-320.

Samaras, A. P., & Fox, R. K. (2012). Capturing the process of Greek teachers’professionaldevelopment through e-portfolios. Professional Development in Education, 39 (1), 23-41.https://doi.org/10.1080/19415257.2012.682318

Tobery-Nystrom, J. C. Samaras, A. P. (2012). Self-study of a teacher-educator’s self-efficacy using a critical friend network. In  J. R. Young, L.B., Erickson & S. Pinnegar (Eds.). Extending inquiry communities: Illuminating teacher education through self-study. Proceedings of the Ninth International Conference on the Self-Study of Teacher Education Practices, East Sussex, England (pp.284-288). Provo, UT: Brigham Young University.

Lunenberg, M., & Samaras, A. P. (2011). Developing a pedagogy for teaching self-study research: Lessons learned across the Atlantic. Teaching and Teacher Education, 27, (5), 841-850.https://doi.org/10.1016/j.tate.2011.01.008

Samaras, A. P., & Roberts, L. (2011). Flying solo: Teachers take charge of their learning through self-study research. Learning Forward, Journal of Staff Development, 32(5), 42-45.

Samaras, A. P. (2010) Explorations in using arts-based self-study methods.  International Journal of Qualitative Studies in Education, 23 (6), 719-736.https://doi.org/10.1080/09518390903426212

• Anastasias Personal Web Page.  [opens in a new window] link
• ORCID: https://orcid.org/0000-0003-1102-2507
• Self-Study of Teacher Education SIG of AERA: https://www.aera.net/SIG109/Self-Study-of-Teacher-Education-Practices

Doctoral Theses Supervisions/Examinations​​

Lee, V. (2024) Culturally responsive leadership practices during COVID-19 Pandemic: Addressing the literacy skills of emergent multilingual learners in secondary schools. Defended October 30, 2024.

Kraft, T. (2024). Exceptional mathematics teachers’ beliefs about the nature of mathematics and teaching and learning. Defended October 23, 2024.Meadows, E. (2024). Exploring classroom teachers' experiences of professional development of emergent bilinguals: An interpretative phenomenological analysis Defended March 28, 2024.

Kirschner, S. (2023). Bringing theory to life through a mediated field experience for elementary mathematics teacher candidates, Defended, August 3, 2023.

Mehdi, T. (2023. Exploring teacher perspectives on teacher learning and professional development in Bangladesh. Defended, May 30, 2023.

Chung, H. (2023. A narrative analysis of Korean secondary school English teachers’ language identities. George Mason University. Defended, May 25, 2023.

Colandene. M. M. (2023). Teachers’ pedagogical visual literacy skills in elementary science. George Mason University. Defended, March 23 2023.

Field, S.A. (2023). What are culturally sustaining writing practices in K-8 classrooms? George Mason University. Defended, March 20, 2023.

Yoon, H. (2023). Exploring intercultural competence of South Korean English Language teachers for North Korean refugee students. George Mason University. Defended, March 7, 2023

Carr, J. (2022). A case study of a joint venture program at a public research institution of higher education. George Mason University. Defended, October, 2022.

Eisenberg, R. (2022). Intercultural competence: An examination of practice.George Mason University, VA. Defended, June, 2022.

Webb, K. E. (2022). World Language teachers’ Understandings and integration of intercultural competence:  “More Than…” language and beyond. (Doctoral dissertation). George Mason University, VA. Defended, March, 2022.

Pallotta. M. (2021). Marine Corp leaders in irregular warfare: Professional military education for cross-cultural competence in counterinsurgency. (Doctoral dissertation). George Mason University, VA. Defended, October, 2021.

Glaser, H. (2020). How teachers create talent development contexts for students from historically underrepresented populations in gifted programs: A multiple-case study. (Doctoral dissertation). George Mason University, VA. Defended, October, 2020.

Humphreys, M. (2020). Elementary school leaders’ perspectives on providing movement opportunities to the students they serve. (Doctoral dissertation). George Mason University, VA. Defended, March, 2020.

Kraus-Zadrozny, K. (2020). The choice and implication of student achievement goals in the Virginia assistant principal performance evaluation policy. (Doctoral dissertation). George Mason University, VA. Defended, March, 2020.

Washington, T. (2019). The impact of African-American male principals on African-American male students in two all-male urban schools. (Doctoral dissertation). George Mason University, VA. Defended, October, 2019.

Alzarani, A. N. (2019). Preservice special education teacher's understanding of evidence-based practices for teaching nonverbal or low verbal students with Autism Spectrum Disorder in Saudi Arabia (Doctoral dissertation). George Mason University, VA. Defended, October, 2019.

Hsu, J. (2019). The influence of professional experiences on adjunct faculty teaching. (Doctoral dissertation). George Mason University, VA. Defended, May, 2019.

Alqassem, R. (2019). Early writing in Saudi Arabian kindergarten classrooms: The role of teacher preparation developing young writers. (Doctoral dissertation). George Mason University, VA. Defended, July, 2019.

Morrow Leong, K. (2019). Elementary Mathematics specialist coaches’ construction of a hypothetical learning trajectory for rational number equipartitioning. (Doctoral dissertation). George Mason University, VA. Defended, July 2019.

Choudhry, F. (2019). Choosing a road less traveled: Portrayals of Social Studies teachers integrating inquiry-based instruction. (Doctoral dissertation). George Mason University, VA. Defended, July, 2019.

Reeves, E. (2019). The influence of neuroscience instruction on coach-self-efficacy and self-reported coaching behaviors. (Doctoral dissertation). George Mason University, VA. Defended, February, 2019.

Christopher, E. (2019). White female teachers and their students: An exploration of the beliefs of preservice teachers and interns regarding intersectionalities of today’s students. (Doctoral dissertation). George Mason University, VA. Defended, February, 2019.

Fleming, R. L. (2019) Chair. High-stakes English 11 teachers’ understandings and applications of data-driven decision-making. (Doctoral dissertation). George Mason University, VA. Defended, May, 2018.

Hall, C. (2018). Chair. Milwaukee teachers’ perceptions of union benefits and job security in the wake of Wisconsin Act 10. (Doctoral dissertation). George Mason University, Fairfax, VA. Defended October, 2018.

Al-Kandil, D. (2018). Thinking beyond the given: A case study of Saudi graduate students’ reflective learning. (Doctoral dissertation). George Mason University, Fairfax, VA. Defended October, 2018.

Mitchell, M., Instructional Leadership for 21st Century Learning: How Principals and Teacher Leaders Facilitate Organizational Learning. (Doctoral dissertation). George Mason University, Fairfax, VA. Defended June 2018

Marseille, A. Gray Matters: A phenomenal investigation at the attitude achievement paradox among black youth from urban low-income communities and schools. (Doctoral dissertation). George Mason University, Fairfax, VA. Defended June 2018

Landeryou II, D. (2018). Value added model of teacher evaluation: An examination of administrators’ leadership. Doctoral dissertation. George Mason University, Fairfax, VA. Defended May, 2018. 

Santiago, J. (2018). Newcomer ELS: How experiences shape identity. (Doctoral dissertation). Retrieved from Proquest. George Mason University, Fairfax, VA. Defended February 2018. 

Garces-Foley, A.J. (2017). School superintendents' opinions of LGBT-inclusive instruction: A policy case study of California's FAIR Education Act implementation. (Doctoral dissertation). Retrieved from Proquest. George Mason University, Fairfax, VA. Defended August 2017.

Corcoran, M.  (2017). The AP Calculus reading experience: Implications for teacher classroom practice and student comprehension.  Defended June 2017.

Kjaer, J. (2017). Preparing sports coaches for the 21^st century: A qualitative case study of a graduate sports coaching education program.  Defended, January, 2017

DeGregory, C. A. (2016). Teachers' motivations to mentor: A qualitative exploration of mentoring relationships with first-year teachers (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses Global. (10244554

Porcher, K (2016). Urban teacher educators’ conceptions of academic achievement of students of color: What they teach and why. (Doctoral dissertation). Retrieved from Proquest. George Mason University, Fairfax, VA. Defended October 31, 2016

Olga I. Corretjer, O. I. (2016). Exploring foreign language in the elementary school (FLES). Teachers’ attitudes and perceptions about assessment and assessment practices in the elementary world language classroom. (Doctoral dissertation).  Defended April 2016.

Jamieson, T. S. (2015). Changes in Elementary Mathematics Teachers’ Understanding of Cognitive Demand: When Adapting, Creating, and Using Mathematical Performance Tasks. (Doctoral dissertation).  Defended December 2015.

Mendoza, J. A. (2015). Second generation Palestinian American school experiences: Emerging and conflicting identities. George Mason University. Defended May 2015.

La Croix, L. (2015). Analytic writing exchanges: A forum for encouraging preservice teachers to envision and enact writing practices for young children. George Mason University. Defended May 2015.

Filiatreau, S. (2015). Co-Chair.  Case study of university leaders’ views on university-based moral and civic formation of undergraduate students in the context of post-Soviet Ukraine. George Mason University. Defended May 2015.

Tucker, M. H. L. (2015). Transitions and decisions: Academic advising behaviors of undergraduate transfer students. Defended April, 2015.

Azevedo, P. (2015). Preparing teachers for diversity: An analysis of accreditation standards. George Mason University, Virginia, Defended May 2015.

Gillmarten, C. (2015). Constructing a Developmental Trajectory of Educational Neuroscience: Grounded Perspectives from Pioneers. (Unpublished doctoral dissertation). George Mason University, Fairfax, VA. Conferred, December, 2015.

Nelson, D. (2014). Rasch analysis of a rating scale for gifted and talented identification (Doctoral Dissertation). Retrieved from ProQuest Dissertations and Theses. George Mason University, Virginia, Conferred, December 2014.

Racines, D. E. (2014). A litigation trend analysis of case law outcomes pertaining to the educational rights of english learners: A civil rights issue. (Order No. 3623987, George Mason University). ProQuest Dissertations and Theses, , 230. Retrieved from http://search.proquest.com/docview/1552712492?accountid=14541. (1552712492). George Mason University, Virginia, Conferred, May 2014.

Karczmarczyk, D., (Chair). (2013). A case-study of 1.5 generation Chinese-American women’s perspectives of nutrition education. George Mason University, Virginia, Conferred, December, 2013.

Olsen, M. (2013). Exploring faculty members’ perceptions of undergraduate entrepreneurship education. George Mason University, Virginia, Conferred, May, 2013.

Sell, C. R. (2013).  Teacher Retention: A phenomenological investigation into the lived experiences of three elementary teacher stayers.  (Doctoral Dissertation)  Retrieved from ProQuest (3589577). George Mason University, Virginia, Conferred, December, 2012.

Wilder, A. (2012). Second servings and a la carte sales to elementary children in the National School Lunch Program and potential implications for childhood obesity. George Mason University, Virginia, Conferred, December 2012.

Infranco, J. (2012). Eating Disorder Professionals with a Personal Eating Disorder History. George Mason University, Virginia, Conferred, May 2012.

Magaha O’Looney, J. (2012). A qualitative study of teacher practices and family perspectives on incorporating funds of knowledge in early literacy learning. George Mason University, Virginia, Conferred, May 2012

Johri, A.  (2011). Culture of a writing class: Exploring students’ writing personas in a  multicultural alternative high school. George Mason University, Virginia, Conferred, May 2011.

Tobery-Nystrom, J. (2010). External dissertation committee member. An exploration of self-efficacy in a teacher educator’s practice. Ph.D. Candidate, George Washington University, Washington, DC. Conferred, 2010

Anderson, L. (2010). Screaming through the silence: The role of social support in managing symptoms of postpartum depression. Department of Communication, George Mason University, Virginia. Ph.D. George Mason University, Virginia. Conferred, 2010

Wilcox, D. R. (2008). (Chair). Project science inquiry: An exploration of elementary teachers’ beliefs and perceptions about science teaching and learning. Ph.D. George Mason University, Virginia. Conferred, May, 2008

Foote, N. (2008). When laptops come to school: How digital immigrant teachers cope. Ph.D. George Mason University, Virginia. Conferred, May, 2008

Harrington, J. (2005, External Member, Examination of Research Theses). Ourselves to know: The role of reflective practice in the work of experienced second language learners. Ph.D., Monash University, Australia. Conferred, 2005

Pea, C. (2004). Teachers’ beliefs about science teaching and context factors: Implications forteaching and learning science at the middle school. Ph.D., George Mason University, Virginia. Conferred, May, 2004

Lisle, K. (2001). The caring ethos in education: A study of the significance of caring teachers in creating possibilities for African American students. Ph.D. Education Administration and Policy. The Catholic University of America, Washington, DC. Conferred, May, 2001.

Gismondi, S. (1999). Beyond the bake sale: A look at parental involvement in two schools. Ph.D., Education Administration and Policy. The Catholic University of America, Washington, DC, Conferred, May, 1999.

External Thesis:

Samaras, A. P. (April, 2021). Examination Doctoral Thesis: Tholani Tshuma Wits The teaching of evolution to grade 12 students: A dilemma driven self-study inquiry. School of Education, Faculty of Humanities of The University of the Witwatersrand, Johannesburg, South Africa

Samaras, A. P. (August, 2020). Examination Doctoral Thesis: Papadopoulos Papas, C. Understanding teacher professional identity through storying learner and teacher experiences.  Examination of Research Doctoral Theses, Monash University, Australia

Samaras, A. P. (Sept. 2018). Examination Doctoral Thesis: van der Walt, T. L. Thesis. Co-directing, co-creating, collaborating: A self-reflexive study of my collaborative theatre-making practice. University of Kwa-Zulu-Natal, Durban, South Africa

Samaras, A. P. (2005). Examination Doctoral Thesis: Harrington, J. External Member, Examination of Research Theses. Ourselves to know: The role of reflective practice in the work of experienced second language learners. Ph.D., Monash University, Australia.

• School of Education
• Division of Educational Psychology and Research Methods
• Teaching and Teacher Education
• Division of Elementary, Literacy, and Secondary Education

• Special Topics in Education (EDCI 597)
• Internship in Education (EDCI 790)
• Problems and Methods in Education Research (EDRS 810)
• Qualitative Methods in Educational Research (EDRS 812)
• Advanced Research Methods in Self-Study of Professional Practice (EDRS 825)
• Research in Secondary Education (EDUC 675)
• Advanced Topics in Education (EDUC 797)
• Ways of Knowing (EDUC 800)
• Research on Teacher Education (EDUC 851)
• Doctoral Dissertation Proposal (EDUC 998)
• Doctoral Dissertation Research (EDUC 999)