College of Education and Human Development - George Mason University

Dr. Anastasia Samaras
PhD, University of Maryland
Professor
Research Methodology
Teaching and Teacher Education

Contact Information

Send email to Dr. Samaras

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

George Mason University
Fairfax Campus
Thompson Hall 1403
4400 University Dr.
MS 4B3
Fairfax, VA 22030

Profile

BIOGRAPHICAL BRIEF

Anastasia P.  Samaras is Professor of Education in the College of Education and Human Development at George Mason University, Virginia, USA. She is a pedagogical scholar in self-study research, a prominent research methodology for teachers and other practitioners, and 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). Professor Samaras is recipient of the Dissertation Research Award, University of Virginia, the Outstanding Scholar Award, University of Maryland, a Fulbright Scholar, and a Visiting Self-Study Scholar.  She served as chair of The Self-Study of Teacher Education Practices 2013-2015; served 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 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. Her research centers on designing and studying neo-Vygotskian-based applications in transdisciplinary self-study of professional practice, including her ownIn her 29 years in academia, 19 of those years have been in leadership positions working to support faculty and programs to be vibrant and viable. She served as Division Director of the Elementary, Literacy, and Secondary Education Programs (ELS) 2016-2018). She desgined and has taught/co-taught the doctoral course- Adv Research Methods in Self-Study of Professional Practice and also teaches a self-study action research capstone course to teachers. She is currently working with a research team to study their co-facilitatiion of a virtual transdisciplinary learning community to support adjunct faculty teahing across Mason colleges - the Adjunct Faculty Self-Study Collaborative at Mason: Building a Professional Community with Adjuncts as Faculty Associate Compeers.

A former school teacher, academic coordinator, and director of teacher education programs at both The Catholic University of America and George Mason University, she brings a repertoire of practical applications grounded in sociocultural theory directly from teaching experiences in preschools, secondary schools, and universities. 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. During her professional career as a teacher and researcher, she has introduced preservice and inservice teachers as well as faculty from other professions to her signature work in the self-study research methodology including her co-facilitation of five transdisciplinary faculty Self-Study of Professional Practice (SSoPP) cohorts at George Mason University.  She is currently co-facilitating a new faculty group in the College.

Also, please visit Personal Web Page at http://mason.gmu.edu/~asamaras/

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

72   Peer Reviewed Publications

28   Other Scholarly Works

168 Presentations

22 Funded Grants

44 Supervised Dissertations

Books

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

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

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 22nd 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 1st 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.

Research Interests

Self-Study Methodology

Transdisciplinary Faculty Self-Study Collaboratives

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

 

Recent Publications

Pithouse-Morgan, K., & Samaras, A. P. (2019). 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. Leiden, Netherlands: Brill | Sense.

Pithouse-Morgan, K. Samaras, A. P. & (2019). “Inventiveness in service”:methodological inventiveness in writing about self-study research. 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, 2nd. Edition. Dordrecht, The Netherlands. Springer.

Samaras, A. P. & Pithouse-Morgan, K. (2019.) 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, 2nd. Edition. Dordrecht, The Netherlands. Springer.

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. doi: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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

Self-Study Teacher Research: Improving Your Practice Through Collaborative InquiryLearning Communities In Practice (Explorations of Educational Purpose)Self- Study of Teaching Practices Primer (Education Primers)Self-Study for Teacher Educators: Crafting a Pedagogy for Educational ChangeMaking a Difference in Teacher Education Through Self-Study: Studies of Personal, Professional and Program Renewal (Self Study of Teaching and Teacher Education Practices)Teaching, Learning, and Enacting of Self-Study MethodologyPolyvocal Professional Learning through Self-Study ResearchSelf Study of Teaching PracticesSelf Study Teacher Research
Other Information
  • Anastasias Personal Web Page.  [opens in a new window] link

44 Doctoral Theses Supervisions Completed

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 21st 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.