Phone: (703) 993-5596
Fax: (703) 993-3643
Email: ddamico2 (@gmu.edu)
George Mason University
West Building 2006
4400 University Dr.
Fairfax, VA 22030
Diana D'Amico is an assistant professor in the College of Education and Human Development at George Mason University. A fellow in the Center for Education Policy and Evaluation, Dr. D'Amico is also a faculty affiliate in Mason's Department of History and Art History and the Women's and Gender Studies Program. Dr. D'Amico's research focuses on the history of education reform, the development of school policies for students and teachers, and the public schools as social institutions that both reflect and imact broader discussions around race and equity. As a historian, Dr. D'Amico uses her scholarship to cast fresh light on present debates and issues ranging from teacher tenure, to hiring practices, to the very notion of the "achievement gap." Her work has been published in Harvard Educational Review, American Educational Research Journal, and History of Education Quarterly, as well as several other outlets. Her research has also been featured in The Huffington Post and The Washington Post. Dr. D'Amico is currently writing a book titled "Blaming Teachers: Professionalization and the Failure of Education Reform in American History."
At Mason, Dr. D'Amico teaches doctoral level courses in education policy, history of education and research methods. In 2017, she was named a George Mason University Teacher of Distinction.
Dr. D'Amico completed her doctoral degree at New York University. Her dissertation was supported by a Spencer Fellowship and received the Politics of Education Association's Outstanding Dissertation Award.
- The history of education and education policy
- The history of teachers and teaching
- Teacher hiring and workforce policies
- Teacher professionalization
- Teacher training
- Teacher unions and associations
D’Amico, D. (Forthcoming). An uneasy union: Women teachers, organized labor and the contested ideology of profession during the Progressive Era. LABOR: Studies in Working-Class History of the Americas.
D'Amico, D., Pawlewicz, R., Earley, P., and McGeehan, A., (2017) Where Are All the Black Teachers? Discrimination in the Teacher Labor Market. Harvard Educational Review: Spring 2017, Vol. 87, No. 1, pp. 26-49.
D’Amico, D. (2016). Teachers’ rights versus students’ rights: Race and professional authority in the New York City public schools, 1960-1986. American Educational Research Journal, 53(3), 541-573.
D'Amico, D. (2015). “An old order is passing”: The rise of applied learning in university-based teacher education during the Great Depression. History of Education Quarterly, 55(3), 319–345.
Horsford, S., & D’Amico, D. (2015). The past as more than prologue: A call for historical research. International Journal of Educational Management, 29(7), 863–873. http://doi.org/10.1108/IJEM-05-2015-0062
D’Amico, D. (2014). The myth of teacher tenure. Teachers College Record. http://www.tcrecord.org \ID Number: 17620.
- College of Education and Human Development
- Graduate School of Education
- Division of Educational Psychology, Research Methods, and Education Policy
- Education Policy
- Education Leadership
- Center for Education Policy and Evaluation
- The Center for the Study of Sport and Leisure in Society
- Data Use and Analysis Lab
Courses Taught This Semester
Other Courses Taught
- Special Topics in Education (EDLE 597)
- Contemporary Issues in Education Leadership (EDLE 634)
- Using Research to Lead School Improvement (EDLE 690)
- Internship in Educational Leadership (EDLE 791)
- Social and Political Forces in Education Leadership (EDLE 813)
- Advanced Topics in Education (EDRS 797)
- Document Analysis and Archival Research (EDRS 832)
- Special Topics in Research Methods (EDRS 897)
- Advanced Topics in Education (EDUC 797)
- Ways of Knowing (EDUC 800)
- Education Policy: Process, Context, and Politics (EDUC 870)
- The Achievement Gap (EDUC 874)
- Teacher Development and Education Policy (EDUC 876)
- Teacher Policy in Historic Perspective (EDUC 877)
- History of Education in the United States (EDUC 885)
- Independent Study for the Doctor of Philosophy in Education (EDUC 897)
- Advanced Internship in Education (EDUC 994)
- Doctoral Dissertation Research (EDUC 999)