Dr. Elizabeth K. DeMulder
PhD, St. John's College, Cambridge University, England
Academic Program Coordinator, Transformative Teaching
Phone: (703) 993-8326
Fax: (703) 993-9380
Email: edemulde (@gmu.edu)
George Mason University
Thompson Hall 2505
4400 University Dr.
Fairfax, VA 22030
Elizabeth DeMulder is Professor of Education and Academic Program Coordinator of Transformative Teaching (TT), a professional development master's degree program for practicing educators housed in George Mason University’s College of Education and Human Development. She earned a Ph.D. in Developmental Psychology from St. John's College, Cambridge University. Dr. DeMulder was a Staff Fellow at the National Institute of Mental Health and initially joined George Mason University under the auspices of the National Science Foundation's Visiting Professorships for Women Program. Dr. DeMulder’s research concerns the study of interpersonal relationships in educational contexts, young children’s development and early education, and teacher professional development focusing on critical pedagogy, antiracism and social justice issues. She has been involved in community-based action research in Alexandria and in South Arlington, where she developed a family-centered preschool program for low-income, immigrant families as a university/community partnership. Dr. DeMulder co-wrote the book Antiracist Professional Development for In-Service Teachers: Emerging Research and Opportunities (IGI Global 2020), co-edited the book Transforming Teacher Education: Lessons in Professional Development (Bergin and Garvey, 2001) and has published her research in a variety of professional journals, including Child Development, Developmental Psychology, the Journal of Curriculum and Instruction, the Journal of Praxis in Multicultural Education, Democracy and Education, Teaching and Teacher Education, Peace & Change, and Reflective Practice.
- Critical pedagogy, antiracist and action research approaches in teacher professional development
- Children’s social, emotional, and intellectual development and early education
- Immigrant families' experiences with early care and education
- Qualitative and mixed methods research
- View, J.L., DeMulder, E.K., Stribling, S.M., & Dallman, L.L. (2020). Antiracist professional development for in-service teachers: Emerging research and opportunities. Hershey, PA: IGI Global Publishers.
Peer reviewed journal articles:
Vesely, C.K., DeMulder, E.K., Sansbury, A., Davis, E., Letiecq, B.L., Willard, I., Goodman, R., & Amigas de la Comunidad. (in press). ‘A place where my children could learn to read, write, and play’: The search for early care and education among undocumented Central American immigrant mothers. Early Childhood Research Quarterly.
Dodman, S.M., Swalwell, K., DeMulder, E.K., View, J.L., Stribling, S. (2021). Critical data-driven decision-making: A conceptual model of data use for equity. Teaching and Teacher Education.
Dodman, S., DeMulder, E.K., View, J.L. (2020). Equity audits: Using data to make the Invisible visible. InterEd. Association for the Advancement of International Education. 48 (129), 14-18.
Dodman, S., DeMulder, E.K., View, J.L., Swalwell, K., Stribling, S.M., Ra, S. and Dallman, L.(2019). Equity Audits as a Tool of Critical Data-Driven Decision Making: Preparing Teachers to See Beyond Achievement Gaps and Bubbles. Action in Teacher Education.
- Developmental Pathways of Diverse Learners, Birth-Adolescence (ECED 401)
- Developmental Pathways of Diverse Learners, Birth-Adolescence (ECED 501)
- Directed Inquiry in Educational Psychology (EDEP 798)
- Human Growth and Development (EDUC 302)
- Special Topics in Education (EDUC 597)
- Critical Reflective Practice (EDUC 647)
- Critical Dialogue in Education (EDUC 649)
- Critical Theories and Pedagogies (EDUC 651)
- Technology and Learning (EDUC 653)
- Teacher Leadership (EDUC 659)
- Teacher Empowerment and Policy (EDUC 661)
- Culturally Relevant Pedagogy (EDUC 663)
- Teacher Inquiry in Practice I (EDUC 665)
- Teacher Inquiry in Practice II (EDUC 667)
- Teaching and Learning in Practice (EDUC 669)
- Independent Study for the Doctor of Philosophy in Education (EDUC 897)
- Doctoral Dissertation Research (EDUC 999)
- Introduction to IETT (IETT 500)
- Studies in Language and Culture I (IETT 750)
- Studies in Language and Culture II (IETT 751)
- Research in Practice: The Team Project (IETT 752)
- Teaching and Learning (IETT 753)
- The New Professionalism: Theory and Practice (MNPE 700)
- The New Professional as a Reflective Practitioner (MNPE 702)
- Technology and Learning in the New Professions (MNPE 703)
- Research Methodologies in the New Professionalism (MNPE 704)