PhD, St. John's College, Cambridge University, England
Academic Program Coordinator, Transformative Teaching
Phone: (703) 993-8326
Fax: (703) 993-9380
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 Masters degree program for practicing teachers housed in George Mason University’s College of Education and Human Development, Graduate School of Education. She earned a Ph.D. in Developmental Psychology from St. Johns College, Cambridge University. Dr. DeMulder was a Staff Fellow at the National Institute of Mental Health and joined George Mason University in 1994 under the auspices of the National Science Foundations Visiting Professorships for Women Program. She has been teaching in Mason’s Graduate School of Education since 1996. Dr. DeMulder’s research concerns the study of interpersonal relationships in educational contexts, risk and protective conditions in children’s development and early education, and teacher professional development focusing on critical pedagogy and social justice issues. She has been involved in community-based action research in South Arlington, where she developed a family-centered preschool program for low-income, immigrant families as a university/community partnership. Dr. DeMulder co-edited a book entitled 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 Praxis in Multicultural Education, the Journal of Curriculum and Instruction, and Reflective Practice.
- Interpersonal relationships and impacts on learning and development
- Critical pedagogy and multicultural approaches in teacher professional development
- Children’s social, emotional, and intellectual development and early education
View, J., Hall, B., DeMulder, E.K., Stribling, S.M., Dodman, S., Swalwell, K., & Ra, S. (in press). Equity audit: A teacher leadership tool for nurturing teacher research. The Educational Forum.
Stribling, S.M., & DeMulder, E.K. (in press). Critical Literacy in the Second Grade Classroom: Processes and Challenges. Critical Literacies: Theories and Practices.
Stribling, S.M., DeMulder, E.K., Barnstead, S., & Dallman, L. (2015). The teaching philosophy: An opportunity to guide practice or an exercise in futility? The Teacher Educators’ Journal. 26 (1), 37-50.
DeMulder, E.K., Stribling, S.M., & Day, M. (2014). Examining immigrant experiences: Helping teachers develop as critical educators. Teaching Education, 25(1), 43-64. DOI:10.1080/10476210.2012.743984
Stribling, S.M. & DeMulder, E.K. (2014). “Dear Sophia, I’m going to another world”: Transforming literacy practices in early childhood. In Lawrence, S. (Ed.), Critical Practices in P-12 Education (pp. 118-141). Hershey, PA: IGI Global.
Stribling, S.M., DeMulder, E.K., & Day, M. (2013). Reading the world: Supporting teachers professional development using community-based critical literacy practices. In Gallavan, N. (Ed.), Annual editions: Multicultural education (17th ed.). LA: McGraw-Hill.
View, J.L., DeMulder, E.K., Stribling, S.M. (2013). Developing empowering educational experiences through creative practices and teacher research. Proceedings: Conference on Higher Education Pedagogy. Virginia Tech, Blacksburg, VA: Center for Instructional Development and Educational Research.
View, J.L., Hanley, M.S., Stribling, S.M, & DeMulder, E.K. (2012). Journey from trepidation to theory: P-12 teacher researchers and creativity. LEARNing Landscapes, 6(1) 421-442.
DeMulder, E.K. & Stribling, S.M. (2012). "A Big Door Opened For Us": Parents Perceptions of Comprehensive Preschool, Contemporary Issues in Early Childhood, 13(4).
Wood, D., DeMulder, E.K., & Stribling, S.M. (2011). Teacher Development as Deliberative Democratic Practice: A Precursor to Educating for Democratic Citizenship, In Factis Pax,Vol. 5 (2), 235-257.
Stribling, S.M., DeMulder, E.K., and Day, M. (2011). Reading the world: Supporting teachers professional development using community-based critical literacy practices, The Journal of Praxis in Multicultural Education, Vol.6(1), 21-33.
Day, M., DeMulder, E.K., & Stribling, S. M. (2010). Using the process of cultural reciprocity to create multicultural, democratic classrooms. In Salili, F., & R. Hoosain (Eds.) Democracy and Multicultural Education. Research in Multicultural Education and International Perspectives series. Information Age Publishing, Inc.
View, J.L., DeMulder, E.K., Stribling, S., & Kayler, M. (2009). Cultivating transformative leadership in P-12 schools and classrooms through critical teacher professional development, Journal of Curriculum and Instruction, Vol. 3 (2), 39-53.
View, J.L. & DeMulder, E.K. (2009). Teacher as artist, intellectual, and citizen: Using a critical framework in teacher professional development that empowers voice and transforms practice. Democracy and Education, Vol. 18 (2), 33-39.
DeMulder, E.K., Ndura, E., & Stribling, S.M. (2009). From vision to action: Fostering peaceful coexistence and the common good in a pluralistic society through teacher education. Peace & Change, Vol. 34 (1), 27-48.
Randolph, B. & DeMulder, E.K. (2008). "I didnt know there were cities in Africa!" Challenging children’s misperceptions about Africa. Teaching Tolerance, 36-43.
Stribling, S.M., DeMulder, E.K., & Ndura, E. (2008). Introduction to the case studies accompanying Teachers taking action: A comprehensive guide to teacher research. In Lassonde, C.A. & Israel, S.E. (Eds.), Teachers taking action: A comprehensive guide to teacher research. International Reading Association. Available at http://220.127.116.11/downloads/publications/books/463/bk463-OS-Intro.pdf
DeMulder, E.K. & Rigsby, L. C. (2006). University/Community partnership to support low-income immigrant families: A shared responsibility model for early childhood education settings. Metropolitan Universities: An International Forum, 17 (3) 111-130.
- Graduate School of Education
- Division of Advanced Professional Teacher Development and International Education
- Transformative Teaching
- Early Childhood Education
- Educational Psychology
- Human Development and Family Science
- Teaching Culturally, Linguistically Diverse & Exceptional Learners
- Center for Education Policy and Evaluation
- Center for International Education
Courses Taught This Semester
- Independent Study for the Doctor of Philosophy in Education (EDUC - 897)
- Critical Dialogue in Education (EDUC - 649)
- Critical Theories and Pedagogies (EDUC - 651)
- Technology and Learning (EDUC - 653)
- Teacher Empowerment and Policy (EDUC - 661)
- Culturally Relevant Pedagogy (EDUC - 663)
- Teacher Inquiry in Practice I (EDUC - 665)
Other Courses Taught
- Developmental Pathways of Diverse Learners, Birth-Adolescence (ECED 401)
- Developmental Pathways of Diverse Learners, Birth-Adolescence (ECED 501)
- Human Growth and Development (EDUC 302)
- Special Topics in Education (EDUC 597)
- Critical Reflective Practice (EDUC 647)
- Teacher Research Methods (EDUC 655)
- Teaching for Democracy and Social Justice (EDUC 657)
- Teacher Leadership (EDUC 659)
- Teacher Inquiry in Practice II (EDUC 667)
- Teaching and Learning in Practice (EDUC 669)
- 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)