College of Education and Human Development - George Mason University
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Graduate School of Education - George Mason University

Our Graduate School of Education is the alma mater for one third of teachers and administrators in Northern Virginia’s world-class school systems. Each year, more than 3,000 graduate students enroll in our innovative academic programs, which include advanced study for teachers and school leaders, instructional design and technology, and a renowned PhD in Education program that is among the largest in the country.

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School of Recreation, Health, and Tourism - George Mason University

The School of Recreation, Health, and Tourism (SRHT) offers exciting, career-ready majors in dynamic fields such as athletic training, tourism and events management, health and physical education, kinesiology, sport management, and recreation management. SRHT features renowned faculty, cutting-edge research, six laboratories and centers, and a diverse student body of more than 1,000 undergraduate and graduate students each year. Each major requires one or more internship or clinical experiences, ensuring that students graduate not just with a transcript but with a resume that demonstrates their professional aptitude and skills.

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Areas of Study

How will YOU make an impact?

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Our Philosophy

At George Mason University, our aim is not to be the best university in the world, but the best university for the world. We accept our responsibility to serve others, to help our students succeed, to enrich the life of our community, and to contribute to solving some of the most complex problems of our time.

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About CEHD

The College of Education and Human Development (CEHD) inspires undergraduate and graduate students to promote learning and development across the life span. Innovative, inclusive, and cutting-edge, the college and its two schools prepare professionals who improve lives and make a difference for our community and for the world.

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Students

One of the goals of the College of Education and Human Development (CEHD) is to provide all students with personalized, high-quality experiential learning opportunities, both regionally and globally with multiple pathways and delivery formats that will enable all graduates to pursue meaningful lives and successful careers.

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Research of Consequence
Research

The college’s innovative research and pace of performance has resulted in a research portfolio that has grown dramatically compared to peer institutions, with annual expenditures exceeding $16 million annually. This research of consequence, undertaken by faculty in both schools, advances knowledge in the learning and developmental sciences, benefiting the greater community in Virginia and beyond.

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DeMulder, Elizabeth

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  4. DeMulder, Elizabeth

PhD, St. John's College, Cambridge University, England
Professor
Academic Program Coordinator, Transformative Teaching

Contact Information

Send email to Dr. DeMulder

Phone: (703) 993-8326
Fax: (703) 993-9380

George Mason University
Fairfax Campus
Thompson Hall 2505
4400 University Dr.
MS 1E8
Fairfax, VA 22030

Profile

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.

 

Research Interests

  • 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

Recent Publications

  • 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://146.145.202.164/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.