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Contact Information

Send email to Dr. Fox

Phone: (703) 993-4123
Fax: (703) 993-9380
Email: rfox (

George Mason University
Fairfax Campus
Thompson Hall 2503
4400 University Dr.
MS 1E8
Fairfax, VA 22030


Rebecca K. Fox, Ph.D. is Professor of Education

Professor of Education, and Division Director of the Advanced Professional Teacher Development and International Education (APTDIE) in the College of Education and Human Development at George Mason University in Fairfax, Virginia. She also serves as Professor in Charge of the Ph.D. in Education Specialization in Teaching and Teacher Education. Bilingual in French, she taught French for many years prior to her career in teacher education.

In her 20th year at GMU, Dr. Fox teaches graduate and doctoral courses in  teacher research, second language acquisition research, education and culture, and reflective practice, as well as courses in teacher education in global settings. She mentors and works with doctoral students, and is actively involved in ongoing research with teachers in the P-12 settings domestically and abroadIn addition to her teaching and administrative roles at the university, she is an active researcher with over 100 publications, a co-authored book and one in progress, and over 200 scholarly presentations and teacher professional development workshops conducted in national and international contexts. Her areas of research focus on educator professional development and critical reflection, international-mindedness and intercultural competence, and second language acquisition research in global settings. She is the recipient of the 2010 Mason Excellence in Teaching Award. In 2010, she was also recognized by the French government and awarded Chevalier des Palmes Académiques for her service to education and France.  The two overarching areas of her research and scholarship are 1) advanced teacher professional learning and teacher research, particularly the role and development of critical reflection in teacher education; and 2) world language teaching and second language acquisition research in global settings, with a particular interest in the critical role that language and culture play in the development of teachers’ international mindedness and inter-cultural competence. Her work with international teachers and faculty, as well as her ongoing work with U.S. K-12 teachers, continue to provide a broadened context for the application of her research, publications, and scholarly presentations.

Author of over 100 publications, including one co-authored book and a book in progress, and over 65 invited and keynote addresses, as well as over 160 peer-refereed scholarly presentations, in national and international locations, Dr. Fox has recently concluded her work as PI on a US Department of State University Partnerships grant  with  the University of Management and Technology, Lahore, Pakistan; she has also served as Co-PI , researcher, and faculty on over $2 million of grants and funded projects, among them, Pakistan,  Russia, Greece, Taiwan, China, Russia, Greece, France.  She has also worked with and K-12 and university educators in 21 countries.Dr. Fox has led several international grants and directed multiple international teacher education professional development programs. She served as PI of the recently completed GMU-UMT Collaboration for Faculty Excellence in Teaching and Research, a three-year grant (2015-18) funded by the U.S.-Pakistan University Partnerships Program of the U.S.-Pakistan Academic Linkages Program of the U.S. Department of State Public Affairs Section, U.S. Embassy, Islamabad. She was Co-PI of the US State Department-funded program, US-Russia Teacher Professional Development (2009-2011) that involved secondary teachers of Language, Science, Technology, and Mathematics in Primorsky Krai, Far East Russia. She was Director of the Taiwan World Language Teacher Professional Development Program (Summers 2010, 2011, 2012), the Beijing Normal University Faculty Professional Development Program (2013), and recently also provided faculty professional development to Pakistani professors from the National University for Science and Technology (2013), Islamabad. She was faculty and researcher on the Greek Teacher Professional Development Program, a grant funded by the Fulbright Foundation and the U.S. Department of State.  She developed and directed the Madrid Bilingual Coordinators Program in summer 2015 and is past chair of the NorthEast Conference on the Teaching of Foreign Languages (NECTFL).   Selected grants and funded projects include:

  • PI, US Department of State, University Partnerships Program, Mason-University of Management and Technology, Lahore: Collaboration for Faculty Excellence inTeaching and Research (2015-2018)
  • Director, Madrid Bilingual Coordinators Professional Development Program (2015)
  • Director, Beijing Normal University World Language Faculty Professional Development Program (2013)
  • Researcher, Faculty, Pakistan Faculty Professional Development Program, National University of Science & Technology (NUST), Islamabad  (2013)
  • Director, Taiwan World Language Teacher Professional Development Program (2010, 2011, 2012, 2013)
  • Co-PI, U.S. Department of State U.S. Russia Teacher Professional Development Grant (2010-2012)
  • Researcher and Faculty, U.S. Department of State U.S. Greek Teacher Grant, (2009-2011)

Dr. Fox is an active member and leader in the professional community where her active work includes service to professional organizations. For the American Council on the Teaching of Foreign Languages (ACTFL), she has chaired numerous committees (Chair/ member of the Pimsleur Award Committee, (2012, 2013, 2016); Chair/ ACTFL/MLJ Birkmaier Award for the Outstanding Dissertation Committee; past Chair of the ACTFL SIG on Research).  She is currently (2019 --) an elected member of the ACTFL Board of Directors and serves as an appointed member of the national ACTFL NCATE Program Audit Board (2006-present). She serves as 2016 Conference Chair and Chair of the Board of the NorthEast Conference on the Teaching of Foreign Languages (NECTFL). She has has numerous roles in the merican Association of Teachers of French (AATF) and currently is serving on the AATF Task Force Rewriting the K-16 Student Standards.

Research Interests

  • Critical Reflection and portfolio development in teacher education
  • Teacher professional learning
  • Intercultural communicative competence and the role of culture in teaching and learning, including cultural influences on teacher communication
  • Second Language Acquisition Research in US and International Settings

Recent Publications


Galluzzo, G., Isenberg, J., White, C.S., & Fox, R.K. (2012). The master’s degree in education as teacher professional development: Re-envisioning the role of the academy in the development of practicing teachers. Lanham, MD: Rowman & Littlefield.

Selected Book Chapters

Fox, R., White, C.S., & Tian, J. (2014). Investigating advanced professional learning of early career and experienced teachers through portfolios. In E. Pultorak, (Ed.), Reflectivity and cultivating student learning: Critical elements for enhancing a global community of learners and educators. Lanham, MD: Rowman & Littlefield.

Fox, R. K. (2012). Critical languages: Working with world language students in the classroom. In B. Shaklee and S. Baily, (Eds.), Internationalizing U.S. teacher education, pp. 59-76. Lanham, MD: Rowman & Littlefield.

Frazier, W. M., Fox, R.K., & Hjalmarson, M. A. (2012). STEM disciplines: Influences from an international perspective. In B. Shaklee and S. Baily, (Eds.), Internationalizing U.S. teacher education, pp. 175-204. Lanham, MD: Rowman & Littlefield.

Fox, R. (2010). The world languages professional portfolio: A performance-based program document aligned with national standards. In J. Davis, (Ed.), World language teacher education: Transitions and challenges in the 21st century (pp. 103-129). Charlotte, NC: Information Age Publishing.

Fox, R.K., & White, C.S. (2010). Examining teachers development through critical reflection in an advanced masters degree program (Ch. 11). In E. Pultorak, (Ed.), The purposes, practices, and professionalism of teacher reflectivity: Insights for 21st century teachers and students (pp. 231-253). Lanham, MD: Rowman & Littlefield.

Isenberg, J., Fox, R., Galluzzo, G., & White, C.S. (2010). Aligning post baccalaureate programs with national board standards. In M. Dillworth & E. Cleveland (Eds.) Accomplished teachers: Institutional perspectives (pp. 67-85). Arlington, VA: NBPTS.

Shrum, J., & Fox, R. (2010). Unifying our profession through standards: Writing the ACTFL/NCATE program report. In C. Wilkerson (Ed.), Dimension 2010: Communication beyond the classroom (pp. 1-22). Roswell, GA: Southern Conference on Language Teaching.

Lassonde, C., Ritchie, G.V., & Fox, R. (2007) Getting to know teacher research: How teacher research can become your way of being. In C. Lassonde & S. Israel, Eds., Teachers taking action: A comprehensive guide to teacher research (pp. 3-14). Newark, DE: International Reading Association.

Fox, R., & White, C.S. (2006). Course-based performance assessments for advanced degree work. In S. Castle & B. D. Shaklee (Eds.), Assessing teacher performance. Lanham, MD: Scarecrow Publications.

Fox, R., & Galluzzo, G. (2006). Summative portfolio assessment. In S. Castle & B.D. Shaklee (Eds)  Assessing teacher performance. Lanham, MD: Scarecrow Publications.

Castle, S., Reynolds, A., Fox, R.K., & Souder, K.O. (2005). Value added: Using PDS standards to provide context for research. In M. Levine & R. Trachtman (Eds.), Implementing PDS Standards: Stories from the field (pp. 35-58). Washington, DC: NCATE.

Castle, S., Fox, R. K., & Souder, K. (2004).  Aspects of teacher quality in PDS and non-PDS teacher candidates: II.  National Education Association Professional Development School Research Project, Washington, DC.

Selected Peer-Refereed Articles

Fox, R.K., Muccio, L., white, C.S., &Tian, J. (In press). Understanding advanced professional development of early career and experienced teachers. European Journal of Teacher Education.

Banville, D., White, C.S., & Fox, R.K. (In press). Teacher development during advanced master’s course work and impact on their learning a year later.  The Physical Educator.

Samaras, A. P., & Fox, R. K. (2012). Capturing the process of Greek teachers’ professional development through e-portfolios. Professional Development in Education. Available online May 22, 2012

Fox, R. K., White, C. S., & Kidd, J.K. (2011, February). Program portfolios: Documenting teachers growth in reflection-based inquiry. Teachers and Teaching: Theory and Practice, 17(1),149-167.

Fox, R. K. (2011, Fall). The role of scholarship in the quality of teaching and learning. Teacher Education and Practice, 24(4), 458-461.

White, C.S., Fox, R.K., & Isenberg, J.P. (2011). Investigating teachers learning in an advanced masters degree program. European Journal of Teacher Education. 34(4), 477-495

Wiseman, A., & Fox, R. (2010). Supporting teachers development of cultural competence through teacher research. Action in Teacher Education, 32(4), 26-37.

Castle, S., Fox, R.K., & Fuhrman, C. (2009). Does professional development school preparation make a difference? A comparison of three teacher candidate studies. School-University Partnerships, 3(2), 58-68.

Fox, R., White, C. S., Kidd, J. K., & Ritchie, G. V. (2008, January).Delving into teachers development through program portfolios: Case studies. International Journal for the Scholarship of Teaching and Learning, 2(1). Available online

Painter, D., Ritchie, G., & Fox, R. (2007). The growth of reflective practice: Planting the seeds. The Teacher Educators Journal, Spring, 26-36. Also available online (Fall 2006) at

Fox, R., & Diaz-Greenberg, R. (2006). Culture, multiculturalism and foreign/world language standards in U.S. teacher preparation programs: Toward a discourse of dissonance. European Journal of Teacher Education, 29(3), 401-422.

Castle, S., Fox, R., & Souder, K. (2006). Does PDS make a difference? A comparative study of PDS and non-PDS teacher candidates. Journal of Teacher Education, 57(1), 65-80.

Osterling, J. P., & Fox, R. (December 2004). The power of perspectives: Building a cross- cultural community of learners. International Journal of Bilingual Education and Bilingualism 7 (6), pp. 489-505.     

Selected Recent Presentations

Frazier, W.M., Fox, R.K., & Logerwell, M. (2014). Sustained professional development in science and world languages: Implications for internationalizing preservice and inservice science teacher education. Paper accepted for the Association for Science Teacher Education (ASTE) 2014 International Conference, January 16-18, 2014. San Antonio, TX.

Merz, S., & Fox, R. (2014). Fostering intercultural competence: Central U.S. teachers perspectives of international education. Paper accepted for the Fourth International Conference on the Development and Assessment of Intercultural Competence, 23-26 January, 2014. Tucson, AZ.

Fox, R.K. (2013). Part I: Critical reflective practice and the professional portfolio. Part II: Educational leadership through action research. Two-part seminar series for Pakistani Faculty of Engineering from National University of Science and Technology, Pakistan.  Presented on 24-25 June, 2013, George Mason University, Fairfax, VA.

Fox, R.K. (2013). The Critical Role of Language in Twenty-first Century International Classrooms.  Paper presentation at the annual meeting of the American Education Research Association, San Francisco, CA.

Fox, R.K., Frazier, W.M. & Sandstrom, E. (2013). Developing international mindedness and applying authentic language through STEM content. Research Presentation accepted for the 45th Annual Meeting of the American Council on the Teaching of Foreign Languages (ACTFL), November 21-24, Orlando, FL.

Fox, R., & Morrison, S. (2013, November). Writing the ACTFL NCATE program report. Pre-Conference Workshop Presentation invited for the 45th Annual Meeting of the American Council on the Teaching of Foreign Languages (ACTFL), Orlando, FL.

Fox, R., & O’Toole, J. (2013, March). Taking an inquiry stance toward learning in world language education. Half-day teaching lab presented at the Northeast Conference on the Teaching of Foreign Languages, Baltimore, MD.   

Fox, R.K., & White, C.S. (2013).  Investigating advanced professional learning of early career and experienced teachers through program portfolios. Paper presentation at the Association of Teacher Education (ATE) Annual Meeting, Atlanta, GA.

Frazier, W., & Fox, R. (2013). Professional development in STEM and world languages via problem-based learning to support an environmentally responsible, global citizenry: Far East Russia and the United States. International Conference of the Outdoor Learning Environment sponsored by the Weizmann Institute of Science. Ein Bokek & Rehovot, Israel.

White, C.S., & Fox, R.K. (2013). Examining experienced teachers’ learning using reflection and portfolio data: Results of longitudinal research.  Paper presentation at the annual meeting of the American Education Research Association, San Francisco, CA.

Fox, R., & Frazier, W. (2012, October).  Fostering 21st century teacher leaders in world languages and STEM: An innovative program for a changing world. Alliance for International Education World Conference.  Doha, Qatar.

Fox, R., White, C.S., & Tian, J. (2012, April). Investigating advanced professional learning of early career and experienced teachers through portfolios. Paper presentation at the annual meeting of the American Education Research Association, Vancouver, B.C., Canada.

Banville, D., White, C.S., & Fox, R.K. (2012, April). Teacher development during advanced master’s course work and impact on their learning a year later. Paper presentation at the annual meeting of the American Education Research Association, Vancouver, B.C., Canada.

Frazier, W., Fox, R., & Loggerwell, M. (2012, March).  Science, technology, engineering, mathematics, and world language teachers: Fostering 21st century teacher leaders   Paper presentation at the 2012 International Conference of the National Association of Research in Science Teaching Conference, Indianapolis, IN.        

Fox, R.K., Filiatreau, S., & O’Connor, J. (2011, October). Teacher education in the United States: An overview.  Open World Program, U.S. Department of State, Washington, D.C.

Fox, R.K., & Samaras, A. (2011, July). Implementing critical reflective practice and teacher research into 21st century Greek classrooms. Workshop facilitated for Greek teachers at the Fulbright Teacher Symposium, Athens, Greece.  

Fox, R.K. (2011, May). Reflection and future goals from a world languages perspective: Continuing collaborative research among world language teachers and teachers of science, technology, engineering, and mathematics. Teachers-as-Researchers Conference for Teachers of Primorsky Krai, Russia, and the United States, Vladivostok, Russia.

Frazier, W.M., & Fox, R.K. (2011, May).  Teacher research and collaborative research for STEM and world languages teachers in Russia and the U.S.: Rich possibilities for research and practice.  Joint keynote address and opening remarks at the International Teachers-as-Researchers Conference for Teachers of Primorsky Krai, Russia, and the United States, Vladivostok, Russia.

Other Scholarly Publications

Fox, R.K., Corretjer, O., & Tian, J. (2013, in upload). Benefits of foreign language learning and bilingualism: What the research says, 2005-2012.  Meta-analysis conducted for the American Council on the Teaching of Foreign Languages (ACTFL), Alexandria, VA. Upload of full report, links, and abstracts by ACTFL to

Frazier, W. M., & Fox, R. K. (2012, January). Research activities and outcomes U.S - Russia teacher professional development program. Grant award number: S-ECAAS-09-CA-175 (EB) in accordance with the federal funding accountability and transparency act. Washington, DC: U.S. Department of State.

Fox, R.K., & Frazier, W.M. (2011, Oct. 26). Russian and U.S. teachers focus on global skills for 21st century education (Special Section, Russia Now, p. H5). Washington, D.C.: Washington Post. Online version available at:

Fox, R. (Section Ed.). (2007). Making global connections using French language and culture: Standards-based lessons for novice through intermediate language learners (B. Adair-Hauck & N. Gadbois, Eds.), (pp. 51-61, 93-107, 119-123).  Carbondale, IL: American Association for Teachers of French.

The Master's Degree in Education as Teacher Professional Development: Re-envisioning the Role of the Academy in the Development of Practicing TeachersAccomplished Teachers - Institutional PerspectivesAction in Teacher EducationEuropean Journal of Teacher EducationInternationalizing Teacher Education in the United StatesThe Physical EducatorJournal of Teacher EducationThe Purposes, Practices, and Professionalism of Teacher Reflectivity: Insights for Twenty-First-Century Teachers and StudentsTeachers and Teaching: Theory and PracticeTeachers Taking Action: A Comprehensive Guide to Teacher ResearchWorld Language Teacher Education: Transitions and Challenges in the 21st CenturyAssessing Teacher Performance: Performance-based Assessment in Teacher EducationInternational Journal of Bilingual Education and BilingualismThe Teacher EducatorProfessional Development in Education