College of Education and Human Development - George Mason University
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.

Sub-navigation:

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.

Contact Information

Send email to Dr. Fox

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

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

Profile

Rebecca K. Fox, Ph.D. is Professor of Education and the Academic Program Coordinator of the Advanced Studies in Teaching and Learning Program (ASTL) in the College of Education and Human Development (CEHD) at George Mason University in Fairfax, Virginia. She is also the Professor in Charge of the Ph.D. specialization, Teaching and Teacher Education. Bilingual in French, she has been in the field of education for over 30 years. She currently works in teacher education and international education and throughout her career has also taught French in grades K - university and English to adult English language learners. Dr. Fox holds a Ph.D. in Education with a specialization in Foreign/Second Language Education and Second Language Acquisition Research from George Mason University, Fairfax, VA where she was honored with the most outstanding dissertation award.  Additionally, she received her masters degree "with distinction" in French literature from George Mason University. She has served on the Board of Directors of the Northeast Conference on the Teaching of Foreign Languages (NECTFL) since 2009 and is the current 2016 Chair of the NECTFL Conference and Board.  She is also the recipient of the Mason 2010 Mason Teaching Excellence Award and was honored in 2010 by the French government as Chevalier dans lOrdre des Palmes Academiques. This award is given in recognition for outstanding cultural and educational service to France and the expansion of the French language.

In her 18th year at GMU, Dr. Fox teaches graduate courses in  teacher research, second language acquisition research, education and culture, and reflective practice, as well as courses in foreign/world Language methodology, bilingualism, and research methods. She regularly mentors and works with doctoral students, and is actively involved in ongoing research with teachers in the P-12 setting. The two overarching areas of her research and scholarship are 1) advanced teacher professional learning and teacher research, particularly the role of portfolios and critical reflection in teacher education; and 2) world language teaching and second language acquisition, with a particular areas of work on accreditation and 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 45 publications, including one co-authored book and a book in progress, and numerous invited and peer-refereed scholarly presentations in national and international locations, Dr. Fox is currently 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 external grants through the U.S. Department of State in (Far East) Russia and in Greece, as well as other funded projects with educators from Taiwan, China, and Pakistan.  These and other international work in Nepal, France, and Israel have focused most particularly on the areas of teacher professional development and world language teacher education, portfolios, and critical reflection, as follows: 

  • Directed the Madrid Bilingual Coordinators Professional Development Program (2015)
  • Directed the Beijing Normal University World Language Faculty Professional Development Program (2013)
  • Researcher and faculty, Pakistan Faculty Professional Development Program, National University of Science & Technology, Islamabad  (2013)
  • Directed the Taiwan World Language Teacher Professional Development Program (2010, 2011, 2012, 2013)
  • Co-PI, the U.S. Department of State U.S. Russia Teacher Professional Development Grant (2010-2012)
  • Researcher and faculty, the U.S. Department of State U.S. Greek Teacher Grant, (2009-2011)

Dr. Fox is an active member and leader in several professional organizations and serves as reviewer for several professional journals, among them:

  •  American Council on the Teaching of Foreign Languages (ACTFL)
    • Chair/ member of the Pimsleur Award Committee, (2012, 2013, 2016)
    • Serves on the national ACTFL NCATE Program Audit Board (2006-present)
    • Chair of the ACTFL/MLJ Birkmaier Award for the Outstanding Dissertation Committ
    • Past Chair of the ACTFL SIG on Research
       
  • American Association of Teachers of French (AATF)
    • Chair of the AATF Task Force Rewriting the K-16 Student Standards for French
    • Chair of the Student Standards Commission of French (2008-present)
       
  •  American Education Research Association (AERA)
    • Past Chair of the Portfolios & Reflection in Teacher Education SIG (2010-2012)

In addition, she is a member of Golden Key, Phi Delta Kappa, and of Phi Beta Delta International Honor Societies.

Research Interests

  • Program portfolios and reflection in teacher education
  • Teacher professional learning
  • Intercultural communication and the role of culture in teaching and learning, including cultural influences on teacher communication
  • Adolescent English Language Learners with Interrupted Schooling

Recent Publications

Book

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 http://www.tandfonline.com/doi/abs/10.1080/19415257.2012.682318

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 http://www.georgiasouthern.edu/ijsotl/issue_v2n1.htm

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 www.ateva.org

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 www.actfl.org.

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: http://rbth.ru/articles/2011/10/25/teacher_exchange_for_a_21st_century_education_13639.html

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