Dodman, Stephanie

Dr. Stephanie L. Dodman
(she/her/hers)
PhD, University of Florida
Associate Professor
Assistant Dean for Academic Excellence, Student and Academic Affairs
Global Online Teacher Education Center
Advanced Studies in Teaching and Learning

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Email: sdodman (@gmu.edu)

Stephanie Dodman is an Associate Professor in the School of Education, College of Education and Human Development. Dr. Dodman teaches master's level courses in curriculum and instruction and doctoral courses in teaching and teacher education. She joined the faculty in fall 2011 after earning her Ph.D. in Curriculum, Teaching, and Teacher Education at the University of Florida. Dr. Dodman joined the Advanced Studies in Teaching and Learning program in 2013 after spending two years in the preservice Elementary Education PDS program.

Utilizing the model of Critical Data Driven Decision Making (CDDDM) and the framework of Data Use for Equity (DUE), Dr. Dodman studies the question, "How can teacher learning and development be leveraged to change inequitable schooling practices and systems?" Via critical interrogation and development of teachers' leadership, inquiry, data use, and identities, Dr. Dodman seeks to better understand how teachers can utilize their questions of practice and development of agency to enact systemic and structural change. As she attempts to ensure her research is accessible to both practitioners and academic researchers, her work has appeared in journals such as Action in Teacher Education, Reflective Practice, Teaching and Teacher Education, Journal of Educational Change, Educational Leadership, and Journal of Educational Research.

Dr. Dodman was recognized for her commitment to and excellence in online teaching with the 2019 George Mason University Online Teaching Excellence Award.

In her role as Assistant Dean for Academic Excellence, Dr. Dodman leads the daily management and implementation of academic initiatives and strategies within the College.

Teacher learning and leadership
Critical reflection and inquiry
Job-embedded teacher professional development
School-university partnerships

Varier, D., Powell, M. G., Dodman, S., Ives, S. T., DeMulder, E., & View, J. L. (in press). Use and usefulness of assessments to inform instruction: Developing a K-12 classroom assessment practice measure. Educational Assessment.

Dodman, S. L., Hiltabidel, J., & Brusseau, R. (2023). The potential of collaborative inquiry for teachers’ equity-oriented development in complex sociopolitical contexts. The Teacher Educators Journal.

Vesely, C. K., Sansbury, A. B., Call-Cummings, M., Dodman, S., Chen, X., Ndiaye, N., Bethea, C., DeMulder, E., Frank, T., Letiecq, B., Shaklee, B, & View, J. (2023). Putting antiracism into action in teacher education: Developing and implementing an antiracist pedagogy course audit. Journal of Early Childhood Teacher Education, 1-19. https://doi.org/10.1080/10901027.2023.2192433

Dodman, S. L., DeMulder, E., View, J. L., Stribling, S., & Brusseau, R. (2023). “I knew it was a problem before, but did I really?”: Engaging teachers in data use for equity. Journal of Educational Change. https://doi.org/10.1007/s10833-022-09477-z

Dodman, S. L., La Croix, L., Helmsing, M., Fox, R. K., Brusseau, R., & Kirschner, S. (2023). Considering the world of the teacher educator: The shaping of critical teacher educators through informed enactment and reflection. In B. Butler, A. Cuenca, & J. Ritter (Eds.), How teacher educators learn: Profiles in emerging teacher educator learning. Information Age Publishing.

Dodman, S. L., Holincheck, N., & *Brusseau, R. (2021). Using text via dialectical journals to nurture liminal spaces in teacher education. Journal of Transformative Education, 1-19. https://doi.org/10.1177%2F15413446211058139

Dodman, S. (2021). Learning, leadership, and agency: A case study of teacher-initiated professional development. Professional Development in Education. https://doi.org/10.1080/19415257.2021.1955731

Dodman, S. L., Swalwell, K., DeMulder, E. K., View, J. L., & Stribling, S. M. (2021). Critical data-driven decision-making: A conceptual model of data use for equity. Teaching and Teacher Education, 99, 1-12. https://doi.org/10.1016/j.tate.2020.103272

Dodman, S. L., Holincheck, N., & Fox, R. K. (2022). The cultural inquiry process as a means to promote equity-oriented learning and action. The Learning Professional, 43(1), 58-62. https://learningforward.org/journal/building-community-in-a-divided-world/how-a-cultural-lens-can-help-teachers-disrupt-inequity/