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.

Dr. Jen Suh in classroom
Areas of Study

How will YOU make an impact?

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students graduating
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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Dr. Brenda Bannan teaching in classroom
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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Dodman, Stephanie

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  4. Dodman, Stephanie

PhD, University of Florida
Assistant Professor
Advanced Studies in Teaching and Learning

Contact Information

Send email to Dr. Dodman

Phone: (703) 993-3841
Fax: (703) 993-9380
Email: sdodman (@gmu.edu)

George Mason University
Fairfax Campus
Thompson Hall 2504
4400 University Dr.
MS 1E8
Fairfax, VA 22030

Profile

Stephanie Dodman is an Assistant Professor in the Graduate School of Education, College of Education and Human Development. Dr. Dodman teaches courses in curriculum and instruction. She joined the faculty in fall 2011 after earning her Ph.D. in Curriculum and Instruction at the University of Florida. Dr. Dodman joined the Advanced Studies in Teaching and Learning program in 2013 after spending two years in the Elementary Education program. Her research surrounds issues in educational equity, particularly in regards to teacher learning and teacher professional development for high-needs schools and inclusive classrooms.

Research Interests

  • Teacher learning and leadership
  • High-needs school improvement
  • Job-embedded teacher professional development
  • School-university partnerships

Recent Publications

Dodman, S. L., Groth, L., Ramezan, S., & Baker, A. (2017). Developing an inquiry stance through PDS action research: Does it maintain after graduation? School-University Partnerships, 10(4), 30-46.
Dodman, S. L., Groth, L., Fulginiti, K., & Hull, B., Parker, A. K., & Parsons, S. A. (2017). George Mason’s Elementary PDS Program: Teacher education designed by principles. In R. Flessner & D. R. Lecklider (Eds.), Case studies of clinical preparation in teacher education. Lanham, MD: Rowman & Littlefield.
View, J. L., Hall, B., DeMulder, E. K., Stribling, S. M., Dodman, S. L., Swalwell, K., & Ra, S. (2016). Equity audit: A teacher leadership tool for nurturing teacher research. Educational Forum, 80(4), 380-393.
Bacevich, A., Dodman, S., Hall, L., & Ludwig, M. (2015). Building a research agenda and developing solutions for challenges in clinical experiences in preservice teacher preparation. In E. Hollins (Ed.), Designing teacher preparation for quality teaching.  
Parsons, S. A., Parsons, A. W., Richey, L. N., Dodman, S. L., & Scales, W. D. (2014). Year 1 of a longitudinal literacy professional development initiative in an urban school. Journal of School Connections.  
Dodman, S. L., Fulginiti, K., Campet, M., Cavallero, R., Hopkins, A., & Onidi, C. (2014). Preparing social justice oriented teachers: The potential role of action research in the PDS. School-University Partnerships, 7(1), 85-100.  
Dodman, S. L. (2014). A vivid illustration of leadership: Principals actions propel struggling school’s turnaround. Journal of Staff Development, 35(1), 56-62.  
Parsons, A. W., Richey, L. N., Parsons, S. A., & Dodman, S. L. (2013). How do teachers change their practice? Case studies of two teachers in a literacy professional development initiative. 35th Yearbook of the Association of Literacy Educators and Researchers, 127-141.
Parsons, S. A., Dodman, S. L., & Burrowbridge, S. C. (2013). Broadening the view of differentiated instruction. Phi Delta Kappan, 95(1), 38-42.
Dodman, S. L., Fulginiti, K., Campet, M., Cavallero, R., Hopkins, A., & Onidi, C. (2013). Recognizing choice: Working for social justice with action research. In K. Zenkov, D. Corrigan, & R. Beebe. (Eds.), Professional development schools and social justice: Schools and universities partnering to make a difference. Lanham, MA: Lexington Books.
Parsons, A. W., Parsons, S. A., & Dodman, S. L. (2012). Lessons learned from a longitudinal literacy professional development initiative. Making Literacy Connections, 27, 6-11.
Ross, D. D., Adams, A. J., Bondy, E., Dana, N. F., Dodman, S. L., & Swain, C. R. (2011). Preparing teacher leaders: The impact of a cohort-based, job-embedded, blended teacher leadership program. Teaching and Teacher Education, 27(8), 1213-1222.
Ross, D. D., Adams, A. J., Bondy, E., Dana, N. F., Dodman, S. L., & Swain, C. R. (2011). Preparing teacher leaders: The impact of a cohort-based, job-embedded, blended teacher leadership program. Teaching and Teacher Education, 27(8), 1213-1222.  
Ross, D. D., Dodman, S. L., & Vescio, V. (2010). The impact of teacher preparation for high-need schools. In A. J. Stairs & K. A. Donnell (Eds.), Research on urban teacher learning: The role of contextual factors across the professional continuum. Charlotte, NC: Information Age Publishers.