Rebecca Burns, Ph.D.
(Pennsylvania State University)
Dr. Rebecca West Burns, Ph.D., is an Assistant Professor in the Department of Childhood Education and Literacy Studies. She received her doctoral degree in Curriculum and Instruction with an emphasis in Supervision from The Pennsylvania State University. Her research agenda lies at the intersection of supervision, professional development schools (PDS), and teacher education. She is interested specifically in the boundary-spanning roles and the individuals, known as hybrid educators, who perform the functions in those roles in PDS contexts.
Jeni Davis, Ph.D.
(University of University of Missouri)
Jeni Davis, Ph.D., is an Assistant Professor in the Department of Childhood Education. She holds a Doctoral degree in Elementary Education from the University of Missouri. Jeni’s research focuses on science teacher education, formative assessments, and science academic vocabulary. Her current work examines how elementary student performance guides teacher decision-making in an elementary classroom.
Danielle Dennis, Ph.D.
(University of Tennessee)
Dr. Dennis’ research agenda focuses on literacy assessment, educational policy related to literacy and teacher education, and teacher development. Her current work focuses on a longitudinal analysis of Florida’s mandatory third-grade retention policy. She is also examining the role of Professional Learning Communities in the Response to Intervention process. Dr. Dennis is the coordinator of the USF Partnership Schools and the Elementary Education Program Coordinator.
(Western Washington State University)
Jennifer Jacobs, Ph.D.
(University of Florida)
Jennifer Jacobs, Ph.D., is an Assistant Professor in the Department of Childhood Education and Literacy Studies. She holds a Doctoral Degree in Curriculum, Instruction, and Teacher Education from the University of Florida. Her research focuses on both preservice and inservice teachers and the creation of more equitable educational environments. Specific areas of her research focus on professional learning communities and their role in fostering teacher learning, transformation, and empowerment in relation to issues of equity. She also works in the area of understanding how the processes of teacher inquiry/action research and supervision can serve to promote the development of equity-oriented teacher leaders. School-university partnerships serve as a key context for this research
(The Ohio State University)
Donna Stewart is an instructor in the Department of Childhood Education and Literacy Studies. She has an undergraduate degree in biology from California State Polytechnic University and completed her graduate studies in Early and Middle Childhood Education at The Ohio State University. Before coming to USF Donna had a 30-year career in schools supervising student teachers at Kansas State University, and teaching elementary and middle school grades in school districts in California, Ohio, Kansas, and Nebraska. She presently teaches Classroom Management and our online Literature for Children course.
(University of Florida)
Katie Tricarico, Ph.D., is an instructor in the Department of Childhood Education and Literacy Studies. She earned her doctoral degree from the University of Florida in Curriculum and Instruction with an emphasis in Curriculum, Teaching, and Teacher Education and a specialization in Social Foundations of Education. She also holds a master's degree in Curriculum and Instruction, also from the University of Florida and a bachelor's degree in Elementary Education, earned at the University of South Florida. Her main areas of interest are teacher preparation and culturally responsive teaching. She currently serves as Coordinator for the MAT program, and teaches courses and supervises within this program.
Sarah van Ingen
(University of South Florida)
Dr. van Ingen's research agenda lies at the intersection of mathematics education and teacher preparation. Her work is defined by a commitment to prepare and support teachers to facilitate equitable mathematics learning environments. Currently, she is engaged in identifying effective, high-leverage teaching practices that can be taught in teacher preparation programs. She also studies teacher engagement in the process of evidence-based practice.
(Pennsylvania State University)
Diane Yendol-Hoppey is a Professor and Chair of the Childhood and Literacy Studies Department at the University of South Florida. During Diane's first decade in education, she taught elementary school in Pennsylvania and Maryland. Prior to her current position at the University of South Florida, she held positions at the Pennsylvania State University, University of Florida, and West Virginia University. In these appointments, her primary responsibilities focused on teacher education and teacher job-embedded professional development. She collaborated with practitioners and other university faculty to create and sustain nationally recognized school/university partnerships as well as strengthen professional development targeted at school improvement. Diane's research specifically focuses on facilitating student learning through enhanced job-embedded teacher professional development (e.g., teacher research and mentoring), field-based teacher education, and teacher leadership. She has co-authored four books as well as published over 50 studies which have appeared in such journals as Teachers College Record and Journal of Teacher Education. Diane also serves as an associate editor for the School/University Partnership's Journal.
Roger Brindley, Ph.D.
(University of Georgia)
Dr. Roger Brindley is currently the Associate Vice President for Global Academic Programs at the University of South Florida and is part of the leadership team in USF World responsible for helping this National Research I university further develop international partnership and policies as the university seeks to broaden international engagement and extend international teaching and research endeavors. His research focuses on teacher beliefs and practices.