Faculty and Staff
Elizabeth Currin, Ph.D.
|Title:||Clinical Assistant Professor
|Department:||Instruction and Teacher Education
College of Education
|Resources:||Curriculum Vitae [pdf]|
- Ph.D. in Curriculum and Instruction, University of Florida
- M.A. in English, University of North Carolina at Greensboro
- B.A. in English, Wake Forest University
A former high school English teacher, Elizabeth works primarily with the online Ed.D. program in curriculum studies, cultivating and supporting practitioner-scholars as they engage in action research to complete their dissertations. Her belief in the transformative power of action research (also known as practitioner inquiry or teacher research) developed while she was a doctoral student, and her dissertation explored the experiences of long-term teacher researchers who embody a stance of inquiry. Elizabeth’s passion for stories by and about teachers also informs her scholarly interest in the history of education and representations of schools in popular culture.
Jacobs, J., & Currin, E. (2019). Making the case for practitioner inquiry in doctoral student education: Supporting the development of future teacher educators. In D. Yendol-Hoppey, D. Hoppey, & N. F. Dana (Eds.), Preparing the next generation of teacher educators for clinical practice (pp. 199-226). Charlotte, NC: Information Age Publishing.
Currin, E. (2019). In loco parentis redux: Bob and Linda Belcher at Wagstaff School. In M. Dalton & L. Linder (Eds.), Teachers, teaching, and media: Original essays about educators in popular culture (pp. 47-56). Rotterdam, The Netherlands: Brill.
Currin, E., Schroeder, S., & McCardle, T. (2019). ‘What about race?’: Internalised dominance in the Opt Out Florida movement. Whiteness and Education. doi.org/10.1080/23793406.2019.1631712
Currin, E., Schroeder, S., Bondy, E., & Castanheira, B. (2019). Tinker, tailor, supervisor, spy: Lessons learned from distant supervision. Journal of Educational Supervision, 2(1), 78-97. doi.org/10.31045/jes.2.1.5
Currin, E. (2019). From rigor to vigor: The past, present, and potential of inquiry as stance. Journal of Practitioner Research, 4(1), Article 2. doi.org/10.5038/2379-9922.214.171.1241
Currin, E., & Schroeder, S. (2018). Taking the long view: Cultivating historical thinking in elementary teacher education. The New Educator. doi.org/10.1080/1547688X.2017.1404173
Currin, E. (2017). Solving problems like Maria: Governess guidance in The Sound of Music. In M. Dalton & L. Linder (Eds.), Screen lessons: What I have learned from teachers on television and in the movies (pp. 201-207). New York, NY: Peter Lang.
Dana, N., & Currin, E. (2017). Inquiry for equity: Exploring the impact of practitioner research. Journal of Practitioner Research, 2(2), Article 1. doi.org/10.5038/2379-99126.96.36.1997
Currin, E. (Spring 2015). Do not go gentle into practitioner inquiry. LEARNing Landscapes, 8(2), 157-160.