• 将自己定义为一名教师教育者, I draw from my practical experiences as a public education teacher with students who span a vibrant spectrum of learning. 赌博娱乐平台网址大全MAT项目的校友, I continually grow as an educator and feel so fortunate to work in an institution that focuses heavily on the student. 作为一名教育研究者, I intertwine my research with my practice of teaching and, 因此, 我的教学和研究. My teaching is guided by theory, centered on student learning, and steeped in reflection. Through the infusion of differentiation as a practical way to promote purposeful learning, I strive to provide opportunities for students to experience authenticity, 自治, 我课堂上的主人翁精神. I embrace the foundation of differentiation as the umbrella of my scholarship and the cornerstone of my teaching.

    • Ed.D.休斯敦大学
    • 圣赌博平台网站大全硕士 
    • B.A.他是赌博平台网站大全的教授 
    • 莫斯利,C.Desjean-Perrotta B., & 有罪的,. L. (2010). Exploring Preservice Teachers’ Mental Models of the Environment. 在博津，A.克莱恩，B. & 韦弗,年代. (Eds.) The Inclusion of Environmental 教育 in Science Teacher 教育. Edited Monograph for Association for Science Teacher 教育.
    • 霍金斯J.克里姆，C.L.桑顿，J. S., & 沃伦,. (2010). Professional Development in Training Programs. 在南卡罗来纳州的纽曼. B. (Ed.) Professional Development for Early Childhood Educators: Principles and Strategies for Improving Practice. 巴尔的摩，马里兰州:Paul H. 布鲁克斯出版公司.
    • Desjean-Perrotta B.莫斯利，C., & 有罪的,. L. (2010). Raising a generation of environmentally literate children: Assessing the 影响 of teacher knowledge. 在Hoot, J. & Szente J. (Eds.) The Earth is our home: children caring for the environment. (pp. 37-50). Olney, MD: Association for Childhood 教育 International.
    • 桑顿,J. S.克里姆，C. L., & 霍金斯J. (2009). The 影响 of an ongoing professional development program on prekindergarten teachers’ mathematics practices. Journal of Early Childhood Teacher 教育. 30(2), 150-161.
    • Cuero K. K., & 有罪的,. L. (2008). “You wish it could speak for itself”: Examining the use of aesthetic representations in an elementary teacher preparation program. 教师教育中的问题. 17(2), 117-140.

    Through my teaching and the practice of using differentiated instruction, 我在变革的根源上遇到了教育者. 研究 is the arena where I can continue to explore the role, 影响, and outcome of differentiation on multiple levels and reach/teach others through dissemination of my work. Drawing on a mix of qualitative and quantitative research methodologies, my research threads are unified under the familiar umbrella of differentiated instruction. 从这一点开始, it follows two paths: Teacher education (which specifically intersects the practice of differentiated instruction for both inservice and preservice teachers) and environmental education (which extends the idea of differentiation past content, 过程, and product into that of environment also allowing me to tap into Gardner’s Naturalistic Intelligence and proactively address upcoming federal legislation regarding outdoor education). 从这两个角度, the paths unite again through 影响ing transformative leadership in the field of education.

    • 在美国长大
    • 不同的学习者 
    • 临床实践
    • 高级临床实践

    I am fortunate that many of my community and professional interactions are so closely linked with my teaching and research. A few examples of recent local, state, and international involvement include:

    • Adviser/Grant Coordinator for Get Ready to Embrace Earth’s Needs (GREEN Club) at Tejeda Middle School, NEISD
    • Member of the Medical Scientific Advisory Committee for Winston School 圣安东尼奥
    • Member of the State of Texas Environmental Literacy Plan Development Team State Facilitator for Project WILD, Project WILD Early Childhood - Growing Up WILD, 项目学习树, 以及幼儿学习树项目
    • Co-Chair for the Preservice Teacher Advisory Board for the North American Association of Environmental 教育 (NAAEE)
    • Founding Co-Chair for the Environmental 教育 Special Interest Forum for the Association for Childhood 教育 International (ACEI)

    自2010年加入赌博娱乐平台网址大全以来, I continue to be involved in a growing number of interesting activities. A few of these opportunities include the German Fulbright Delegation planning committee, Co-facilitating Saturday Morning Experience (SME), participating in the Council on Teacher 教育, Co-facilitating the Teacher 教育 Study Group, and participating in the Gifted and Talented Lecture Series Development Team.