Morva A. McDonald

Morva A. McDonald, PH.D.

University of Washington

College of Education

Educational Leadership and Policy Studies

Miller Hall, Box 353600

Seattle, Washington 98195-3600

E-mail:

EDUCATION

2003Ph.D., Administration and Policy Analysis, Stanford University School of Education, Stanford, CA

Minor: Organizational theory and sociology of race and culture

Dissertation: The Integration of Social Justice: Reshaping Teacher Education

1999M.A., Curriculum and Teacher Education, Stanford University School of Education, Stanford, CA

1992 Multiple Subjects Credential, San Francisco State University, San Francisco, CA

1989B.A., Sociology and American Studies, Tufts University, Medford, MA

AWARDS AND SCHOLARSHIPS

2007 / National Academy of Education and Spencer Foundation Post Doctoral Dissertation Award
2005 / Outstanding Dissertation Award, American Educational Research Association, Division K, Teaching and Teacher Education
2002-2003 / Lieberman Dissertation Award for promising scholars (8 awarded campus wide), Stanford University
2003 / Graduate Student Seminar, American Educational Research Association, Division K, Teaching and Teacher Education
2001 / Spencer Foundation Research Training Grant
1999-2003 / Stanford University School of Education Dissertation Fellowship

EMPLOYMENT EXPERIENCE (Selected)

2006- / Assistant Professor, Curriculum and Instruction, College of Education, University of Washington, Seattle, WA
2004 - 2006 / Assistant Professor, Curriculum and Instruction, University of Maryland, College Park, MD
2003 - 2004 /
Post-doctoral Fellow, Stanford University School of Education, Stanford, CA & the State University of New York, Albany, NY.
Collaborate with principal investigators to design and implement a longitudinal study: Examining teacher preparation: Does the pathway make a difference?
Coordinate and conduct qualitative research on 20 university-based teacher education programs and alternative pathways (e.g., Teach for America and the NYC Teaching Fellows
Participate in overall design of surveys, interview protocols, and analysis
Direct independent strand of research on the preparation of teachers for diversity
2003 / Research Assistant, Committee of Teacher Education, National Academy of Education, Washington, DC
  • Provided research support on several chapters related to the knowledge base for teacher education
  • Liaison to cooperating universities involved in the development of the volume on teacher education practices

2000-2002 /

Research Assistant, Study of Teacher Education, Carnegie Foundation for the Advancement of Teaching, Menlo Park, CA

  • With director, developed the overall study design and met with potential study participants as well as with members of the advisory board
  • Conducted comprehensive literature review of teacher education programs

2001 / Consultant, Community Network for Youth Development, San Francisco, CA
  • Provided conceptual input into CNYD’s Youth Development Guide for community and youth organizations

2000-2001 / Research Assistant, Stanford Teacher Education Program, Stanford School of Education, Stanford University, Stanford, CA
  • Co-designer of first ever community placement and community-based preparation for prospective secondary school teachers for the Stanford Teacher Education Program

2000-2001 / Research Coordinator, San Francisco Beacons Initiative Evaluation—Youth Voices Study, Stanford School of Education, Stanford University, Stanford, CA
  • With the principal investigator, coordinated 10 to 12 doctoral students in implementing a qualitative youth-focused evaluation of multi-service agencies linked to five San Francisco Beacon Schools
  • Designed research which included focus groups and interviews with participating youth, observations, training and supervision of youth ethnographers
  • Regularly presented evaluation updates to the National Advisory Group, and provided formative feedback to Beacon staff
  • Coordinated evaluation activities with complementary study conducted by Public/Private Ventures
  • Conducted in depth case studies of two Beacon schools and the experiences of youth in those settings

1999-2000 / Research Assistant, Mapping Opportunities to Learn, Stanford School of Education, Stanford University, Stanford CA
  • Researched twenty Bay Area youth organizations to better understand youths’ opportunities to learn out of school
  • Conducted extensive case study research of two youth organizations

1997 - 1998 / Curriculum Developer, Creative Publications, Inc., Mountain View, CA
  • Developed mathematics curriculum materials focused on number sense and computation in alignment with the National Council of Teachers of Mathematics and California State Standards

1994-1997 / Elementary School Teacher, San Francisco Unified School District, San Francisco, CA
  • Developed grade-level curriculum in accordance with California State Frameworks
  • Instructed all students with a focus on individual strengths and proficiencies across content
areas
  • Participated and led school-wide reform efforts in literacy, math, and school governance based on the Comer School process in a recently reconstituted school
  • Designed and implemented a teacher action research study on fourth and fifth grade students reading below grade level in an effort to improve the instruction of upper grade students having difficulty reading
  • With colleagues and parents, wrote a funded grant application for California’s Healthy Start Initiative

PUBLICATIONS

ARTICLES IN REFEREED JOURNALS

Ringo, S., McDonald, M., Totten, T. (Under revision; informally accepted) Investigating prospective teachers opportunities to learn: Teaching English language arts to English Language Learners. Journal of Teacher Education.

Grossman, P., Hammerness. K., & McDonald, M. (Forthcoming, 2009) Redefining teaching, Re-imagining teacher education. Teachers and Teaching: Theory and Practice.

Boyd, D., Grossman, P., Hammerness, K., Lankford, H., Loeb, S., McDonald, M., Reininger, M., Ronfeldt, M., Wyckoff., J. (2008) Surveying the landscape of teacher education in New York City: Constrained variation and the challenge of innovation. Educational Evaluation and Policy Analysis

Grossman, P., McDonald, M., Hammerness, K., & Ronfeldt, M. (2008) Constructing coherence: Structural predictors of perceptions of coherence in NYC teacher education programs. Journal of Teacher Education.

McDonald, M.(2008). The Pedagogy of Assignments in Social Justice Teacher Education. Equity & Excellence in Education, 41 (2), 151-167

Grossman, P., & McDonald, M. (2008). Back to the future: Directions for research in teaching and teacher education. American Educational Research Journal 45 (1), 184-205

McDonald, M. (2007). The joint enterprise of social justice teacher education. Teachers College Record, 109 (8), 2047 -2081

McDonald, M. (2005). The integration of social justice in teacher education: Dimensions of prospective teachers’ opportunities to learn. Journal of Teacher Education, 56(5), 418 -435

BOOK CHAPTERS

McDonald., M., & Zeichner, K. (2009). Social justice teacher education. In Ayers, W., Quinn, T., & Stovall., K (Eds). Handbook on social justice in education. Erlbaum Press.

McDonald, M., (2008). Desafios para a implementação da justiça social na formação de professores. In Diniz-Pereira, J., & Zeichner, K., (Eds), Justiça Social: Desafio Para a Fromação de professores. pp.105 – 140.Belo Horizonte.

Grossman, P., McDonald, M., Hammerness, K., & Ronfeldt, M. (2008). Dismantling dichotomies in teacher education. In M. Cochran-Smith & S. Feiman-Nemser, McIntyre J., and Demers, K. (Eds.), The handbook of teacher education: A project of the Association of Teacher Educators (3rd Edition), pp. 243-248. New York, NY Macmillan.

Markowitz, N., Swanson, P., Whittaker, A., & McDonald, M., (Forthcoming). A portrait of time and context: The TE Collaborative 20% Internship program. In Jenlink, M & Mayo, K (Eds.), Portraits of Teacher Preparation: Learning to Teach in a Changing America.Scarecrow Press.

Banks, J., Cochran-Smith, M., Moll, L., Richert, A., Zeichner, K., LePage, P., Darling-Hammond, L., Duffy with McDonald, M. Teaching Diverse Learners. In Darling-Hammond, L., Bransford, J., LePage, P., Hammerness, K., and Duffy, H. (Eds). (2005). Preparing Teachers for a Changing World: What teachers should learn and be able to do. San Francisco: Jossey-Bass. p. 232-274

Hammerness, K., Darling-Hammond, L., Bransford, J., with Berliner, D., Cochran-Smith, M., McDonald, M., Zeichner, K. (2005). How Teachers Learn and Develop. In Darling-Hammond, L., Bransford, J., LePage, P., Hammerness, K., and Duffy, H. (Eds). (2005). Preparing Teachers for a Changing World: What teachers should learn and be able to do. San Francisco: Jossey-Bass. P. 358-389.

Deschenes, S., McDonald, M., & McLaughlin, M. (2003). Youth organizations from principles to practice. In S. F. Hamilton & M. A. Hamilton (Eds.), The Youth Development Handbook Thousand Oaks, CA: Sage

MONOGRAPHS, POLICY REPORTS, & GRANT-SUPPORTED CENTER PUBLICATIONS

(* indicates peer-reviewed publication)

Grossman, P., Hammerness, K., McDonald., M., Reininger, M., & Ronfeldt, M. (2006). Learning about learners: An analysis of how 16 NYC institutions prepare new teachers to understand the learning, development, diversity, and special needs of their students. Technical Report for the New York City Pathways Study. Albany, NY: State University of New York.

*Honig, M.I. & McDonald, M.A. (2005). From promise to participation: After-school programs through the lens of socio-cultural learning theory. The Robert Bowne Foundation Occasional Paper Series #5 Fall. New York City, NY: The Robert Bowne Foundation.

Beacon Evaluation Team (2003). (Milbrey McLauglin- Principal Investigator, Morva McDonald & Ben Kirshner - Research Coordinators) Youth voices on learning after school: A qualitative evaluation of the San Francisco Beacon Initiative. Stanford, CA: Stanford University School of Education.

Beacon Evaluation Team (2000). (Milbrey McLaughlin- Principal Investigator, Morva McDonald- Research Coordinator) Formative Evaluation of the San Francisco Beacons Initiative: Report I of the Youth Voices Study. Stanford, CA: Stanford University School of Education.

McLaughlin, M., Deschenes, S., McDonald, M., & O'Donoghue, J. (2000). Interim report on mapping opportunities to learn in the Bay Area. Stanford, CA: Stanford University School of Education.

McLaughlin, M.W., Deschenes, S., Honig, M., & McDonald, M. (1999). Mapping opportunities to learn in the Bay Area. Stanford, CA: Stanford University School of Education.

REFEREED CONFERENCE PAPERS & PRESENTATIONS

McDonald, M., & Zeichner, K., (2009). Social justice teacher education. Paper presented at the Annual Meeting of the American Educational Research Association. San Diego, CA

McDonald, M., Bowman, M., Brayko., K., Delport., J., Shimomura, F., & Tyson., K., (2009). Innovation and impact in teacher education: Preparing teachers to work in high needs schools by engaging with community-based organizations as partners in preservice preparation. Panel presentation at the Annual Meeting of the American Association of Colleges of Teacher Education. Chicago, IL.

McDonald, M., & Peck., C (2008) Organizational Factors Affecting Implementation of

Evidence-based Policies in Teacher Education. Presentation at the Annual Conference of the Performance Assessment of California Teachers Consortium. Santa Barbara, CA.

McDonald, M., Ringo, S., & Totten, T (2007). Programmatic investigations of prospective teachers’ opportunities to learn: Strengthening programs and improving preparation. Paper presented at the Annual Meeting of the American Association of Colleges of Teacher Education. New York, NY.

McDonald, M., Ringo, S., & Totten, T. (2007) Programmatic Investigations of prospective teachers’ opportunities to learn in math and English language arts. Paper presented at the Annual Meeting of the American Educational Research Association. Chicago, IL.

Honig, M., & McDonald, M. (2006) From promise to participation: Using sociocultural learning theory to understand after-school programs as settings for learning. Paper presented at the Annual Meeting of the American Educational Research Association. San Francisco, CA.

Hammerness, K., & McDonald, M. (2006). Teacher preparation for learning and development, diversity, and special education: The case of New York City university-based and alternative route programs. Paper presented at the Annual Meeting of the American Educational Research Association. San Diego, CA.

McDonald, M. (2005, April 11) The joint enterprise of social justice teacher education. Paper presented at the Annual Meeting of the American Educational Research Association. Montreal, Canada.

McDonald, M. (2005, April 15) Doing diversity: How teacher education programs in New York City intend to prepare teachers for diversity. Paper presented at the Annual Meeting of the American Educational Research Association. Montreal, Canada.

McDonald, M. (2005, February 22) The joint enterprise of social justice teacher education. Paper presented at the Annual Meeting of the American Association of Colleges of Teacher Education. Washington, DC.

Grossman, P., McDonald, M., Wyckoff, J. (2004) Teacher preparation: Does the pathway make a difference? Presentation at the Annual Meeting of the American Association of Colleges for Teacher Education, Chicago, IL.

McDonald, M. (2004). Implementing social justice in teacher education: The joint work of teacher educators. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA.

McDonald, M. (2003, January). Beyond the margins: The integration of social justice in teacher education. Paper presented at the Annual Conference of the American Association of Colleges for TeacherEducation, New Orleans, LA.

McDonald, M. (2003, April). At the intersection of university courses and clinical placements: Assignments as opportunities to learn. Paper presented at the Annual Conference of the American Educational Research Association, Chicago, IL.

McDonald, M. (2003, April). The integration of social justice in teacher education: Complementary and conflicting opportunities to learn. Paper presented at the Annual Conference of the American Educational Research Association, Chicago, IL.

Whitaker, A., McDonald, M., & Markowitz, N. (2002, April). Learning together what we do not know: Pre-service preparation for equity. Paper presented at the Annual conference of the American Educational Research Association, New Orleans, LA.

Strobel, K., & McDonald, M. (2001, April). What counts from the inside: Youth's perspective on youth development. Paper presented at the Annual conference of the American Educational Research Association, Seattle, WA.

McDonald, M. (2000, April). Teachers' knowledge of students and their communities: A problem for professional development and practice. Paper presented at the Annual Conference of the American Educational Research Association, New Orleans, LA.

INVITED PAPERS& PRESENTATIONS

McDiarmid, B., Kazemi, E., McDonald, M., Nolan., S., & Peck, C., (2009, February) Evidence to Drive Change: What Evidence Do We Need and How Should We Use It? Panel presentation at the Annual Conference of the American Association of Colleges for Teacher Education. Chicago, IL.

McDonald, M., Bowman, M., Brayko., K., Delport., J., Shimomura, F., & Tyson., K., (2008, October) Innovation in teacher education: Partnering with community-based organizations in the preservice preparation of teachers to work in high-needs schools. Presentation delivered at the School’s Out Washington Annual Conference: The Bridge from School to Afterschool and Back. Vancouver, WA.

McDonald, M., (2005, April 13). Pedagogical moves supporting social justice teacher education: Assignments as opportunities to learn. Research presentation delivered at the American Educational Research Association’s Annual Meeting and invited by Division K Teaching and Teacher Education Affirmative Action Committee. Montreal, Canada.

McDonald, M., (2004, November, 30). Invited by the University of Maryland Graduate Student Association to participate in a panel discussion to address the question: What does it take to teach a teacher to teach? University of Maryland, College Park, MD

RESEARCH PROJECTS

CURRENT

  • Principal Investigator. Reinventing what it takes to prepare teachers for high needs schools: Community based organizations as placements for preservice teachers. To develop and implement community based placements for preservice teachers in the newly redesigned elementary teacher education program at the University of Washington. In addition to implementing and organizing the placements, the aim is to conduct a program of research focused on the impact of placing preservice teachers in community organizations on teacher education faculty and students.).
  • Principal Investigator. Interview Study of Organizational Factors Affecting Implementation ofEvidence-based Policies in Teacher Education. In collaboration with Charles A. Peck, I investigate the ways in which early adopters of the Performance Assessment of California Teachers implement and draw on assessment data of candidates for organizational learning. In particular, the pilot study provides initial data on how a core set of programs engaged in the work of implementing PACT engage the assessment data of candidates, and develop policies and structures that support or inhibit the use of this data to inform programmatic change. Funded by the National Academy of Education and Spencer Foundation Post Doctoral Fellowship.

COMPLETED

  • Principal Investigator (2005-2006). Understanding the Elementary Masters Certification Program: From Opportunities to Learn to Impacts. To understand prospective teachers’ opportunities to learn about teaching elementary mathematics, language arts, and students form diverse backgrounds. Funded by the Department of Curriculum and Instruction, College of Education, University of Maryland.
  • Co-principal Investigator. Supporting Doctoral Students to Become Teacher Educators (2005 – 2006). To develop a doctoral course and a case library (including written and video cases) geared toward supporting doctoral students who are prospective teacher educators. Funded by the Center for Teaching Excellence, University of Maryland.
  • Researcher. Examining Teacher Preparation: Does the Pathway Make a Difference? (Jim Wyckoff, Susanna Loeb, Pamela Grossman, Hamp Lankford, and Don Boyd, Principal Investigators). Stanford School of Education and the State University of New York at Albany (2004- 2007). As part of a broad mixed methods investigation, to work with Pamela Grossman to conduct qualitative research on traditional and alternative routes into teaching in New York City. Funded by the Carnegie Corporation of New York, The Spencer Foundation, and the National Science Foundation.

REVIEWING ACTIVITIES FOR JOURNALS AND AGENCIES

REVIEWING ACTIVITIES

ACADEMIC PRESSES

  • The State University of New York Press, 2004 – 2005

JOURNALS

  • Journal of Teacher Education, 2004 – Present
  • American Education Research Journal Present -

TEACHING

COURSES DEVELOPED AND TAUGHT

GRADUATE COURSES: UNIVERSITY OF WASHINGTON, SEATTLE

EDTEP 501 / Community Based Organizations Seminar
EDCI556/558 / Foundations of Curriculum and Instruction
EDCI 505D / The Pedagogy of Teacher Education
EDTEP 551A / Secondary Multicultural Teaching

GRADUATE COURSES: UNIVERSITY OF MARYLAND, COLLEGE PARK

EDCI 788M / The Pedagogy of Teacher Education
EDCI 788G / Seminar in Sociocultural Theories of Learning
EDCI 611 / Studying Student Learning in Diverse Settings
EDCI 692 / Conducting Interpretive Inquiry in Classroom Contexts

PROFESSIONAL SERVICE

UNIVERSITY

UMCP indicates University of Maryland, College Park

UW indicates University of Washington, Seattle

DEPARTMENTAL

2008First Instructor of the new foundational course in Curriculum and Instruction, UW

2004-2006Co-director, Teacher Education and Professional Development Unit, UMCP

2004–2006 Elementary Teacher Education Task Force, UMCP

2004-2006 Masters Certification Elementary Education Committee, UMCP

2004-2006 Graduate Research Education Council, UMCP

COLLEGE

2007-Coordinator of Community Based Placements in Elementary Teacher Education, UW

2007- Associate Director Elementary Teacher Education, UW

2008- Consultant to the Washington Association of Colleges of Teacher Education (supporting Pat Wasley’s upcoming tenure as president), UW

2008-Search Committee, Partnerships in Education, UW

2004-2006 Curriculum and Instruction Promising Dissertation Award Committee, UMCP

PROFESSIONAL AFFILIATIONS

1999- American Educational Research Association

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