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Early Childhood Education

Teresa Fisher, Ph.D.

Clinical Assistant Professor of ESOL and Literacy  
Room: COE 586
Phone: 404-413-8020
Email: tfisher4@gsu.edu

Department of Early Childhood Education
Georgia State University
P.O. Box 3980
Atlanta, GA. 30302-3980

 

EDUCATION:

  • Ph.D. Teaching and Learning, Language and Literacy (2009)
    Cognate: Equity, Policy and Diversity
    Georgia State University
  • M.Ed. Reading/Language & Literacy Education (2004)
    Concentration: Teaching English as a Second Language
  • B.A. West Virginia Wesleyan College (1999)
    Majors: Elementary Education and Vocal Performance

Major Areas of Interest:

  • Urban Teacher Development as a means for social justice, both locally situated and broadly constructed
  • Communities and Structures of Support for Beginning Educators
  • Multilingual/Multi-literate Development of young children

Bio:

Teresa R. Fisher is a Clinical Assistant Professor at Georgia State University coordinating the ECE MAT. Fisher has worked with English Learners for 17 years and previously taught first and second grade serving multilingual students in a school in metro Atlanta. In 2006, Fisher joined Georgia State Faculty first as a doctoral fellow and then as a Clinical Assistant Professor. She has served as the Reading and ESOL endorsement instructor for PDS in-service teachers in two counties, and as the program coordinator and instructor for the MSIT Reading, Language, and Literacy (ESOL) MAT. She accepted the position in ECE in 2009 in order to facilitate and create the partnership between ECE and TFA and since has worked along with TFA alumni and CMs to craft and initiate the ECE MAT. Fisher’s research focuses on urban teacher development as a means for social justice, both locally situated and broadly constructed. She specifically works to facilitate and examine teacher preparation and development opportunities that nurture beginning teachers committed to educational equity. To this end she has joined preservice and practicing teachers inquiring into their practices and pedagogies and worked to create and maintain partnerships with schools and nonprofits to foster teacher development for critical change.