Ed.D., Temple University, 1988
M.Ed., University of Minnesota, 1980
B.S., Tufts University, 1966
Teacher development and supervision
Attrition and retention
Barbara Meyers has been a classroom teacher, program director and teacher educator and in all roles, she’s had the opportunity to work with diverse students in a range of settings. In addition to working directly with pre and in-service teachers and other school personnel, she has developed and taught courses in the supervision/coaching of student teachers and beginning teachers, the prevention of learning and adjustment problems of school children, parent-teacher community partnerships, and numerous early childhood education courses, such as reading/language arts, child development, teacher development and action research. She collaboratively designed and implemented innovative undergraduate pre-service teacher and graduate Teach For America and Educational Specialists Degree programs.
Meyers served as co-editor of the Southeastern Regional Association of Teacher Educators (SRATE) Journal for six years and since 2007, she has been co-principal investigator of a Transition to Teaching Grant from the U.S. Department of Education called, “Joining urban school partners in building a future workforce: Highly qualified alternative certification teacher pathways (PACT+).” Her research interests include educational reform in both public schools and higher education and focus on shared decision making, family involvement and teacher development. In 2009, Meyers was awarded the Edi Guyton Faculty Mentoring Award from the College of Education & Human Development and Laureate in the Association of Teacher Educators. Her children’s books, The Long and the Short of It: A Tale About Hair and Mama is a Pilot were published in 2010 and 2014, respectively.
“Unfinishedness: Struggling to Create a Viable Partnership between TFA and its University Partner.” Feature article in Teacher’s College Record, 117(1).
“Low-and high-achieving sixth grade students’ contributions and access to participation during mathematics discourse on rational number.” Elementary School Journal University of Chicago, 115(1), 97-122.