- Ph.D. in Curriculum and Instruction, Louisiana State University, 1989
Professional Improvement Program, Northeast Louisiana University,1985
M.Ed. in Elementary Education, Northeast Louisiana University, 1980
B.A. in Elementary Education, Northeast Louisiana University, 1978
- Urban Teacher Education, Accreditation and Program Evaluation in Teacher Education, Teacher Retention, Scaffolded Instruction
Joyce Many’s research has concentrated on understanding children’s literacy processes and the classroom contexts that shape those processes; on describing the scaffolding processes teachers and peers use to support student learning; and, most recently, exploring factors impacting teacher education students’ performance and subsequent retention in the classroom. She has published more than 60 journal articles and authored and contributed to multiple books on literacy and on teacher education, including “Clinical Teacher Education: Reflections from an Urban Professional Development School Network” and the Handbook of Instructional Practices for Literacy Teacher Educators. She served as center director for the University System of Georgia Reading Consortium for 10 years and has received multiple awards for her work, including the National Reading Conference Early Career Achievement Award, the GSU Alumni Distinguished Professor Award and the COE Faculty Research Award.
In addition to her research and scholarship, Many has served as a dissertation chair for more than 35 COE doctoral students and works with current and former students on her publications and presentations. She also works with undergraduate students enrolled in the college’s research internship course, which gives participants the chance to work with COE faculty on their research and gain a better understanding of research methodologies and outcomes.
Many, J. E., and Aoulou, E. (2014). “Understanding literacy teacher educators’ use of scaffolding.” Reading Horizons, 53 (3).
Bhatnagar, R., Kim, J., and Many, J. E. (2014). “Candidate surveys on program evaluation: Examining instrument reliability, validity and program effectiveness.” American Journal of Educational Research, 2 (8), 683-690.
Fisher, T., and Many, J. E. (2014). “From PDS classroom teachers to urban teacher educators: Learning from professional development school boundary spanners.” School-University Partnerships,7(1), 49-63.
Many, J. E., Fisher, T., Ogletree, S., and Taylor, D. (2012). “Crisscrossing the university and public school contexts as professional development school boundary spanners.” Issues in Teacher Education, 21 (2), 83-102.
Bhatnagar, R., Kim, J., and Many, J. E. (2012). “One urban college of education’s examination of graduates’ employment and retention in public schools.” Georgia Educational Researcher, 9(1), 64-72. http://www.gaera.org/ger/ger_journal.html
Bohan, C.H., and Many, J. E. (Eds.). (2011). “Clinical teacher education: Reflections from an urban professional development school network.” Charlotte, NC: Information Age Publishing.