B.Ed.in Physical Education, Zinman College of Physical Education and Sport Sciences at the Wingate Institute, 2000.
MS in Physical Education Teacher Education, West Virginia University,2001
Doctor of Education in Physical Education Teacher Education. (Ed.D.), West Virginia University, Morgantown, WV. 2004
Rachel Gurvitch, a teacher educator at Georgia State University, received her B.Ed in physical education from the Zinman College in Israel and her M.S. and Ed.D from West Virginia University.
Rachel’s primary research focuses on instructional innovations implemented by teacher educators and pre-service teachers. Specifically, her research involves two interconnected tracks: (1) the effectiveness of teacher education programs, and (2) the effects of technology on teachers’ teaching practice. She has published 18 refereed articles in leading journals such as Journal of Teaching in Physical Education, Teaching and Teacher Education, Journal of Technology and Teacher Education, Mentoring and Tutoring Journal, Journal of Physical Education, Recreation and Dance, and others. In addition, Rachel made over 53 presentations in state, national and international conferences. Rachel was recognized as the 2008 GAHPERD young scholar. In addition, Rachel was inducted as a Research Consortium Fellow (RC) in 2009. In 2011 Rachel received the Mabel Lee Award for achieving national recognition as an emerging professional leader and in 2013 she was named by GAHPERD as the university teacher of the year.
Gurvitch, R., & Metzler, M. (2013). Aligning Learning Activities within Instructional Models.
Journal of Physical Education, Recreation & Dance, 84(3), 30-37.
Gurvitch, R & Lund, J. (2011). The (Missing) Link between Instruction and Assessment. Strategies, 25(1), 32-
Gurvitch, R., & Metzler, M.W. (2009). The effects of Lab-based and practicum experience on preservice
teachers’ self efficacy. Teaching and Teacher Education (TATE), 25(3), 437-443.
Calandra, B. D., Gurvitch, R., & Lund, J.L., (2008). An exploratory study of digital video
editing as a tool for teacher preparation. Journal of Technology and Teacher Education (JTATE), 16(2), 137-153.
Gurvitch, R., Carson, R.L., & Beale, A. (2008). Being a Protégé: An Autoethnographic
View from Within Three Teacher Education Doctoral Programs. Mentoring and tutoring: Partnership in learning, 16(3), 246-262.
Gurvitch, R., Lund, J., & Metzler, M. (2008). Chapter 1: Researching the Adoption of Models-Based
Instruction: Context and Chapter Summaries In Model Based Instruction in physical education: The Diffusion Model. Journal of Teaching Physical Education, Monograph, 27(4), 449-456.
Gurvitch, R, Blankenship, B., Metzler, M., & Lund, J. (2008). Chapter 3: Student Teachers’ Implementation of
Models Based Instruction: Facilitators and Inhibitors In Model Based Instruction in physical education: The Diffusion Model. Journal of Teaching Physical Education, Monograph, 27(4), 466-486.
Gurvitch, R, & Blankenship B. (2008). Chapter 6: Implementation of Models Based Instruction: The Induction
Years In Model Based Instruction in physical education: The Diffusion Model. Journal of Teaching Physical Education, Monograph, 27(4), 529-548
Gurvitch, R. (2005). Congratulations!: A Guide for the New Graduate Student. Journal of Physical
Education, Recreation & Dance, 76(3), 48-52.