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Diane Truscott

Associate Professor    

Ph.D. in Reading Education, State University of New York at Buffalo, 1991
M.S. in Reading Education, State University of New York at Geneseo, 1988
B.S. in Elementary and Special Education, State University of New York at Geneseo, 1987


Teacher preparation and support for urban schools
Teacher dispositions
School Partnerships


Diane Truscott is an associate professor in the Department of Early Childhood and Elementary Education in the College of Education & Human Development. Dr. Truscott’s research and publication agenda focuses on critical issues in urban schools and teacher education. From 2002-2005, she served as director of the Center for Excellence in Urban and Rural Education, a teacher education resource and research center responsive to the needs of local urban schools in New York.

Since joining the Georgia State faculty in 2005, she has served as the principal investigator of three U.S. Department of Education grants targeting teacher preparation and support for urban schools. She has maintained strong connections with school communities, including work with Professional Development Schools in four states. Her publications are found in high-ranking journals such as Phi Delta Kappan, Action in Teacher Education, Language Arts, Journal of Adolescent and Adult Literacy, and Reading Research and Instruction (now Literacy Research and Instruction). Her most recent work is a series of studies that examine urban teacher dispositions across various dimensions (e.g., shared vision, pedagogically specific, predictors for retention) and culturally responsive educational practices.


Selected Publications (CV available upon request)

Schafer, N., Williams, B., Truscott, D. and Stenhouse, V. (accepted). “Increasing STEM learning for teacher trainers, in-service teachers, pre-service teachers, and PK-5 students using a 4-tier learning model.” Teacher Education and Practice, targeted for 27 (2), 2014.

Durden, T. & Truscott, D. (2013). Critical reflectivity and the development of new culturally relevant teachers. Multicultural Perspectives, 15 (2), 73-80.

Truscott, D., Swars, S., Smith, S., Thornton-Reid, F., Zhao, Y., Dooley, C., Williams, B., Hart, L., and Matthews, M. (2010). “A cross-disciplinary examination of the prevalence of mixed methods in educational research: 1995-2005.” International Journal of Social Research Methodology, 13 (4), 317-328.

Dangel, J.R., Dooley, C., Swars, S., Truscott, D., Smith, S., and Williams, B. (2009). “Professional development schools: A study of change from a university perspective.” Action in Teacher Education, 30 (4), 3-17.

Truscott, D., Mays, L., and Wells, B. (2008). “Using national standards to examine professional development school participants’ beliefs and values regarding their PDS partnerships.” In I. Guadarrama, J. Ramsey, and J. Nath (Eds). “University and School Connections: Research Studies In Professional Development Schools” (pp. 377-390). Information Age Publishing.

Truscott, S. and Truscott, D. (2005). “Challenges in urban and rural education.” In C. Frisby and C. Reynolds (Eds.) “Comprehensive Handbook of Multicultural School Psychology” (pp. 357-393). Hoboken, NJ: Wiley and Sons.