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 explores teacher education program effectiveness including factors impacting faculty and candidate perceptions and concerns and candidates’ performance and retention in the classroom.
Many serves as editor for the series, Contemporary Issues in Accreditation, Assessment and Program Evaluation in Educator Preparation with Information Age Publishing. She has published more than 85 journal articles and authored and contributed to multiple books on teacher education, including “Implementing and Analyzing Performance Assessments in Teacher Education” and “Clinical Teacher Education: Reflections from an Urban Professional Development School Network.” 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 CEHD Faculty Research Award.
In addition to her research and scholarship, Many has served as a dissertation chair for more than 40 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 CEHD faculty on their research and gain a better understanding of research methodologies and outcomes.
Tanguay, C., Bhatnagar, R., Barker, K., & Many, J. E. (2018). AAA+ Professional development for teacher educators who prepare culturally and linguistically responsive teachers. Curriculum and Teaching Dialogue, 20 (1&2), 87-104.
Ogletree, T., Kim, J., Bhatnagar, R., Many, J. E., & Tanguay, C. (2018). Push-pull relationships between concerns and personal engagement: Exploring the adoption of edTPA as an innovation. American Journal of Educational Research, 6(7), 902-908.
Many, J. E., Favors-Welch, S., Kurz, K., Ogletree, T., & Thomas, C. (2017). Using the concerns-based adoption model (CBAM) as a framework to understand and support edTPA coordinators and faculty during the implementation process. In J. Many and R. Bhatnagar (Eds.), Implementing and analyzing performance assessments in teacher education. Charlotte, NC: Information Age Publishing.
Many, J. E, & Bhatnagar, R. (Eds.) (2017). Implementing and analyzing performance assessments in teacher education. Charlotte, NC: Information Age Publishing.
Bhatnagar, R., Kim, J., & Many, J. E. (2017). An instrument to study state-wide implementation of edTPA: Validating the levels of edTPA integration survey. Journal of Research in Education,27 (1). https://www.eeraorganization.org/jre-spring-2017
Bhatnagar, R., Kim, J., Many, J. E., Barker, K., Ball, M. & Tanguay, C. (2016). Are we making our social justice framework salient?: Students’ perceptions of urban teacher preparation program effectiveness. National Journal of Teacher Education, 9, 27-39.