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Joyce Many

Associate Dean of Undergraduate Studies and Educator Preparation    

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.

Dr. 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 75 journal articles and authored and contributed to multiple books 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 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.


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).

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.

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.

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.