3020 West 29th Street School of Education

Transcription

1 CURRICULUM VITAE, 2014 MARY LYNN HAMILTON Department of Curriculum and Teaching Professor Graduate and Undergraduate Faculty August 1989 Home Address: Business Address: 3020 West 29th Street School of Education Lawrence, Kansas Department of C&T (785) JR Pearson Hall University of Kansas Lawrence, Kansas (785) E- MAIL: 1. Academic Degrees Ph.D., 1989, University of Arizona. (Major: Teaching and Teacher Education. Minor: Anthropology. Cognate: Cognitive Studies. Topic: The Practical Argument Staff Development Process, School Culture, and Their Effects on Teachers Beliefs and Classroom Practice.) M.Ed., 1982, University of Arizona, Tucson, Arizona. (Major: Secondary Education.) B.A., 1975, University of Arizona, Tucson, Arizona. (Major: Social Studies Area.) 2. Professional Experience Full Professor of Curriculum and Teaching, University of Kansas, 2008 present. The responsibilities for this position entail instructing undergraduate and graduate level courses along with all expectations commensurate to this title. Visiting Scholar, Faculty of Education, University of Newcastle, Newcastle, New South Wales, Australia, May - August My responsibilities included presenting lectures, seminars and working with colleagues in teacher education. Visiting Scholar, Faculty of Education, University of Leuven, Belgium, February - April My responsibilities included presenting lectures, seminars and working with colleagues in teacher education. Visiting Scholar, Faculty of Education, Monash University, Melbourne, Australia, March My responsibilities included presenting lectures, seminars and working with colleagues in teacher education. Visiting Scholar, Faculty of Education, University of Leuven, Belgium, August My responsibilities included talking with doctoral students about their research. Associate Professor of Curriculum and Teaching, University of Kansas, The responsibilities for this position entail instructing undergraduate and graduate level courses. Additionally, my duties included the coordination of the School of Education's NCATE continuing evaluation ( ). Visiting Scholar, Faculty of Education, Centre for Educational Training, Assessment and Research (CETAR, or in Dutch: Onderwijscentrum) of the Vrije Universiteit in Amsterdam. May- 1

2 June My responsibilities included: writing and publishing an academic article senior staff members; working with their research group and with some of their Ph.D. students; and sharing expertise with Centre colleagues through presentations about teacher education and the development of teacher identity. Director, Teacher Education Division, University of Kansas, The responsibilities for this position included the coordination of the design of the Teacher Education Division at the University. Visiting Scholar, Faculty of Education, Monash University, Melbourne, Australia, June My responsibilities included providing an in- depth evaluation of their teacher education program. Assistant Professor of Teaching and Leadership, University of Kansas, The responsibilities for this position entailed supervising student teachers/interns, instructing undergraduate and master s level courses, as well as coordinating the Instructional Leadership Doctoral Program. Graduate Research Assistant with the RIS Project, This OERI funded project, co- directed by Dr. Patricia Anders and Dr. Virginia Richardson, examined research- based practices employed by intermediate teachers of reading in six schools. The responsibilities on this project included serving as the media specialist; analyzing media data; analyzing discourse; and undertaking other qualitative research methods - observation, informal interviewing, and interviewing analysis. Supervisor, Secondary Student Teachers, This work included acting as a liaison between the district and the university, supporting and training students in their first teaching experience. Graduate Teaching Assistant. Assisted with the Secondary Methods Course during Summer, 1986 and taught the Curricula and Methods in Secondary Education Course, Summers 1987 and The tasks involved the preparation for and teaching of this initial education course for many of the secondary preservice students. There were students per course. Under my tutelage the course included microteaching units and discussions on effective management, curriculum design, and multicultural approaches. Graduate Research Assistant for Dr. Gary D. Fenstermacher, Dean of the College of Education, This work included research for speeches and other pertinent work, support work on a Search Committee for a University Dean, and any other work requested by the Dean. Graduate Research Assistant for Dr. Virginia Richardson, This work involved support work related to Dr. Richardson s position as editor of the AERJ, including expediting the review process, working with the associate editors, and doing any requested research. Graduate Research Assistant with the Cooperating Teacher Project, This was an OERI funded Project, directed by Dr. Kathy Carter, committed to the improvement of the student teaching process. Responsibilities included videotaping student teachers in action, maintaining a link between the districts and the University, and doing very specific support work. Director, Educational Outreach Programs, Southwest Institute for Research on Women (SIROW), Women s Studies, University of Arizona, Tasks included administering SIROW- sponsored multicultural programs that served rural and urban public school teachers K- 12 in a four state region: Arizona, New Mexico, Colorado and Utah; acting as a liaison between school districts and the University; developing curriculum; training teachers; coordinating workshops; writing grants; and presenting workshops requested by public school teachers. The specific projects were: Expanding Educational Opportunities in the Rural Southwest, , a FIPSE funded project, which introduced rural elementary and secondary school teachers in New Mexico and 2

3 Arizona to equity information on careers, socialization, content areas and methods for presenting that information into the classroom. One task specific to this project was: the design and implementation of a year- long graduate level methods course, Rural Education (beginning and advanced). Extended Teacher Institute for Integrating Women into the Secondary History Curriculum, , an NEH funded project, which introduced secondary Social Studies teachers from the four state SIROW region, to scholarship in women s history and the methods of presenting that information into the classroom. Tasks specific to this project were: the direction of the four- state publicity drive to interest prospective participants, the long- term support of participants, and the design and implementation of a graduate level course, Revising the Curriculum. Extended Teacher Institute for Women s Studies in Literature, , an NEH funded project, which introduced secondary English teachers, from the four state SIROW region, to the multi- ethnic scholarship on women s literature and methods for implementation into the classroom. Tasks specific to this project were: the direction of a publicity campaign for perspective participants, long- term support of participants. Institute for Equality in Education, , a Title IV funded project, which introduced elementary and secondary school teachers to issues of multicultural education, to multicultural scholarship in women s history and literature, to multicultural perspectives of math and science, and strategies for implementation into the classroom. Social Studies Teacher, Cholla High School, Tucson, Arizona, Specializations: American History and World Geography. Taught five classes daily in this inner- city school, counseled students, developed curriculum. 3. Faculty and Administrative Load, Faculty Assignment - 100% academic appointment in the C&T department Between fall, 1998 and fall, 2001 I served as the Director of the Teacher Education Division. During that time I had my course load reduced by one class. Spring, 2014 C&T 906 Advanced Qualitative Research 3 semester hours EVERSPRING Work on C&T807 Fall, 2013 C&T 808 Intro to Qualitative Research 3 semester hours C&T 806 Teacher Education in the United States 3 semester hours 9 27 Summer, 2013 C&T 807 Multicultural Education 3 semester hours Spring, 2013 C&T 897 Independent Study on Teacher Education 3 semester hours 1 3 C&T 905 Teacher Education in the U.S. 2 semester hours 3 6 C&T 906 Advanced Qualitative Research 3 semester hours 8 24 C&T 997 Independent Study related to C&T semester hour 3 3 C&T 999 Doctoral Dissertation 1-15 semester hours 1 3 Fall, 2012 C&T 798 Action Research 3 semester hours C&T 808 Intro to Qualitative Research 3 semester hours C&T 999 Doctoral Dissertation 1-15 semester hours 1 3 Spring, 2012 On Sabbatical Fall, 2011 C&T 806 Models and Strategies of Teaching 3 semester hours

4 C&T 808 Intro to Qualitative Research 3 semester hours 8 24 C&T 999 Doctoral Dissertation 1-15 semester hours 1 3 Summer, 2011 C&T 709 Foundations of C & I 3 semester hours Spring, 2011 C&T 906 Advanced Qualitative Research 3 semester hours C&T 999 Doctoral Dissertation 1-15 semester hours 1 6 Fall, 2010 C&T 322 Curriculum and the Elementary Learner 3 semester hours C&T 808 Intro to Qualitative Research 3 semester hours 8 24 C&T 999 Doctoral Dissertation 1-15 semester hours 1 3 Summer, 2010 C&T 709 Foundations of C & I 3 semester hours Spring, 2010 C&T 906 Advanced Qualitative Research 3 semester hours C&T 999 Doctoral Dissertation 1-15 semester hours 1 6 Fall, 2009 C&T 322 Curriculum and the Elementary Learner 3 semester hours C&T 322 Curriculum and the Elementary Learner 3 semester hours C&T 998 Intro to Qualitative Research 3 semester hours 8 24 C&T 999 Doctoral Dissertation 1-15 semester hours 2 12 Summer, 2009 C&T 709 Foundations of C & I 3 semester hours Spring, 2009 C&T 897 Independent Study 1-3 semester hours 2 5 C&T 898 Independent Study 1-3 semester hours 1 3 C&T 906 Qualitative Research 3 semester hours 6 18 C&T 999 Doctoral Dissertation 1-15 semester hours 1 6 Fall, 2008 C&T 322 Curriculum and the Elementary Learner 3 semester hours C&T 322 Curriculum and the Elementary Learner 3 semester hours C&T 897 Independent Study 1-3 semester hours 1 3 C&T 806 Intro to Qualitative Research 3 semester hours C&T 999 Doctoral Dissertation 1-15 semester hours 2 7 Summer, 2008 C&T 709 Foundations of C & I 3 semester hours Spring, 2008 C&T 906 Intro to Qualitative Research 3 semester hours 8 24 C&T 999 Doctoral Dissertation 1-15 semester hours 2 7 Fall, 2007 C&T 322 Curriculum and the Elementary Learner 3 semester hours C&T 322 Curriculum and the Elementary Learner 3 semester hours C&T 995 College Teaching 3 semester hours 1 3 C&T 998 Intro to Qualitative Research 3 semester hours 8 24 C&T 999 Doctoral Dissertation 1-15 semester hours 1 1 Spring, 2007 C&T 998 Qualitative Research I 3 semester hours 8 24 C&T 998 Qualitative Research II 3 semester hours 8 24 Fall, 2006 C&T 322 Curriculum and the Elementary Learner 3 semester hours C&T 322 Curriculum and the Elementary Learner 3 semester hours C&T 999 Doctoral Dissertation 1-15 semester hours 1 1 Spring, 2006 T&L 322 Curriculum and the Elementary Learner 3 semester hours T&L 797 Elementary Curriculum 1-3 semester hours 2 4 T&L 998 Qualitative Research II 3 semester hours 6 18 Fall, 2005 T&L 322 Curriculum and the Elementary Learner 3 semester hours T&L 322 Curriculum and the Elementary Learner 3 semester hours T&L 999 Doctoral Dissertation 1-15 semester hours 1 1 Spring, 2005 SABBATICAL Fall, 2004 T&L 322 Curriculum and the Elementary Learner 3 semester hours T&L 322 Curriculum and the Elementary Learner 3 semester hours

5 T&L 897 Individual Study: Advanced Qual Res 3 semester hours 4 12 T&L 999 Doctoral Dissertation 1-15 semester hours 1 1 Spring, 2004 T&L 320 Strategies and Models 3 semester hours T&L 797 Elementary Curriculum 1-3 semester hours 2 4 T&L 998 Qualitative Research II 3 semester hours T&L 999 Doctoral Dissertation 1-15 semester hours 3 3 Fall, 2003 T&L 320 Introduction to Models and Strategies 3 semester hours T&L 320 Introduction to Models and Strategies 3 semester hours T&L 999 Doctoral Dissertation 1-15 semester hours 3 3 Spring, 2003 T&L 740 Advanced Strategies and Models 3 semester hours T&L 797 Elementary Curriculum 1-3 semester hours T&L 998 Qualitative Research II 3 semester hours T&L 999 Doctoral Dissertation 1-15 semester hours 4 4 Fall, 2002 T&L 736 Analysis of Teaching and Learning 2 semester hours T&L 736 Analysis of Teaching and Learning 2 semester hours T&L 736 Analysis of Teaching and Learning 2 semester hours 7 14 T&L 999 Doctoral Dissertation semester hours 5 5 Summer, 2002 T&L 898 Masters Project 1-15 semester hours 3 6 T&L 999 Doctoral Dissertation 1-15 semester hours 3 3 Spring, 2002 T&L 797 Elementary Curriculum 1-3 semester hours T&L 840 Advanced Strategies and Models 3 semester hour T&L 897 Individual Study 1-3 semester hours 3 5 T&L 998 Qualitative Research II 3 semester hours 7 21 T&L 999 Doctoral Dissertation 1-15 semester hours 5 5 Fall, 2001 T&L 736 Analysis of Teaching and Learning 2 semester hours T&L 997 Individual Study 1-3 semester hours 4 4 T&L 999 Doctoral Dissertation semester hours 5 5 Spring, 2001 T&L 998 Qualitative Research II 3 semester hours 8 24 T&L 999 Doctoral Dissertation 1-15 semester hours 6 6 Fall, 2000 T&L 736 Analysis of Teaching and Learning 2 semester hours T&L 997 Individual Study 1-3 semester hours 1 1 T&L 999 Doctoral Dissertation 1-15 semester hours 6 6 Summer, 2000 T&L 740 Foundations of Curriculum and Instruction 3 semester hours 2 87 T&L 898 Masters Project 1-15 semester hours 2 4 T&L 997 Individual Study 1-3 semester hours 1 1 T&L 999 Doctoral Dissertation 1-15 semester hours 6 6 Spring, 2000 T&L 998 Qualitative Research II 3 semester hours 3 9 T&L 898 Masters Project 1-15 semester hours 2 4 T&L 997 Individual Study 1-3 semester hours 1 1 T&L 999 Doctoral Dissertation 1-15 semester hours 4 4 Fall, 1999 T&L 736 Analysis of Teaching and Learning 2 semester hours T&L 898 Masters Project 1-15 semester hours 2 4 T&L 997 Individual Study 1-3 semester hours 1 1 T&L 999 Doctoral Dissertation 1-15 semester hours 4 4 Summer, 1999 T&L 898 Masters Project 14 semester hours 1 1 T&L 999 Doctoral Dissertation 1-15 semester hours 5 10 Spring, 1999 T&L 898 Masters Project 14 semester hours 3 11 T&L 994 Seminar: Research of Teacher Education 3 semester hours 7 21 T&L 999 Doctoral Dissertation 1-15 semester hours 6 6 Fall, 1998 T&L 736 Analysis of Teaching and Learning 2 semester hours T&L 897 Independent Study 1-3 semester hours 2 6 5

6 T&L 898 Master's Project 1-4 semester hours 2 3 T&L 999 Doctoral Dissertation 1-15 semester hours 6 6 Summer 1998 T&L 497 Independent Study 1-3 semester hours 1 2 T&L 798 Current Trends 1-3 semester hours 2 6 T&L 840 Strategies and Models 3 semester hours T&L 897 Independent Study 1-4 semester hours 5 12 T&L 999 Doctoral Dissertation 1-15 semester hours 7 7 Spring, 1998 T&L 740 Foundations of C&I 3 semester hours T&L 896 Advanced Qualitative Research 1-4 semester hours 4 7 T&L 897 Independent Study 1-4 semester hours 2 6 T&L 898 Master's Project 1-4 semester hours 1 1 T&L 994 Curriculum Inquiry 3 semester hours 9 27 T&L 999 Doctoral Dissertation 1-4 semester hours 8 8 Fall, 1997 T&L 740 Foundations of C&I 3 semester hours T&L 612 Analysis of Teaching and Learning 2 semester hours T&L 896 Advanced Qualitative Research 1-4 semester hours 9 14 T&L 898 Master's Project 1-4 semester hours 2 3 T&L 899 Master's Thesis 1-6 semester hours 1 1 T&L 999 Doctoral Dissertation 1-15 semester hours 7 7 Summer 1997 C&I 798 Current trends in Education 3 semester hours C&I 800 Strategies and Models 3 semester hours C&I 897 Independent Study 1-4 semester hours 2 7 C&I 898 Master's Project 1-4 semester hours 1 1 C&I 999 Doctoral Dissertation 1-15 semester hours 7 7 Spring, 1997 C&I 497 Independent Study 1-2 semester hours 1 1 C&I 755 Foundations of C&I 3 semester hours C&I 898 Master's Project 1-4 semester hours 2 4 C&I 980 Curriculum Inquiry 3 semester hours C&I 999 Doctoral Dissertation 1-15 semester hours 9 9 Fall, 1996 C&I 770 Analysis of Teaching and Learning 2 semester hours C&I 898 Master's Project 1-4 semester hours 2 4 C&I 999 Doctoral Dissertation 1 semester hour 7 7 Summer, 1996 C&I 800 Models and Strategies of Teaching 3 semester hours C&I 897 Independent Study 1-3 semester hours 1 2 C&I 898 Master's Project 1-4 semester hours 1 4 C&I 999 Doctoral Dissertation 1 semester hour 7 8 Spring, 1996 C&I 755 Foundations of C&I 3 semester hours C&I 897 Independent Study 1-3 semester hours 2 4 C&I 898 Master's Project 1-4 semester hours 4 4 C&I 999 Doctoral Dissertation 1 semester hour 7 10 Fall, 1995 C&I 320 Strategies and Models 3 semester hours C&I 770 Analysis of Teaching and Learning 2 semester hours C&I 897 Special Projects 2 semester hours 1 2 C&I 898 Master's Project 1-4 semester hours 4 9 C&I 899 Master's Thesis 1-4 semester hours 1 1 C&I 999 Doctoral Dissertation 1 semester hour 7 15 Summer, 1995 C&I 497 Independent Study 2 semester hours 2 4 C&I 755 Foundations of C&I 3 semester hours C&I 897 Independent Study 3 semester hours 2 5 C&I 898 Master's Project 1-4 semester hours 5 8 C&I 899 Master's Thesis 1-4 semester hours 3 6 C&I 999 Doctoral Dissertation 1 semester hour 8 18 Spring, 1995 C&I 320 Models and Strategies 3 semester hours C&I 755 Foundations of C&I 3 semester hours C&I 897 Independent Study 1-3 semester hours 3 8 6

7 C&I 898 Master's Project 1-3 semester hour 2 4 C&I 899 Master's Thesis 1-3 semester hour 3 4 C&I 999 Doctoral Dissertation 1 semester hour 1 3 Fall, 1994 C&I 500 Student Teaching 6 semester hours 5 30 C&I 770 Analysis of Teaching and Learning 2 semester hours C&I 780 Student Teaching Practicum 14 semester hours 1 14 C&I 797 Special Projects 2 semester hours 1 2 C&I 898 Master's Project 1-4 semester hours 2 3 C&I 899 Master's Thesis 1-4 semester hours 2 4 Summer, 1994 C&I 755 Foundations of C&I 3 semester hours 8 24 C&I 897 Independent Study 2-3 semester hours 4 11 C&I 898 Master's Project 1-4 semester hours 1 4 C&I 899 Master's Thesis 1-4 semester hours 4 10 C&I 999 Doctoral Dissertation 1 semester hour 1 3 Spring, 1994 C&I 500 Student Teaching 6 semester hours 1 6 C&I 755 Foundations of C&I 3 semester hours C&I 780 Student Teaching Practicum 14 semester hours C&I 797 Special Projects 2 semester hours C&I 897 Independent Study 1-3 semester hours 7 16 C&I 898 Master's Project 1 semester hour 1 1 C&I 899 Master's Thesis 1 semester hour 3 3 C&I 999 Doctoral Dissertation 1 semester hour 1 3 Fall, 1993 C&I 500 Student Teaching 6 semester hours 7 42 C&I 770 Analysis of teaching and learning 2 semester hours C&I 780 Student Teaching Practicum 14 semester hours 4 56 C&I 797 Special Projects 2 semester hours 4 8 C&I 897 Independent Study 3 semester hours 7 21 C&I 898 Master's Project 1 semester hour 1 1 C&I 899 Master's Thesis 1 semester hour 3 3 C&I 900 Staff Development 3 semester hours C&I 995 Field Experience 3 semester hours 1 3 C&I 999 Doctoral Dissertation 1 semester hour 1 1 Summer, 1993 C&I 803 Supervision of Field Experiences 2 semester hours C&I 899 Master's Thesis 1-2 semester hours 3 4 C&I 998 Seminar: Research on Teaching 2 semester hours C&I 999 Doctoral Dissertation 1 semester hour 3 3 Spring, 1993 C&I 320 Introduction to Curriculum 3 semester hours C&I 755 Foundations of C & I 3 semester hours C&I 897 Independent Study 3 semester hours 1 3 C&I 898 Master's Project 2 semester hours 1 2 C&I 899 Master's Thesis 1 semester hours 1 1 Fall, 1992 C&I 320 Introduction to Curriculum 3 semester hours C&I 497 Independent Study 2 semester hours 1 2 C&I 899 Master's Thesis 2 semester hour 1 2 C&I 995 Field Experience in Instruction 3 semester hours Summer, 1992 C&I 800 Instructional Strategies/Models 3 semester hours C&I 898 Master's Project 1 semester hour 2 2 C&I 998 Instructional Leadership 2 semester hours Spring, 1992 C&I 320 Introduction to Curriculum 3 semester hours C&I 780 Internship 14 semester hours 3 42 C&I 797 Special Projects 2 semester hours 3 6 C&I 800 Instructional Strategies/Models 3 semester hours C&I 898 Master's Project 1 semester hour 2 2 C&I 997 Individual Study 1 semester hour 3 3 Fall, 1991 C&I 320 Introduction to Curriculum 3 semester hours C&I 897 Independent Study 3 semester hours 1 3 7

8 C&I 980 Staff Development and Change 3 semester hours C&I 997 Individual Study 1 semester hour 1 1 Summer, 1991 C&I 998 Special Topics, C&I 2 semester hours Spring, 1991 C&I 320 Introduction to Curriculum 3 semester hours C&I 800 Instructional Strategies/Models 3 semester hours C&I 897 Independent Study 1-4 semester hours 7 17 C&I 899 Master's Thesis 2 semester hours 2 4 Fall, 1990 C&I 320 Introduction to Curriculum 3 semester hours C&I 980 Field Experience in Instruction 3 semester hours Summer, 1990 C&I 998 Special Topics, C&I 4 semester hours C&I 998 Special Topics, C&I 4 semester hours Spring 1990 C&I 320 Introduction to Curriculum 3 semester hours C&I 800 Instructional Strategies/Models 3 semester hours Fall, 1989 C&I 320 Introduction to Curriculum 3 semester hours C&I 800 Instructional Strategies/Models 3 semester hours Advisees: Undergraduates 15 Masters - 11 Doctoral - 4 Doctoral Level - continuing as chair Laura Smith Masters Level Completion: Project (1); Exam (3) Continuing committee member Continuing as Chair = 11 students Administrative Assignment, Director, Teacher Education Division, Coordinator, Experimental Fifth Year Program, Coordinator, School of Education NCATE continuing evaluation process, Coordinator, School of Education Instructional Leadership Doctoral Program, Current Professional and Academic Association Memberships Professors of Curriculum, Member American Educational Research Association, Member American Educational Research Association, Divisions G & K Member American Ed l Research Association, Self- Study of Teacher Education Practices SIG, Member American Anthropological Association, Member Council of Anthropology and Education, Member National Council for the Social Studies, Member Phi Delta Kappan, Member International Study Association on Teachers and Teaching, Member 5. Current Professional Assignments and Activities (Non teaching) School and University Chair, Personnel Committee, SOE, present Member, Personnel Committee, SOE, present Member, Executive Council, C&T, 2012 present Member, Ad Hoc Committee, Teacher Education Redesign, Chair, Personnel Committee, Department of Curriculum and Teaching, Member, Personnel Committee, Department of Curriculum and Teaching, Member, Teacher Education Committee, Member, School Graduate Studies Committee,

9 Member, Teacher Education and Undergraduate Programs Transition Team, Chair, Qualitative Research Task Force, Member, Executive Committee, Department of Curriculum and Teaching, Member, University Graduate Council, Member, Levine Report Task Force, Member, Undergraduate Committee, Department of Teaching and Leadership, Member, Personnel Committee, Department of Teaching and Leadership, Member, PDS Council, present Member, review board, Quest for the Best Proposals, Chair, Teacher Ed Division Curriculum Committee, Member, Graduate Studies Program Committee, Member, TED Governing Board, Member, Futures Conference Steering Committee, Member, Administrative Council, Reviewer, Social Welfare Doctoral Program, Sponsor, School of Education Student Organization, Member, AD HOC Committee of Academic Rewards and Incentives, 2000 Chair, School of Education Council for the Recruitment and Retention of Ethnic Minorities, Member, School of Education Council for Recruitment and Retention of Ethnic Minorities, Member, Department of Teaching and Leadership Curriculum Committee, Member, School of Education Position Review Committee, Reviewer, Minority Fellowships, University of Kansas, Mentor, Department of Teaching and Leadership, for New Faculty, present Member, dialogue group of CLAS/SOE faculty, 1996 Member, School of Education Administrative Council, Member, School of Education Curriculum Committee, Member, School of Education Teacher Education Council, Member, Department of Curriculum and Instruction Undergraduate Committee, Member, Department of Curriculum and Instruction Graduate Committee, Member, Department of Curriculum and Instruction Personnel Committee, Member, School of Education Professional Development School Steering Committee, Member, University Housing Committee, Member, University Women's Studies Advisory Board, present Member, School of Education Grievance Committee, Chair, Department of Curriculum and Instruction Operations Committee, Chair, Department of Curriculum and Instruction Social Studies Search Committee, Member, Department of Curriculum and Instruction Graduate Programs Committee, Chair, Department of Curriculum and Instruction Curriculum Search Committee, Reviewer, Castle Conference, Self- Study of Teacher Education Practices, 1999 National and International Co- Editor, Teaching and Teacher Education, an international journal, present North American Associate Editor, Teaching and Teacher Education, Editorial Board, Teaching and Teachers, 2003 present Editorial Board, Studying Teacher Education Journal, present Secretary, Division K - Teaching and Teacher Education, AERA, Co- Coordinator, S- STEP Herstmonceux Castle, England Conference, Chair, Graduate Student Seminar Program, Division K, AERA, Past Chair, Self- Study of Teaching Practice SIG AERA, Mentor, All Nations Alliance for Minority Participation in Teacher Prep Program, Reviewer, Teachers and Teaching, present Reviewer, Curriculum Inquiry, present Reviewer, Educational Policy, present 9

10 Reviewer, Journal of Higher Education, present Reviewer, Journal of Teacher Education, present Reviewer, International Journal of Qualitative Studies in Education, present Reviewer, Teacher Education Quarterly, present Reviewer, Teaching Education Journal, Reviewer, Action in Teacher Education Journal, present Reviewer, Teaching Education, present Reviewer, American Educational Research Association, S- STEP SIG, Present Reviewer, American Educational Research Association, Division K, Present Reviewer, American Educational Research Association, Division G, Present Reviewer, American Educational Research Association, Division B, Present Chair- Elect, Self- Study of Teaching Practice SIG AERA, Member, Prairie Star School- Based Leadership Committee, Founding member, Study of Teaching Practice SIG- AERA, Present Member, Speaker's Committee, WSAB, 1992 Member, Qualitative Research Methods Group (EQUALNAS), Reviewer, American Educational Research Journal, Present Member, International Study Association on Teacher Thinking, Present Member, Planning Committee, February Sisters' Conference, 1991 Member, School Improvement Advisory Committee, Member, North Central Steering Committee, Wyandotte High School, Kansas City, Ks., Member, Research Utilization Committee, Kaw Valley Consortium, Member, Teachers /Students Cognitions SIG- AERA, President, University of Arizona College of Education Graduate Student Society, Membership Chair, Sex Equity SIG, National Council for the Social Studies, Consultant Work Professional Development Workshop Leader, Washington High School, Issues of Multicultural Education, January 1997 Workshop Leader, North Elementary School, Approaches to Critical Thinking Skills, March, 1996 Workshop Leader, Sunflower Elementary School, Problem- Solving Strategies, October 1995 Workshop Leader, North Elementary School, Critical Thinking Skills, October 1995 Workshop Leader, PDS Conference, Doing what comes naturally: Action research, August 1994 Workshop Leader, Clout School District, Critical Thinking Strategies I, January, 1992 Workshop Leader, McLouth School District, Critical Thinking Strategies II, June, 1992 Workshop Leader, Sunflower Elementary School, Instructional Models of Teaching, November, 1991 Workshop Leader, Kaw Valley Consortium, How to Reach Hard- to- Reach Students, 1990 Workshop Leader, University of Kansas, Liberating the learner: alternatives to textbooks, 1990 Theoretical/Methodological Consultation Consultant/reviewer, McGraw- Hill books, present. Consultant/reviewer, Merrill Books, present. Consultant/reviewer, Prentice Hall books, Program Evaluator, Haskell Indian Nations University, 2002 Graduate Program Reviewer, School of Social Welfare, University of Kansas, Reviewer, Teacher Education Faculty review, Brigham Young University, Teacher Education Program Design Consultant, Brigham Young University, Provo, Utah, 1997 Evaluation Consultant, Faculty of Education, Monash University, Melbourne, Australia, 1996 Evaluation Consultant, Brigham Young University, Provo, Utah, 1996 Evaluation Consultant, College of Education, University of Idaho, Moscow, Idaho, 1996 Researcher/Consultant, New Stanley School, Kansas City School District, Observer/Consultant, Harmon High School, PDS Conference, August,

11 Reviewer, Grant Proposals, Kansas City, Missouri School District, April, 1993 Consultant for Data Analysis, the Alternative Patterns of Success Project, Tucson, Arizona, May, Scholarship A. Knowledge Generation Book Hamilton, M. L. & Pinnegar, S. (Under contract to be published in early 2015). Being and Becoming Teacher Educators: Identity, Inquiry and Pedagogy. Bingley: UK: Emerald Books. Pinnegar, S. & Hamilton, M. L. (2009). Self- Study of practice as a genre of qualitative research: Theory, methodology, and practice. Dordrecht, the Netherlands: Springer Press. Loughran, J., Hamilton, M. L., LaBoskey, V., & Russell, T. (Eds.) (2004). International Handbook of Self Study of Teaching and Teacher Education Practices (Volumes I & II). Dordrecht, the Netherlands: Kluwer Press. Hamilton, M. L. (Ed.) (1998). Reconceptualizing teaching practice: Self- Study in Teacher Education. London: Falmer Press. Refereed Articles Hamilton, M.L. & Pinnegar, S. (under review). Scrutinizing Trustworthiness in Self- Study of Teacher Education Research. Studying Teacher Education Hamilton, M.L. & Pinnegar, S. (2013). A Topography of Collaboration: Methodology, identity and community in self- study of practice research. Studying Teacher Education, 9 (1), Pinnegar, S. & Hamilton, M.L. (2011). Depending on ontology in researching experience. Teacher Education & Practice, 24, Hamilton M. L., Smith, L., & Worthington, K. (2008). Fitting the methodology with the research: An exploration of autobiography, self- study and auto ethnography. Studying Teacher Education 4 (1), Lunenberg, M., & Hamilton, M. L. (2008). Threading a golden chain: An attempt to find our identities as teacher educators. Teacher Education Quarterly 35 (1), Hamilton, M. L. (2005). Researcher as teacher: Lessons modeled by a well- remembered scholar. Studying Teacher Education 1 (1), Hamilton, M. L. (2001). Living our contradictions: Caught between our words and our actions around social justice. School Field 12 (3/4), Hamilton, M. L. & Pinnegar, S. (2000). On the threshold of a new century: Trustworthiness, integrity, and self- study in teacher education. Journal of Teacher Education, 51 (3), The Arizona Group. (In alphabetical order - Guilfoyle, K., Hamilton, M. L., Pinnegar, S., & Placier, P.) (1996). Negotiating balance between reforming teacher education and forming self as teacher educator. Teacher Education Quarterly 23 (3), Hamilton, M. L. & Richardson, V. (1995). The effects of school culture on the process and outcomes of staff development. Elementary School Journal 95 (4), Hamilton, M. L. (1995). Confronting the self: Passion and practice in the act of teaching or My Oz- dacious journey to Kansas!. Teacher Education Quarterly 22 (3), Hamilton, M. L. (1995). Relevant readings in action research. Action in Teacher Education XVI (4),

12 The Arizona Group. (In alphabetical order - Guilfoyle, K., Hamilton, M. L., Pinnegar, S., & Placier, P.) (1994). Letters from beginners: Negotiating the transition from graduate student to assistant professor. The Journal 8 (2), Hamilton, M. L. (1994). A Teaching Journey: Learning about teaching from ourselves and others. Journal of Professional Studies 2 (1), Refereed Chapters Hamilton, M.L. & Pinnegar, S. (in press). Self- Study of Teacher Education Practices as a Pedagogy for Teacher Educator Professional Development. In C. Craig & L. Orland- Barak (Eds.). International Teacher Education: Promising Pedagogies, Vol. 1. Bingley UK: Emerald Group Publishing Limited. Hamilton, Mary Lynn & Pinnegar, Stefinee. (In press). Interpretation and Gender within the Zone of Inconclusivity. Chapter in Monica Taylor and Leslie Coia (eds) Gender, Feminism and Queer Theory in Self- Study of Teacher Education Practices. Dorchecht: Springer. Hamilton, M.L. & Pinnegar, S. (2013). The international terrain of teaching and teacher education: How can teacher educators prepare teachers for a world we cannot envision. In X. Zhu & K. Zeichner (Eds.). Preparing teachers for the 21st century, pp Dordrecht, Netherlands: Springer. Hamilton, M. L. (2012). Foreword. In Chan, E., Keyes, D., & Ross, V. (Eds.) Narrative inquirers in the midst of meaning- making: Interpretive acts of teacher educators. Bingley, UK: Emerald Publishing. Hamilton, M. L. & Pinnegar, S. (2012). Openness and Inconclusivity in Interpretation in Narrative Inquiry: Dimensions Of The Social/Personal, pp In Chan, E., Keyes, D., & Ross, V. (Eds.) Narrative inquirers in the midst of meaning- making: Interpretive acts of teacher educators. Bingley, UK: Emerald Publishing. Berry, Amanda & Hamilton, Mary Lynn. (2012). Self- study in Teacher Education. In Luanna Meyer (Ed.) Oxford Bibliographies in Education. New York: Oxford University Press. Pinnegar, S. & Hamilton, M. L. (2011). How is story research in teacher education? In Julian Kitchen, Darlene Ciuffetelli Parker, and Debbie Pushor (Eds.) Narrative Inquiries into Curriculum Making in Teacher Education, pp Bingley, UK: Emerald Books. Pinnegar, S. & Hamilton, M. L. (2010). Self- Study Inquiry Practices: Introduction to Self- Study Inquiry Practices and Scholarly Activity. In Schonman, S. (Ed.) Key Concepts in Theatre/Drama Education. Rotterdam, the Netherlands: Sense Publishers. LaBoskey, V. & Hamilton, M. L. (2010). The Role of Teacher Educator Self- Study in Educating for Reflective Inquiry. In Lyons, N. (Ed.) Handbook of Reflection and Reflective Inquiry. Dordrecht, the Netherlands: Springer Press. Hamilton, M. L. & Pinnegar, S. (2009). Exploring Ontological Boundaries, Creating Representations (Chapter 10). In D. Tidwell, M. Heston, & L. Fitzgerald (Eds.), Research Methods for the self- study of practice. Dordrecht, the Netherlands: Springer Press. Hamilton, M. L. (2008). The Somehow of Teaching: Small Groups, Collaboration and Self Study of Teacher Education Practices. In Craig, C. & Deretchin, L. (Eds.) ATE Teacher Education Yearbook XVII: Teacher Learning in Small Group Settings (pp ). Lanham, MD: Scarecrow Education (An imprint of the Rowman & Littlefield Publishing Group). 12

13 Hamilton, M. L., Loughran, J., Marcondes, M. I. (2008). Teacher Educators, Student Teachers and the Self- Study of Teaching Practices. In A. Swennen & M. Van der Klink (Eds.) Becoming a Teacher Educator (pp ). Dordrecht, the Netherlands: Springer Press. Green, P., Hamilton, M. L. Hampton, J., & Ridgeway, M. (2006). Who Stays in Teaching and Why?: A case study of graduates from the University of Kansas 5 th year Teacher Education Program. In G. Hoban (Ed.) The Missing Links in Teacher Education: Innovative Approaches to Designing Teacher Education Programs, pp London: Open University Press. The Arizona Group. (2006). Exploring the concept of dialogue in teaching practice. In Kosnik, C., Beck, C. & Freese, A. (Eds.) Making a difference in teacher education through self- study: Studies of personal, professional, and program renewal, pp Dordrecht, the Netherlands: Kluwer Press. Hamilton, M. L. (2005). Methodology in self- study: Using Art to inform your practice. In the Mitchell, C., Weber, S., & O'Reilly- Scanlon, K., (Eds.) Who do we think we are? Methodologies for self- study in teacher education, pp London: Routledge- Falmer. Hamilton, M. L. (2004). Chapter 10: Professional Knowledge, Self- Study and Teacher Education. In Loughran, J., Hamilton, M. L., LaBoskey, V., & Russell, T. (Eds.) International Handbook of Self Study of Teaching and Teacher Education Practices, pp Dordrecht, the Netherlands: Kluwer Press. Kelchtermans, G. & Hamilton, M. L. (2004). Chapter 20: The dialectics of passion and theory. In Loughran, J., Hamilton, M. L., LaBoskey, V., & Russell, T. (Eds.) International Handbook of Self Study of Teaching and Teacher Education Practices, pp Dordrecht, the Netherlands: Kluwer Press. The Arizona Group. (In alphabetical order - Guilfoyle, K., Hamilton, M. L., Pinnegar, S., & Placier, P.) (2004). Chapter 28: The epistemological dimensions and dynamics of professional dialogue. In Loughran, J., Hamilton, M. L., LaBoskey, V., & Russell, T. (Eds.) International Handbook of Self Study of Teaching and Teacher Education Practices, pp Dordrecht, the Netherlands: Kluwer Press. Hamilton, M. L. (2002). Change, social justice, and re- liability: Reflections of a secret (change) agent. In Loughran, J. & Russell, T. (Eds.) Improving teacher education practices through self- study, pp London: Falmer Press. Hamilton, M. L. (1999). Cultural knowledge, school culture, and teaching. In Zambelli, F. & Cherubini, G. (Eds.) Manuale della scuola dell obblego: L insegnante el suoi contesti. (Teachers and teaching), pp Milan, Italy: Franco Angeli. Hamilton, M. L. & Pinnegar, S. (1998). Reconceptualizing teaching practice. In Hamilton, M. L. (Ed.) Reconceptualizing teaching practice, pp London: Falmer Press. Hamilton, M. L. & Pinnegar, S. (1998). The value and promise of self- study. In Hamilton, M. L. (Ed.) Reconceptualizing teaching practice, pp London: Falmer Press. The Arizona Group. (In alphabetical order - Guilfoyle, K., Hamilton, M. L., Pinnegar, S., & Placier, P.) (1998). Negotiating balance between reforming teacher education and forming self as teacher educator. In Cole, A., Elijah, R., & Knowles, G. (Eds.) The Heart of the Matter, pp San Francisco: Caddo Press. Hamilton, M. L., Pinnegar, S., & Guilfoyle, K. (1997). Obligations to unseen children: Struggling to walk our talk in institutions of teacher education. In Loughran, J. & Russell, T. (Eds.) Pedagogy For Reflective Practice: Teaching To Teach with Purpose and Passion, pp London: Falmer Press. Hamilton, M. L. (1996). Tacit messages: Teachers' cultural models of the classroom. In Rios, 13

14 F. (Ed.) Teacher thinking in cultural contexts, pp Albany: SUNY Press. The Arizona Group. (In alphabetical order - Guilfoyle, K., Hamilton, M. L., Pinnegar, S., & Placier, P.) (1995). Becoming teachers of teachers: The paths of four beginners. In Russell, T. & Korthagen, F.(Eds.) Teachers who teach teachers: Reflections of teacher education, pp London: Falmer Press. Richardson, V. & Hamilton, M. L. (1994). The practical- argument staff development process. In Richardson, V. (Ed.) Teacher change and the staff development process: A case in reading instruction, pp New York: Teachers College Press. Placier, P. & Hamilton, M. L. (1994). Schools as contexts: A complex relationship. In Richardson, V. (Ed.) Teacher change and the staff development process: A case in reading instruction, pp New York: Teachers College Press. Hamilton, M. L. (1993). The influence of culture on belief. In Day, C., Calderhead, J., and Denicolo, P. (Eds.) Research on teaching thinking: Towards understanding professional development, pp London: Falmer Press. Monograph The Arizona Group. (2007). Distant conversations with colleagues: Evolving in the academy. In Martin, R. (Ed.) Transforming the Academy: Struggles and strategies for the advancement of women in higher education, second edition. Earlene, Iowa: Graymill Corporation. The Arizona Group. (1994). Conversations with distant colleagues: Initiations into the academy. In Martin, R. (Ed.) Transforming the Academy: Struggles and strategies for the advancement of women in higher education. Earlene, Iowa: Graymill Corporation. Book Reviews Pinnegar, S. & Hamilton, M. L. (2010). Book review of Handbook of Emergent Methods. Qualitative Health Research, 20 (2), Rice, S. & Hamilton, M. L. (2009). A Review of "Counternarratives: Studies of Teacher Education and Becoming and Being a Teacher. Educational Studies, 45 (4), Hamilton, M. L. (1997). Teacher knowledge, self- study, and the re- examination of teacher education. A book review of Becoming a student of teaching by Robert Bullough & Andrew Gitlin. In Teaching and Teacher Education, pp Hamilton, M. L. (1991). Responsive Teaching: An ecological approach to classroom patterns of language, culture, and thought by Bowers, C. and Flinders, D. In Journal of Curriculum Studies 23 (3), Technical Reports Hamilton, M. L., Placier, P., & Richardson, V. (1990). Teacher beliefs and the school context: Factors affecting teachers' use of research- based practices. Final Report for OERI, Reading Instruction Study. (ED ). Hamilton, M. L., Richardson, V., Lloyd, C., Tidwell, D., Fenstermacher, G., & Anders, P. (1990). The staff development process and its effects. Final Report for OERI, Reading Instruction Study. (ED ). Refereed Proceedings Abi- Hanna, R. A., Abrams, L., Brubaker, N.D., Clemans, A., Coia, L., Dacey, C. Dauplaise, J., Forgasz, R.. Hamilton, M.L., Kitchen, J., Kuzmic, J., Pinnegar, S. Strom, K., Taylor, M & Tidwell 14

15 D. (August, 2014). Given our past, what is our future? An Interactive Dialogue On Gender, Feminism And Queer Theory In Self- Study. In A. Ovens & D. Garbet (Eds). Proceedings of the tenth international conference on self- study of teacher education practices: Herstmonceux Castle UK: Self- Study of Teacher Education Practices SIG. Rice, M., Pinnegar, S., Rice, B., Murphy, S., & Hamilton, M. L. (2012) Teacher Educators Learning about Reflection from the Process. Published in L. Erickson, J. Young, & S. Pinnegar (Eds.). Proceedings of the ninth international conference of the Self- Study of Teacher Education Practices, Queen s University, Herstmonceux Castle, East Sussex, England. Pinnegar, S., Rice, M., Rice, B., Murphy, S., Hamilton, M.L. (2012, May). Using Dewey to build storied knowledge. Presented at Narrative Matters. Paris, France. Hamilton, M. L. & Pinnegar, S. (2011). The international terrain of teaching and teacher education: How can teacher educators prepare teachers for a world we cannot envision. In the proceedings of the first Global Teacher Education Summit sponsored by Beijing Normal University. Hamilton, M. L. & Pinnegar, S. (2010). Re- Visionist self- study: If we knew then what we know now. In L. Erickson, J. Young, & S. Pinnegar (Eds.) Navigating the public and private: Negotiating the diverse landscape of teacher education. Proceedings of the eighth international conference of the Self- Study of Teacher Education Practices, Queen s University, Herstmonceux Castle, East Sussex, England. Pinnegar, S., Hamilton, M. L. & Fitzgerald, L. (2010). Guidance in being and becoming self- study of practice researchers. In L. Erickson, J. Young, & S. Pinnegar (Eds.) Navigating the public and private: Negotiating the diverse landscape of teacher education. Proceedings of the eighth international conference of the Self- Study of Teacher Education Practices, Queen s University, Herstmonceux Castle, East Sussex, England. Hamilton, M. L. (2008). Studying My Practice: Exploring tensions in my teaching, my methodology and my theory. In M. Heston, D. Tidwell, K. East, & L. Fitzgerald (Eds.) Proceedings of the seventh international conference of the Self- Study of Teacher Education Practices, Queen s University, Herstmonceux Castle, East Sussex, England. Hamilton, M. L. & Pinnegar, S. (2006). Alternative representations of collaboration and community. In L. Fitzgerald, M. Heston, and D. Tidwell (Eds.) Collaboration and Community: Pushing Boundaries through Self- Study. Proceedings of the sixth international conference of the Self- Study of Teacher Education Practices, Queen s University, Herstmonceux Castle, East Sussex, England. Hamilton, M. L. (2006). Test driving the auto- : Which offers a better fit auto- biography, auto- ethnography, and auto- logy? In L. Fitzgerald, M. Heston, and D. Tidwell (Eds.) Collaboration and Community: Pushing Boundaries through Self- Study. Proceedings of the sixth international conference of the Self- Study of Teacher Education Practices, Queen s University, Herstmonceux Castle, East Sussex, England. Dalmau, M., Hamilton, M. L., & Bodone, F. (2002). Communicating Self- Study within the Scholarship of Teacher Education. In the Kosnik, C., Freese, A., & Samaras, A. (Eds.) Making a difference in Teacher Education through Self- study Proceedings of the fourth international conference of the Self- Study of Teacher Education Practices, Queen s University, Herstmonceux Castle, East Sussex, England. The Arizona Group. (2002). Developing professional dialogue in the self- study of teaching practices. In the Kosnik, C., Freese, A., & Samaras, A. (Eds.) Making a difference in Teacher Education through Self- study Proceedings of the fourth international conference of the Self- 15

16 Study of Teacher Education Practices, Queen s University, Herstmonceux Castle, East Sussex, England. Hamilton, M. L. (2002). Pictures at an exhibition: Exploring Self- study of teaching practices while looking around. In the Kosnik, C., Freese, A., & Samaras, A. (Eds.) Making a difference in Teacher Education through Self- study Proceedings of the fourth international conference of the Self- Study of Teacher Education Practices, Queen s University, Herstmonceux Castle, East Sussex, England. Hamilton, M. L. (2000). Diving into the reflecting pool: Integrity, trustworthiness, and passion in the actions of teacher educators. In the Making a difference through reflective practices: Values and actions proceedings of the first Carfax international conference of reflective practice, University College, Worcester, England. Hamilton, M. L. (2000). Change, social justice, and re- liability: Reflections of a secret (change) agent. In the Exploring myths and legends of teacher education proceedings of the third international conference of the Self- Study of Teacher Education Practices, Queen s University, Herstmonceux Castle, East Sussex, England. Arizona Group. (Guilfoyle, Hamilton, Pinnegar, Placier) (2000). Myths and legends of teacher education reform in the 1990 s: A collaborative self- study of four programs. In the Exploring myths and legends of teacher education proceedings of the third international conference of the Self- Study of Teacher Education Practices, Queen s University, Herstmonceux Castle, East Sussex, England. Erb, T. & Hamilton, M. L. (1999). A navigating turbulent waters: one school s voyage through the seas of reform. In the Proceedings of the third China- U.S. Conference of Education, Phoenix. Hamilton, M. L., LaBoskey, V., Loughran, J., & Russell, T. (1998). Have five years of self- study changed teacher education? Artifacts of our personal development as teacher educators. In the conversations in Community Proceedings of the second international Conference of the Self- Study of Teacher Education Practices, Queen s University, Herstmonceux Castle, East Sussex, England. Hamilton, M. L. (1998). The tinkerbell tenet of teaching: Using self- study to explore the power of belief and issues of diversity. In the conversations in Community Proceedings of the second international Conference of the Self- Study of Teacher Education Practices, Queen s University, Herstmonceux Castle, East Sussex, England. Hamilton, M. L & Guilfoyle, K. (1998). The tyrannies of tenure: A longitudinal self- study of women at a border crossing. In the Conversations in Community Proceedings of the second international Conference of the Self- Study of Teacher Education Practices, Queen s University, Herstmonceux Castle, East Sussex, England. The Arizona Group. (In alphabetical order- Guilfoyle, K., Hamilton, M. L., Pinnegar, S. & Placier, P.) (1996). Navigating through a maze of contradictions: A conversation on self- study and teacher education reform. In the Empowering our future in teacher education Conference Proceedings, the Queen s University, Canada International Study Centre at Herstmonceux Castle. Hamilton, M. L., Pinnegar, S., Guilfoyle, K., & Placier, P. (1994). A chorus of voices: Studying the cycles of teaching in academia. A symposium. In the World Congress Three on Action Learning, Action Research, and Process Management Conference Proceedings, the University of Bath, England. 16

17 B. Grants External Funding: Funded Funded Funded Funded Funded Funded Approved with colleagues from SPED and TED, Special Education Grant, State funding, $40,000 Project. (Submitted in 2004 and funded.) with colleagues from SPED and TED, Special Education Grant, State funding, $40,000 Project. (Submitted in 2003 and funded.) with colleagues from SPED and TED, Special Education Grant, State funding, $40,000 Project. (Submitted in 2002 and funded.) with colleagues from SPED and TED, Special Education Grant, State funding, $40,000 Project. (Submitted in 2001 and funded.) with colleagues from SPED and TED, Special Education Grant, State funding, $40,000 Project. (Submitted in 2000 and funded.) with colleagues from SPED and C&I, OSHE, Special Education Grant, Project Partnership. (Submitted in 1994 and funded.) Kansas City, Kansas School District Teachers perspectives on the change process (Submitted in 1990 and approved, but the project received no funds.) Internal Funding: Funded What Do Preservice Training and Other Factors Seem to Contribute to Teacher Candidates Decisions about Entering and Remaining in the Teaching Profession? (Submitted in 2008, funded.) Funded Innovative Idea Support Program. Developing a community of practice and theory. (Submitted in Summer, 2007, funded.) Funded Summer Research Fund, The Call to Teach. (Submitted in Sprg 2006 for Sum 2006, funded.) Funded General Research Fund, What keeps our KU completers teaching? (Submitted in Spring 2002 for , funded.) Funded Quest for the Best. Building case studies for use in teacher education classes. (Submitted in Spring 2001, funded.) Funded General Research Fund, What happens to our 5 th year completers? (Submitted in Spring 2001 for , funded.) Funded University International Research Travel Award. (Submitted in Spring 2000 for , funded.) Funded General Research Fund, Casing Teacher Education: The design of interactive cases for use in teacher education classes. (Submitted in 2000 for , funded.) Funded General Research Fund, Parallel Worlds: Moving along from reflection to action. (Submitted in 1998 for , funded.) Funded General Research Fund, Xploring beliefs about difference with autobiography and narrative. (Submitted in 1997 for , funded.) Funded With Marilyn Amey. General Research Fund, Defining the advising relationship. (Submitted in 1993 for , funded.) Funded New Faculty Grant, A view from the classroom. (Submitted in 1990, funded and completed in 1991.) C. Presentations (Please note that presentations were accepted through a selective review process.) Abi- Hanna, R. A., Abrams, L., Brubaker, N.D., Clemans, A., Coia, L., Dacey, C. Dauplaise, J., Forgasz, R.. Hamilton, M.L., Kitchen, J., Kuzmic, J., Pinnegar, S. Strom, K., Taylor, M & Tidwell D. (2014). Given our past, what is our future? An interactive dialogue on gender, feminism and queer theory in self- study. Presentation at the X Castle Conference of the Self- Study of Teacher Education Practices SIG in Herstmonceux, UK. 17

18 Pinnegar, S. & Hamilton, M.L. (2014). Forming, Framing, and Linking in Developing S- STEP Research Questions. A paper to be presented at the annual meeting of the American Educational Research Association in Philadelphia, Pennsylvania. Hamilton, M.L. & Pinnegar, S. (2013). What s in a name? Exploring the edges of auto- ethnography, narrative, and self- study methodologies. A paper presented at the annual meeting of American Educational Research Association in San Francisco, California. Rice, Mary, Pinnegar, Stefinee, Murphy Shaun, and Hamilton, Mary Lynn. (2013). Exploring learning from experience narratively - a paper presented in a symposium entitled: Lived Experience Presented Through Digital Space And Time at the annual AERA Conference, San Francisco. Keyes, Dixie, Coulter, Cathy, Ross, Vicki, Chan, Elaine, Craig, Cheryl, Pinnegar, Stefinee, Hamilton, Mary Lynn, Rice, Mary, and Murphy, Shaun. (2013). Narrative inquiry over distance and time: Images and collaboration - a paper presented in a symposium entitled: Lived Experience Presented Through Digital Space And Time at the annual AERA Conference, San Francisco. Pinnegar, Stefinee, Rice, Mary, Rice, Brian, Murphy, Shaun, and Hamilton, Mary Lynn. (2013). Teachers knowledge and understanding for teaching - a paper presented in a symposium entitled: Uncovering tension in personal practical knowledge o the learning- to- teach process through collaborative blogging at the annual AERA Conference, San Francisco. With Rice, M., Pinnegar, S. Murphy, S., Rice, B. (2012). Teacher Educators Learning about Reflection from the Process. Paper presented during the Castle Conference on the Self- study of teaching practices in East Sussex, England, August. Hamilton, M. L. & Pinnegar, S. (2012). Scrutinizing Trustworthiness in our Practice as Self Study of Teacher Education Practices Researchers. Paper presented In When Knowing Is Not Enough: Critical Examination of Self- Study of Practice Methodology a symposium at the annual meeting of at AERA, Vancouver, BC, Canada. Hamilton, M. L. (2011). The international terrain of teaching and teacher education: How can teacher educators prepare teachers for a world we cannot envision. A keynote address delivered in Beijing, China at the first Global Teacher Education Summit sponsored by Beijing Normal University, November. Hamilton, M. L., Pinnegar, S., et al. (2011). Demonstrating Interpretation Using The Three- Dimensional Narrative Space. Symposium proposal submitted to AERA, Narrative SIG for Hamilton, M. L., Pinnegar, S., et al. (2011). Making visible narrative understanding. Symposium Presented at the NAPAR (Narrative, Arts- Based, and Post Approaches to Social Research Conference, Phoenix. Hamilton, M. L. (2010). Attempting to cultivate humanity: Self- study, reflection, and the preparation of teachers. Paper presented as a part of Symposium: The Challenge of Complex Ecologies to Developing as a Reflective Practitioner Within Disciplined- Based Professions: What Challenges, What Differences Can a Discipline Make? Paper presented at the annual AERA conference, Denver. Hamilton, M. L. & Pinnegar, S. (2010). Re- Visionist self- study: If we knew then what we know now. Paper presented during the Castle Conference on the Self- study of teaching practices in East Sussex, England. Pinnegar, S., Hamilton, M. L. & Fitzgerald, L. (2010). Guidance in being and becoming self- study of practice researchers. Paper presented during the Castle Conference on the Self- study of teaching practices in East Sussex, England. 18

19 Hamilton, M. L. & LaBoskey, V. (2009). Questioning Practice: Critical friends and their contributions to self- study methodology. Paper presented at the annual AERA conference, San Diego. Hamilton, M. L. (2009). A sociocultural perspective on the outgrowth and development of Self- Study. Participated in this symposium at the annual AERA conference, San Diego. Pinnegar, S. & Hamilton, M.L. (2009). History POD. In A Sociocultural Perspective on the Outgrowth and Development of the Self- Study School, An interactive symposium at the annual meeting of the American Educational Research Association in San Diego, CA. Hamilton, M. L. (2008). Studying My Practice: Exploring tensions in my teaching, my methodology and my theory. Paper presented during the Castle Conference on the Self- study of teaching practices in East Sussex, England. Hamilton, M. L. & LaBoskey, V. (2008). Doing as I Do : The Role of Teacher Educator Self- Study in Educating for Reflective Inquiry. Paper presented as a part of an Interactive Symposium Educating for Reflective Inquiry: What does it take? at the annual AERA conference, New York. Hamilton M. L. & Pinnegar, S. (2008). Self- Study as a Genre of Teacher Education Research: Theory, Method and Practice. A workshop presented at the annual AERA conference, New York. Hamilton, M. L. & Pinnegar, S. (2008). A Topography of Collaboration: Methodology, identity and community in Self- study research. Paper presented as a part of the International Symposium Supporting Teacher Educators Self- Study Research at the annual AERA conference, New York. Hamilton, M. L. (2008). Engaging In The Self- Study of Teaching/Teacher Educator Practices: Tensions Between Methodology and Theory in Practice. Paper presented at the annual AERA conference, New York. Rice, S. & Hamilton, M. L. (2007). Supporting Those Who are Called to Teach. Paper presented at the Annual Meeting of the American Educational Studies Association in Cleveland. Hamilton M. L. & Pinnegar, S. (2007). Self Study Methodologies Workshop. Presented during the annual AERA Conference, Chicago. Arizona Group. (2007). Distant conversations with colleagues: Evolving in the academy. Paper presented during the annual AERA Conference, Chicago. Hamilton M. L., Smith, L., & Worthington, K. (2007). Fitting the methodology with the research: An exploration of autobiography, self- study and auto ethnography. Paper presented during the annual AERA Conference, Chicago. Hamilton M. L. & Rice, S. (2007). Finding the spirit within, Answering the call to teach. Paper presented during the annual AERA Conference, Chicago. Lunenberg, M. & Hamilton M. L. (2007). Finding our Identities as Teacher Educators. Paper presented during the annual AERA Conference, Chicago. Hamilton M. L. & Pinnegar, S. (2006). Alternative representations of collaboration and community. A paper presented during the Castle Conference, East Sussex, England. Hamilton, M. L. (2006). Test driving the auto- : Which offers a better fit auto- biography, auto- ethnography, and auto- logy? A paper presented during the Castle Conference, East Sussex, England. Tidwell, D., Manke, M., Allender, J., Pinnegar, S. & Hamilton, M. L. (2006). Contexts for Using Illustrative Nodal Moments in Self- Study. A paper presented during the Castle Conference, East 19

20 Sussex, England. Pinnegar, S. & Hamilton, M. L. (2006). Confronting Ontology. A paper presented during the annual AERA Conference, San Francisco. Nielsen, D., Hamilton, M. L. & McEnerney, S. (2005). Teachers' Perception of the PreKTL Professional Development Program. Paper presented at the National Reading Conference 55th Annual Meeting, Miami, FL. Hamilton, M. L. (2004). Re- positioning a faculty member. A paper presented during the Castle Conference, East Sussex, England. Hamilton, M. L. (2004). Professional Knowledge and Self- Study. A paper presented as a part of the symposium Examining self- study of teacher education during the annual AERA Conference, San Diego. Hamilton, M. L. (2004). Evidence for learning. A paper presented as a part of the symposium In the new contexts of practice: What counts as the evidence of learning? For Teachers? Teacher educators? during the annual AERA Conference, San Diego. Hamilton, M. L. (2003). The University of Kansas, One Story. A paper presented as a part of the symposium Working in the Margins to Advocate Educational Quality: Interrupting a Discourse of Standardization during the annual AERA Conference, Chicago. Dalmau, M., Hamilton, M. L., & Bodone, F. (2002). Communicating Self- Study within the Scholarship of Teacher Education. A symposium presented during the Castle Conference, East Sussex, England. The Arizona Group. (2002). Developing professional dialogue in the self- study of teaching practices. A symposium presented during the Castle Conference, East Sussex, England. Hamilton, M. L. (2002). Pictures at an exhibition: Exploring Self- study of teaching practices while looking around. A paper presented during the Castle Conference, East Sussex, England. The Arizona Group (2002). Narratives of four teacher educators. A paper presented as a part of a symposium entitled: Critique of the political, social, and practical context of restructuring/reform in teacher education during the annual AERA Conference, New Orleans. Hamilton, M. L. & LaBoskey, V. (2002). Delineating the Territory: Reclaiming and Refining the Self- Study of Teacher Education Practices. A paper presented as a part of a symposium entitled: Delineating the Territory: Reclaiming and Refining the Self- Study of Teacher Education Practices during the annual AERA Conference, New Orleans. Hamilton, M. L. & Loughran, J. (2001). Perspectives on Professional Knowledge. A paper presented during the biennial International Study Association on Teachers and Teaching Conference in Faro, Portugal. Hamilton, M. L. (2001). Ways of knowing, ways of showing. A paper presented during the International Conference on Teacher Research, Vancouver, British Columbia, Canada. Hamilton, M. L. (2001). Is this a self- study of teacher education practice? A retrospective look at the development of my teaching. A paper presented during the annual American Educational Research Association Conference, Seattle, WA. The Arizona Group (2001). Teacher Education Reform at four institutions. Paper presented during the annual American Educational Research Association Conference, Seattle, WA. The Arizona Group. (July, 2000). Myths and legends of teacher education reform in the 1990 s. A symposium presented during the Castle Conference, East Sussex, England. 20

21 Hamilton, M. L. (July, 2000). Change, Social justice and re- liability: Observations of a secret (change) agent. A paper presented during the Castle Conference, East Sussex, England. Hamilton, M. L. (April, 2000). If you really believe: The power of belief as a tool for addressing diversity. A paper presented during the annual AERA conference, New Orleans. Hamilton, M. L., King, S., & Necefer, M. (April, 2000). Cultural mismatches. A paper presented during the annual conference, New Orleans. Hamilton, M. L. (2000). Preparing professional portfolios for novice teachers. A paper presented at the annual PDS National Conference, Kansas City, Kansas. Erb, T. & Hamilton, M. L. (1999). A navigating turbulent waters: one school s voyage through the seas of reform. Paper presented at the third China - U.S. Conference of Education, Phoenix. Hamilton, M. L. & King, S. (1999). Parallel Worlds: Moving Along from Reflection to Action. A paper presented during the annual AERA Conference, Montreal. Hamilton, M. L., Guilfoyle, K., Placier, P., & Pinnegar, S. (1999). Restructuring in teacher education: How did we get here? Where are we going? A paper presented during the Invisible College prior to the annual AERA conference, Montreal. Hamilton, M. L., Wilkes, G., & Pinnegar, S. (1999). Race, class, gender and the education of future teachers. A paper presented during the Invisible College prior to the annual AERA Conference, Montreal. Hamilton, M. L. (1998). Studying beliefs through the use of autobiography and narrative. A paper presented during the annual AERA Conference, San Diego. Hamilton, M. L. (1998). Coming up among demons: Living an honest life while confronting the perils of tenure. A paper presented as a part of a symposium entitled: Tangling with the tyrannies of tenure during the annual AERA Conference, San Diego. Hamilton, M. L. (1998). Humanistic research: Theory and practice. A paper presented during the annual AERA Conference, San Diego. Hamilton, M. L. (1998). Inviting our students to participate in self- study conversations. A paper presented during the annual AERA Conference, San Diego. Hamilton, M. L. (1997). Resistance, community and belief: How tenure changed our views of our selves and our profession. A paper presented during the annual AERA Conference, Chicago. Hamilton, M. L. (1997). Research and the tasks of teacher education. A presentation given during the annual Invisible College meeting prior to the AERA Conference, Chicago. With Becky Eason. (1997). One student at a time: A recruitment and retention program in the KU School of Education. Conference on Diversity and Multiculturalism. Wichita, Kansas The Arizona Group. (In alphabetical order - Guilfoyle, K., Hamilton, M. L., Pinnegar, S., & Placier, P.) (1996). Navigating through a maze of contradictions: A conversation on self- study and teacher education reform. A symposium. Presented at the Empowering our future in teacher education Conference, the Queen's University, Canada International Study Centre at Herstmonceux Castle. Hamilton, M. L. (1996). The power of words: The language of experience. A paper presented as a part of a Division K symposium - Experience and Reform in Teacher Education during the annual AERA Conference, New York. Hamilton, M. L. (1996). Mapping a landscape: Identifying and exploring self- study. A paper presented as a part of an S- STEP symposium - Is it navel- gazing or the real fruit?: Examining the 21

22 appeal of self- study OR Orange- you glad we asked this question? during the annual AERA Conference, New York. Hamilton, M. L. (1996). Studying experience. Presented at Invisible College prior to the annual AERA Conference, New York. with Karen Gallagher, Fred Rodriquez, & Jeannie Kleinhammer- Trammill. (1996). The challenges and consequences of restructuring teacher education in a research university: The case of the University of Kansas. Presented during the annual meeting of the AACTE, Chicago. Hamilton, M. L. (1995). Amazons running the gauntlet: Resisting and transforming the culture of academe. Paper presented as a part of a SIG Symposium - Rites of passage/rights of passage: Women faculty at the tenure border crossing - during the annual meeting of the American Educational Research Association, San Francisco. Hamilton, M. L. (1995). Self- study and teacher education, Presentation given at the Invisible College Meeting, prior to the annual meeting of the American Education Research Association, San Francisco. Hamilton, M. L. (1994). Self- study in teacher education. Presentation given at the Invisible College Meeting, prior to the annual meeting of the American Education Research Association, New Orleans. Hamilton, M. L. (1994). A teaching odyssey: Sailing to the straits of teaching through the gales of academia, Paper presented as a part of a Division K Symposium - Taking Action: Studies of teaching and academic experience in Schools of Education - during the annual meeting of the American Educational Research Association, New Orleans. Hamilton, M. L. & Fleck, D. (1994). What students see: Reading the implicit and explicit text in the classroom, Paper presented during the annual meeting of the American Educational Research Association, New Orleans. Hamilton, M. L. (1994). Tacit messages: Cultural models in the classroom, Paper presented as a part of a Division K Symposium - Viewpoints from within: Teacher thinking in multicultural contexts - during the annual meeting of the American Educational Research Association, New Orleans. Arizona Group. (1994). A chorus of voices: Studying the cycles of teaching in academia. At the World Congress Three on Action Learning, Action Research, and Process Management Conference, the University of Bath, England. Hamilton, M. L. (1993). Framing conversations of research and practice. Presentation given at the Invisible College Meeting, prior to the annual meeting of the American Education Research Association, Atlanta. Hamilton, M. L. (1993). Self- study of teacher education practices. Presentation given at the Invisible College Meeting, prior to the annual meeting of the American Education Research Association, Atlanta. Hamilton, M. L. (1993). Classroom as text: Tacit messages in the classroom. Paper presented during the annual meeting of the American Educational Research Association, Atlanta. Hamilton, M. L. (1993). Confronting the self: Passion and practice in the act of teaching. Paper presented as a part of a Division K Symposium - Questioning teacher education practices: how did we come to be as we are? - during the annual meeting of the American Educational Research Association, Atlanta. Hamilton, M. L. (1992). Dilemmas of personal belief and public practice. Paper presented during the annual meeting of the American Association of Colleges for Teacher Education, San Antonio, Texas. 22

23 Hamilton, M. L. (1992). Making public the private voice of a teacher educator. Paper presented as a part of a Division K Symposium - Holding up the mirror: Teacher educators reflect on their own teaching - at the annual meeting of the American Educational Research Association, San Francisco. Hamilton, M. L. (1992). Tacit Messages: Teachers' cultural models in the classroom. Paper presented at the annual meeting of the American Educational Research Association, San Francisco. Hamilton, M. L. (1992). Teacher Competency. Presentation as a part of a symposium at the annual meeting of the Invisible College of the American Education Research Association, San Francisco. Hamilton, M. L. (1992). Constructing collaboration: Power, identity, and survival. Paper presented at the annual Bergamo Conference on Curriculum Theory, Dayton. Hamilton, M. L. (1991). The role of events in student and teacher development. Presentation given at the Invisible College Meeting, prior to the annual meeting of the American Education Research Association, Chicago. Hamilton, M. L. (1991). Outsider in a promised land: Acquiring the culture of academe. Paper presented as a part of a Division K Symposium - Using experience to put the pieces back together: examination of the process of becoming a teacher educator - at the annual meeting of the American Education Research Association, Chicago. Hamilton, M. L. (1991). Weaving it together: Cognition and cultural knowledge. Paper presented as a part of a Division G Symposium - Connecting to culture; constructing the self or Teaching/Learning in social/cultural perspective - at the annual meeting of the American Education Research Association, Chicago. Hamilton, M. L. (1991). The influence of culture on beliefs: Teachers cultural models of students. Paper presented at the annual meeting of the International Study Association on Teacher Thinking, Surrey University, England. Hamilton, M. L. (1990). The effects of school culture on the process and outcomes of staff development. Paper presented as a part of a Division K Symposium - Research on a Practical Argument Staff Development Process - at the annual meeting of the American Education Research Association, Boston. Hamilton, M. L. (1990). Cultural models and the theta factor. Paper presented as a part of a Division G Symposium - Teacher Responses to Perceptions of Threat - at the annual meeting of the American Education Research Association, Boston. Hamilton, M. L. (1989). Teachers folk theories of reading. Paper presented at the annual meeting of the American Education Research Association, San Francisco. Hamilton, M. L. (1989). The effects of the practical arguments staff development program. Paper presented at the annual meeting of the National Reading Conference, Austin, Texas. Hamilton, M. L. (1988). Teachers models of reading. Paper presented at the annual meeting of the National Reading Conference, Tucson, Arizona. Hamilton, M. L. & Richardson- Koehler, V. (1988). Teachers theories of reading. Paper presented at the annual meeting of the American Educational Research Association, New Orleans. 23

24 D. Other Scholarly Activity Scholarly Presentations at Other Institutions Self- Study of Practice for New Teacher Educator Faculty. (2012). Presented to the new Faculty of Education, University of Newcastle, Newcastle, Australia. Teacher Education in an International Context. (2012). Presented to the Faculty of Education, University of Newcastle, Newcastle, Australia. Self- Study of Practice Research Possibilities and Pitfalls. (2012). Keynote presentation at Teacher Education Conference, Leuven, Belgium. Pedagogy of Teacher Educators. (2012). Presented at Leuven University, Leuven, Belgium. Exploring international studies. (2011). Presented at Monash University, Melbourne, Australia. Using self- study to engage in teacher research. (2005). Centre for Educational Training, Assessment and Research (CETAR, or in Dutch: Onderwijscentrum) of the Vrije Universiteit in Amsterdam, The Netherlands. Visioning teacher education. (1996). College of Education, University of Idaho, Moscow, Idaho. How can evaluating our students change Brigham Young University's teacher education practices. (1996). Education Faculty, Brigham Young University, Provo, Utah. Using the study of teaching practice to improve teacher education. (1996). Education Faculty, Brigham Young University, Provo, Utah. Teacher Education Reform: A look at DipEd. (1996). Faculty of Education, Monash University, Melbourne, Australia. Action Research: Inquiry in the classroom. (1995). Education Faculty, Brigham Young University, Provo, Utah. Hidden Messages in the Classroom. (1994). Alternative Avenues to Achievement, Conference on Alternative/Magnet Education, Topeka Unified School District. ATE- K Distinguished Research Award Presentation: The Influence of Culture on Beliefs. (1993). Presentation at the Mid- America Regional Mini- Clinic, Wichita, Kansas. Program progress. (1993). New Stanley School, Kansas City Unified School District. Program progress. (1992). New Stanley School, Kansas City Unified School District. Scholarly, Invited Presentations at the University of Kansas Introduction to Qualitative Research. (2002). Dr. Bruce Frey's PRE 980 class. The University of Kansas. Special Education/Regular Education issues. (2002). Dr. Rich Simpson s SPED 970 class. The University of Kansas. Special Education/Regular Education issues. (2001). Dr. Rich Simpson s SPED 970 class. The University of Kansas. What happens during the 5 th year? (1999). Gateway Program, University of Kansas. Teaching styles and learning styles. (1999). Center for Teaching Excellence, University of Kansas. With Susan King. (1998). Teacher Education. School of Education Colloquia. The University of Kansas. Action Research in the Schools. (1998). Dr. Tom Skrtic's Special Topics class (SPED 998), The University of Kansas. 24

25 Adolescent Development. (1997). KU Summer Career Horizon Program, The University of Kansas. Examining Diversity. (1994). Center for Research on Learning, The University of Kansas. Instructional Leadership in the Schools. (1993). Dr. Tom Skrtic's School Organization class (C&I 998), The University of Kansas. The Social and Historical Aspects of Intelligence. (1993). Dr. Rick Snyder's class (Psych 406). The University of Kansas. Regular Ed/Special Ed: What do Preservice teachers need to know? (1992). Dr. Suzanne Robinson's seminar in Special Education. The University of Kansas Medical Center. Gender and Education. (1992). Women's Studies February Sisters Conference, The University of Kansas. A Study of School Change: The New Stanley Experience. (1992). Department of Curriculum and Instruction Brown Bag Lunch. The University of Kansas. E. Awards Faculty Achievement Award for Research, Presented by the University of Kansas School of Education and selected from among faculty in the School of Education. Excellence in Teaching Award, Presented by the Center for Teaching Excellence and selected by graduate students from the Department of Teaching and Leadership. Distinguished Research in Teacher Education Award, Presented by the Association of Teacher Educators of Kansas. 25