Preparing today's teachers for tomorrow's students
My research focuses on preparing teachers to serve marginalized students in urban school districts. As you explore my website, you will see my passion for teacher preparation and urban education. My research, teaching, and service emphasize preparing teachers for diverse student populations.
Stephanie Jones-Fosu is a third year doctoral student in Curriculum and Instruction for Urban Education at the University of North Carolina at Charlotte. She attended Morgan State University where she received a B.A. in Political Science. She then earned her M.A. in Education and Human Development at the George Washington University. Stephanie has taught middle and high school social students for 9 years. She has also coached over 100 first and second-year teachers through a non-traditional teaching organization. Her research interests include preservice, teacher preparation, and culturally sustainable pedagogy. She is currently a research assistant and service as President of Urban Educators for Change, a graduate student organization that fouces on the scholarly and professional development and community engagement around issues of educational equity.
My research interest focuses on preparing teachers to serve marginalized students in urban school districts. Literature has shown that teachers are not prepared for the diverse classroom and few if any preservice programs prepare teachers to serve marginalized students in urban schools (Landsman & Lewis, 2006). Consequently, their lack of preparation can negatively impact Black and Brown students, school districts, and teacher retention. My research examines teacher education and teacher preparation through the lens of equity.
Teacher on Record, MDSK 2100 Foundations of Teaching and Secondary Education, Fall 2019
Co-Teacher, Online Culturally Sustaining Teaching Certificate, 2019
Co-Teacher, EDCI 8660 Readings in Urban Education, 2018
Cristo Rey Jesuit High School, 11th and 12th Grade Social Studies Teacher, 2012-2013
Mt. Pleasant Christian School, 7th and 8th Grade English and Social Studies Teacher 2008-2012
Baltimore City Public Schools, High School Social Studies Teacher 2004-2008
Volunteer at Cotswold Billingsville Elementary School, 2019
Volunteer Coordinator for Pursuing Extraordinary Outcomes in Public Education (PEOPE), 2019
Volunteer Coordinator for Urban Education Week, UNC Charlotte, 2019
American Association of Colleges for Teacher Education (AACTE) Day on the Hill Advocate, 2019
Peer Reviewer for Urban Education Research and Policy Annuals (UERPA), 2019
Volunteer at Open Court All-Star Male Youth Summit, 2019
Volunteer for Opportunity Showcase, 2018
Volunteer at Cox Mill Elementary School Field Day, 2018
HOLMES SCHOLARS PROGRAM
The AACTE Holmes Program supports students who self-identify as racially and ethnically diverse and are pursuing graduate degrees in education at AACTE member institutions. Founded in 1991 for doctoral students, the Holmes Program now provides mentorship, peer support, and professional development opportunities. Though the Holmes program I have presented my research on teacher preparation and enjoyed professional development from top scholars in education.
THE URBAN COLLABORATIVE
The Urban Education Collaborative was formed in Fall 2011 to fulfill the goals of our University designation as the urban research institution of the state of North Carolina. Our goal is to serve as a central 'hub and repository' of empirically-based research and other valuable resources to improve urban schools in the state of North Carolina and the nation. To fulfill the true essence of our University designation, we have an intentional purpose to provide strategic outreach to schools and other organizations to fit their needs to improve the educational environment to facilitate high-level learning for our nation's urban students. My work with the Urban Collaborative includes designing and implementing the Culturally Sustaining Teaching Certificate, editing annual reports, collaborating on publications and grants, coordinating volunteer efforts, and serving as President of Urban Educators for Change. Find the link below to learn more about this the Culturally Sustaining Teaching Certificate.
PROVOST DOCTORAL TEACHING FELLOWS
The Office of Academic Affairs, the Center for Teaching and Learning, and the Graduate School collaborate with Ph.D. programs to offer a Provost’s Doctoral Teaching Program to a small group of doctoral students. The purpose of the Provost’s Doctoral Teaching Program is to introduce doctoral students to effective teaching practices and to help prepare them to pursue careers in academia. As a Provost Teaching Fellow, I experience a summer teacher training intensive as well as successfully taught an undergraduate course in the College of Education.
Doctoral Fellows is a program within the Urban Education Collaborative. It is designed to promote scholarship among graduate students in the Urban Education Ph.D. program. Doctoral Fellows publish and present their research as well as work collaboratively on grants and engage in other professional development opportunities. As a result of this initiative, I published some of my initial research in refereed journals, I was awarded over $1,000 in grants, and I contributed a chapter to a book written by other Doctoral Fellows.
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