College of Education
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- Elizabeth Currin, Ph.D.
Faculty and Staff
Elizabeth Currin, Ph.D.
|Title:||Clinical Assistant Professor, Curriculum Studies
|Department:||Instruction and Teacher Education
College of Education
- Ph.D. in Curriculum and Instruction, University of Florida
- M.A. in English, University of North Carolina at Greensboro
- B.A. in English, Wake Forest University
Elizabeth Currin is a faculty member in the curriculum studies concentration of the online Ed.D. in Educational Practice and Innovation. She primarily teaches courses on action research and also serves as a liaison within the Professional Development Schools Network. Her prior experience as a high school English teacher influences her scholarly interest in stories by and about teachers, encompassing practitioner research, the history of education, and representations of schools in popular culture.
Currin, E., & Harris, C. (2021). “We could all do with some school”: The miseducation of Elizabeth and Charles in Netflix’s The crown. In I. Kinane (Ed.), Isn’t it ironic?: Irony in contemporary popular culture (pp. 153–168). Routledge.
Currin, E., Schroeder, S., & McCardle, T. (2021). Portraits of protest in Florida: How Opt-Out makes the personal political. Teachers College Record, 123(5). https://www.tcrecord.org/Content.asp?ContentID=23666
Currin, E. (2020). Taking a stance: Teacher researchers’ historical and political positioning. Impacting Education, 5(2), 20-25. https://doi.org/10.5195/ie.2020.127
Schroeder, S., Currin, E., & McCardle, T. (2020). ‘Solidarity, sisters! We’re all crazy’: The moral madness of opting out of high-stakes testing. Educational Studies, 56(4), 347-365. https://doi.org/10.1080/00131946.2020.1757447
Jacobs, J., & Currin, E. (2019). Making the case for practitioner inquiry in doctoral student education: Supporting the development of future teacher educators. In D. Yendol-Hoppey, D. Hoppey, & N. F. Dana (Eds.), Preparing the next generation of teacher educators for clinical practice (pp. 199-226). Information Age Publishing.
Currin, E. (2019). In loco parentis redux: Bob and Linda Belcher at Wagstaff School. In M. Dalton & L. Linder (Eds.), Teachers, teaching, and media: Original essays about educators in popular culture (pp. 47-56). Brill.
Currin, E., Schroeder, S., & McCardle, T. (2019). ‘What about race?’: Internalised dominance in the Opt Out Florida movement. Whiteness and Education. https://doi.org/10.1080/23793406.2019.1631712
Currin, E., Schroeder, S., Bondy, E., & Castanheira, B. (2019). Tinker, tailor, supervisor, spy: Lessons learned from distant supervision. Journal of Educational Supervision, 2(1), 78-97. https://doi.org/10.31045/jes.2.1.5
Currin, E. (2019). From rigor to vigor: The past, present, and potential of inquiry as stance. Journal of Practitioner Research, 4(1), Article 2. https://doi.org/10.5038/2379-99188.8.131.521
Currin, E., & Schroeder, S. (2018). Taking the long view: Cultivating historical thinking in elementary teacher education. The New Educator, 14(1), 5-23. https://doi.org/10.1080/1547688X.2017.1404173
Currin, E. (2017). Solving problems like Maria: Governess guidance in The Sound of Music. In M. Dalton & L. Linder (Eds.), Screen lessons: What I have learned from teachers on television and in the movies (pp. 201-207). Peter Lang.
Dana, N., & Currin, E. (2017). Inquiry for equity: Exploring the impact of practitioner research. Journal of Practitioner Research, 2(2), Article 1. http://doi.org/10.5038/2379-99184.108.40.2067
Currin, E. (Spring 2015). Do not go gentle into practitioner inquiry. LEARNing Landscapes, 8(2), 157-160. https://doi.org/10.36510/learnland.v8i2.701