Assistant Professor, Co-Director of the Implementation Sciences for Early Learning Lab (ISELL)
Dr. Lori Caudle is an assistant professor in the Department of Child and Family Studies at The University of Tennessee, Knoxville. Her main scholarship activities are rooted in an implementation science perspective and involve studying collaborative learning contexts to identify effective ways to support knowledge development and strengthen professional practices of the early care and education workforce. Her research activities prioritize the development of collaborative learning experiences embedded in authentic field work for preservice teachers, pathways for higher education, and ongoing learning communities for in-service teachers and educational assistants. Another component of her scholarship focuses on how early childhood practitioners’ beliefs, self-efficacy, attitudes, and characteristics impact their learning, well-being, and professional practice. She prioritizes research-practice partnerships with urban and rural early childhood teachers located in the Southeastern U.S. from diverse ethnic, cultural, linguistic, and socioeconomic backgrounds. She also conducts international work on teacher education with colleagues in the Catalonia region of Spain. While her partnerships and scholarship activities focus on the development of pedagogical content knowledge applicable across early childhood content areas and developmental domains, many of her studies focus on project-based learning, STEM, literacy, and/or social emotional development.
- Partnering with early childhood teachers to support their professional development and well-being
- Studying how learning communities increase critical reflection, enhance knowledge, and advance practices of the ECE workforce across time
- Developing educational pathways to support educational assistants and other early childhood educators in pursuing degrees and certification
- Using flexible peer feedback protocols in early childhood teacher education and professional development contexts
- Investigating relationships between early childhood teachers’ beliefs and practices
- Ph.D., Child and Family Studies, The University of Tennessee, 2010
- M.S., Child and Family Studies, The University of Tennessee, 2004
- B.S., Human Ecology, The University of Tennessee, 2003
Awards and Recognitions
- Western Carolina University College of Education and Allied Professions Taft B. Botner Award for Superior Teaching, 2015
- Caudle, L., Barrett-Tatum, J., & Cleaveland, L. Improving Early Literacy Instruction through School-University Course Design and Co-Teaching. WCU School University Teacher Education Partnership Grant. [October 2018, $1,000]
- Flood, C., Caudle, L., Meltzer, S., & Watson, M. Co-Teaching Model Pilot Study for Implementation: Phases Two and Three. WCU School University Teacher Education Partnership Grant. [September 2015, $2,500]
- Flood, C., Caudle, L., Meltzer, S., & Watson, M. Co-Teaching Model Pilot Study for Implementation: WCU School University Teacher Education Partnership Grant. [February 2015, $2,500]
Selected Recent Publications
Grist, C. L., & Caudle, L. A. (2021). An examination of the relationships between adverse childhood experiences, personality traits, and job-related burnout in early childhood educators. Teaching and Teacher Education, 105. https://doi.org/10.1016/j.tate.2021.103426
Caudle, L. & Barrett-Tatum, J. (2021). Early childhood preservice teachers’ perceptions of cross-institutional peer reviews. Literacy Matters, 21, 57-64.
Barrett-Tatum, J., & Caudle, L. (2018). Implementing new literacies instruction and design through a cross-institutional peer review process with early childhood preservice teachers. The Online Journal of New Horizons in Education, 8(3), 92- 108.
Caudle, L. A. (Ed.). (2018). Teachers and teaching: Global practices, challenges, and prospects. New York, NY. Nova Science Publishers.
Becker, D. R., Grist, C. L., Caudle, L. A., & Watson, M. K. (2018). Complex physical activities, outdoor play, and school readiness among preschoolers. Global Education Review, 5(2), 110-122.
Caudle, L. A., Grist, C. L., & Watson, M. K. (2017). Promoting higher levels of preservice teacher informal reflection through virtual critical friend partnerships. Teacher Education & Practice, 30(4), 16-42.