Assistant Professor, Co-Director of the Implementation Sciences for Early Learning Lab (ISELL)
Dr. Caudle is an Assistant Professor in the Department of Child and Family Studies. Her scholarship interests and activities primarily focus on supporting early childhood teachers’ development and well-being through a community-based participatory research framework. Within her research studies, she is particularly interested in how learning communities and peer feedback protocols promote teachers’ use of critical reflection and evidence-based strategies. Her work also includes studying how early childhood teachers’ beliefs, attitudes, and prior experiences impact their current educational practices and decision-making.
- 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
- 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
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.