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Lori Caudle

Assistant Professor, Co-Director of the Implementation Sciences for Early Learning Lab (ISELL)

Biography

Dr. Caudle is an Assistant Professor in the Department of Child and Family Studies. Her scholarship interests and activities primarily focus on the professional development of teachers and other early care providers. Particularly, she investigates the use of sustainable professional development frameworks  designed to provide individual, local, and regional levels of support. Within these frameworks, she is interested in how learning communities, peer feedback protocols, and digital tools contribute to enhanced use of critical reflection and research-based strategies among the ECE workforce. Her work also includes documenting early childhood teachers’ beliefs across time as they transition from teacher preparation programs to in-service teaching.


Research

  • Collaborative professional development models to support the ECE workforce
  • Using learning communities and digital tools to increase critical reflection, enhance knowledge, and advance practices of early childhood educators
  • Flexible peer feedback protocols in early childhood pre-service and in-service teacher education

Education

  • 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

Curriculum Vitae


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]

Publications

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.


Contact Information