Audra K Parker

Biographic Data

ID6209083
NAMEAudra K Parker
GIVEN NAMESAudra K
FAMILY NAMEParker
SIGNATUREPARKER A K
AFFILIATIONSGeorge Mason University, Fairfax, Virginia, USA
ORCID0000-0002-3118-7950
VERIFIEDYes
TOTAL WORKS8
TOTAL CITATIONS4
WORKS AS AUTHOR8
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2015
LATEST PUBLICATION YEAR2025
H-INDEX1

  • Perceptions of Mentors, Supervisors, Coaches, and Administrators Around Supporting Pre- and In-Service Teachers in Educating Students with Disabilities

    Open AccessSarah A Nagro, Anna Macedonia et al.ARTICLEThe New Educator2025References: 1

  • The Inquiry Initiative and “Opportunity Gaps”

    Rachelle Meyer Rogers, Kristien Zenkov et al.ARTICLEThe New Educator2024References: 3

  • A Mixed Method Study of Teachers' Appraisals of Student Wellness Services and Supports During Covid‐19

    Open AccessTasha M Childs, Elizabeth Levine Brown et al.ARTICLEJournal of School Health2022

    BACKGROUND: Understanding teachers' appraisals of student wellness services and supports during COVID-19 is essential to strengthening services and improving student health outcomes. This mixed-method study aimed to examine US PK-12 teachers' appraisals of student wellness services and supports during COVID-19. METHODS: This study focuses on qualitative data from 291 teachers' open-ended responses to the question: "What do you wish your school le…

  • Adding the “T” to the “Pack” in Clinical Experiences

    Holly Glaser, Mark Helmsing et al.ARTICLEThe New Educator2021References: 7

    As the intersection between theory and practice, clinical experiences are the shared home through which school and university constituents examine effective pedagogies. Prior to the COVID-19 pandemic, our teacher preparation programs had built meaningful, face-to-face, partnership-based clinical experiences. The abrupt shift to virtual instruction necessitated alternative clinical approaches. Collaboration with school-based teacher educators and …

  • Preparing School-Based Teacher Educators

    Audra K Parker, Kristien Zenkov et al.ARTICLEPeabody Journal of Education2021Cited by: 1References: 20

    Teacher education is in the midst of a national shift toward clinically centered teacher preparation, answering recent calls from professional associations, scholarly and policy reports, and accreditation agencies. This model of educator preparation centers efforts in clinical or school-based settings—rather than in university-based contexts—while also purposefully intersecting teacher candidates’ opportunities for academic learning and professio…

  • Designing and Implementing Site-Based Courses in Elementary Teacher Preparation

    Audra K Parker, Lois A Groth et al.ARTICLEThe New Educator2019Cited by: 1References: 7

    In response to calls to resituate teacher preparation in clinical settings, teacher educators are increasingly repositioning their work in PK–12 contexts. In this article, we describe our efforts to connect theory and practice through site-based course instruction and explore how such experiences informed teacher candidates’ perceptions of their professional development. Using self-determination theory as an analysis framework, we share teacher c…

  • Understanding Teacher Candidates’ Engagement with Inquiry-Based Professional Development

    Audra K Parker, Audra Parker et al.ARTICLEThe New Educator2016References: 8

    Teacher educators recognize that teacher candidates must have authentic, scaffolded opportunities to transform knowledge into practice. This study explores teacher candidates’ engagement with teacher inquiry as a method for supporting professional development. Findings suggest teacher candidates differ tremendously in their responses to the inquiry process, creating a continuum of proficiency. This study extends the literature by providing concre…

  • Conversations in a Pub

    Open AccessJenifer Jasinski Schneider, Jenifer Schneider et al.ARTICLEQualitative Report2015Cited by: 2References: 8

    In this paper, we share the results of a self - study of our experience as university supervisors in a study abroad program for U.S. pre - service teachers. We share the shifts in our thinking that occurred as a result of our daily conversations about our work as teacher educators. Our reflections led us to new understandings of the nuances of field experiences, our constructions of pre - service teachers in the field, and the necessity of person…