Text-only version of this website Skip to content

Dassa, Lori



Lori Dassa headshotDirector of Clinical Experiences and Partnerships
School of Teaching and Learning

College of Education
University of Florida
Gainesville, FL 32611
ldassa@coe.ufl.edu

Research Biography

My research focuses on examining the past, present and future of teacher candidates. The purpose is to ensure beginning teacher success in the classroom through solid teacher preparation training pipelining to teacher retention. I focus on all areas including teacher preparation, assessment, accreditation and retention.

Degrees

Ed.D. in Curriculum and Instruction, 2003
Nova Southeastern University

M.S. in Early Childhood Education, 1999
Nova Southeastern University

B.S. in Elementary Education, 1997
York College of Pennsylvania

Key Professional Appointments

Coordinator of the Practicum Program at Florida Atlantic University

Creator and Coordinator of the Honor’s in the Elementary Major at Florida Atlantic University

Editor in Chief of SAGE Open Special Issue: Issues in Educator Accreditation: Just in Time Topics for Educator Preparation Programs in the United States

Activities and Honors

Excellence and Innovation in Undergraduate Teacher of the Year, Florida Atlantic University (2018)

Grants

State EXCEED grant, Center of Excellence Florida Atlantic University. Co-PI, $4.3 million.

Selected Publications

Books

Dassa, L. (2011).  So now what? New elementary teacher survival guide 2nd Ed.  Boston, MA. Pearson Custom Publisher.

Chapters in Books

Dassa, L. (2018).  Continous teacher training. TESOL Encyclopedia of English Language Teaching.  Wiley Publications 1-6.

Journal Articles

Dassa, L., & Nichols, B. (2019).  Self-efficacy or overconfidence? How student teacher self-perceptions of their content knowledge and subject specific teaching abilities compare to the perceptions of their clinical educators and university supervisors.  The New Educator, 15(2), 156-174.

Rhone, A, Dassa, L, & Hotchkiss, V. (2018).  The merge: Educational psychology and preservice teachers together shaping the urban environment.  Journal of Educational Leadership and Policy Studies, 48-59.

Dassa, L., & Derose, D. (2017).  Get in the zone: A perception study of preservice teachers.  Issues in Teacher Education, 26(1), 101-113.

Dassa, L., & Sampson-Gruener, G. What do school boards need to know about the recent changes in educator accreditation?  American School Board Journal, February 2016.