Lori Dassa

Lori Dassa 

Clinical Assistant Professor

Lori Dassa

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Gainesville, FL 32611

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About

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.

Affiliations

  • School of Teaching and Learning

Research Interests

Curriculum Development, Field Experience, Professional Development, Professional Development Schools, Teacher Evaluation, Teacher Quality, Teaching and Licensure

Education

  • 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

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)

Selected Grants

State EXCEED grant

Role
  • Co-PI
Funding Agency
  • Center of Excellence Florida Atlantic University
Award Amount
  • $4.3 million

Selected Publications

  • Dassa, L. (2011). So now what? New elementary teacher survival guide 2nd Ed. Boston, MA. Pearson Custom Publisher.
  • Dassa, L. (2018). Continous teacher training. TESOL Encyclopedia of English Language Teaching. Wiley Publications 1-6.
  • 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.