Ph.D., Educational Psychology, Georgia State University, 2006
M.S., Educational Psychology, Georgia State University, 2000
Certificate in Elementary Education, University of Michigan-Flint, 1992
B.A., Marketing, University of Michigan-Flint, 1989
Nancy Jo Schafer’s research interests are in sociocultural approaches to teacher preparation and the development of communal reflection within a “Community of Learners” to improve teachers’ pedagogy and student learning within urban settings. Additionally, her research focuses on culturally responsive classroom management practices.
Schafer, N. J., Williams, B. A., Truscott, D. M. & Stenhouse, V. L. (2014). Increasing STEM learning for teacher trainers, in-service teachers, pre-service teachers, and PK-5 students using a 4-tier learning model. Teacher Education & Practice Teacher Education & Practice, 27(2),
Schafer, N. J. (2010). Teacher reflective practice: Theories, controversies, and new directions. Critical Issues in Teacher Education, 17, 68-80.
Hickey, D. T., & Schafer, N. J. (2006). Design-based, participation-centered approaches to classroom management. In C. Evertson & C. Weinstein (Eds.), Handbook of classroom management: Research, Practice, & Contemporary Issues (pp. 281-308). New York: Simon & Schuster Macmillan.
Hickey, D. T., Zuiker, S. J., Michael, M. A., Schafer, N. J., & Taasoobshirazi, G. (2006). Balancing varied assessment functions to attain systemic validity: Three is the magic number. Studies in Educational Evaluation, 32 (3), 180-201.