Ram Research Directory

David Barry

Education

• Ph.D., The University of Texas at Austin

Research Interests

early childhood teacher educationprioritization of self-compassionteacher education programs

Opportunities

Work Study Positions Available: No

Grant Funded Positions Available: No

Course-Credit Research Opportunities Available: No

Volunteer Research Positions Available: No

Biography

Before joining the Department of Early and Middle Grades Education at West Chester, Dr. David Barry was a Kindergarten teacher in the Boston Public Schools for ten years and a Teaching Fellow at the Harvard Graduate School of Education for five years. Most recently, he was a Master Teacher (Pre-K) and lab instructor at The University of Texas at Austin’s laboratory school, a field supervisor for early childhood teacher candidates, and an instructor for undergraduate courses focused on the role of play in early development and early childhood teaching methods. His research interests include early childhood teacher education and the prioritization of self-compassion within and across teacher education programs. He has presented his research at national and regional conferences and has published a book chapter (forthcoming) on the importance of self-compassion for teachers who support traumatized students.

List of Publications

• Examining preservice teachers’ sensemaking of teaching children through rigorous and appropriate practices: a case study, Oct 2023 First-Year Teachers’ Challenges With Implementing Developmentally Appropriate Practices in Their Public School Classrooms, May 2023 Preservice teachers’ struggles in finding culturally sustaining spaces in standardized teaching contexts, Jul 2022 Examining Preservice Teachers’ Conceptions of Teaching to Consider the Impact of Policymakers’ Neoliberal Reforms on Their Sensemaking of Their New Profession, Jul 2022 Make Kindergarten “Funner”: Examining how Kindergarteners Made Sense of the Changed Kindergarten, Jun 2021 The Double-voiced Nature of Becoming a Teacher in the Era of Neoliberal Teaching and Teacher Education, Feb 2021 Teach as I Say, Not as I Do: How Preservice Teachers Made Sense of the Mismatch between How They Were Expected to Teach and How They Were Taught in Their Professional Training Program, Dec 2020 How Education Stakeholders Made Sense of the Types of Learning Experiences Children are and Should be Having in Kindergarten and Why, Apr 2020 “Kindergarten isn’t fun anymore. Isn’t that so sad?”: Examining how kindergarten teachers in the US made sense of the changed kindergarten, Apr 2020 How Education Stakeholders Made Sense of School Readiness in and Beyond Kindergarten, Mar 2020 Making sense of instruction within the changed kindergarten: perspectives from preservice early childhood educators and teacher educators, Feb 2020 “Where’s the Joy in the Classroom?”: Families’ Sensemaking of the Changed Kindergarten, Oct 2019 Public Policy and Early Childhood Curriculum in the United States, Jun 2019 Examining How Stakeholders at the Local, State, and National Levels Made Sense of the Changed Kindergarten, Oct 2018 Questioning democratic notions of governance: A case study examining how a kindergarten teacher and her students give voice to and enact a neoliberal framing of schooling, Jun 2018

Links

• ResearchGate