Dr. Lori Caudle

Department of Human Services
Birth-Kindergarten Program

Phone: 828.227.3345
Email: lacaudle@wcu.edu
Office Address: 91 Killian Building Lane, Room 218C

Research Interest: My research interests focus primarily on the professional development of preservice and in-service teachers. In particular, I am interested in how communities of practice, both online and face-to-face, contribute to changes in early childhood teacher knowledge and practice, with a particular focus on Cooperating Teachers (mentors). I am also interested in how school-university partnerships improve both higher-ed and early childhood programs, the role technology plays in the professional development of teachers, and the influence of beliefs on teacher practice

Education:

  • Ph.D., The University of Tennessee

Biography:

Dr. Caudle’s Ph.D. is in Child and Family Studies, with a specialization in Early Childhood Education. Her primary research interests include how communities of practice, both online and face-to-face, contribute to changes in early childhood teacher knowledge and practice, with a particular focus on Cooperating Teachers (mentors). She is also interested in how school-university partnerships improve both higher-ed and early childhood programs, the role technology plays in the professional development of teachers, and the influence of beliefs on teacher practice. While obtaining her Ph.D., Dr. Caudle implemented a new PreK-K program at the University of Tennessee by serving as the PreK-K Coordinator for three years. Before becoming the PreK-K Coordinator, she taught second grade at a primary school in East Tennessee. Currently, she is a Birth-Kindergarten Assistant Professor and teaches a range of distance-learning courses focused on early childhood education and also supervises interns.

Publications and Selected Presentations:

Caudle, L. A., Jung, M. J., Fouts, H. N., & Wallace, H. S. (2014). Early childhood preservice teachers' use of verbal and non-verbal guidance strategies across classroom contexts. The Teacher Educator, 49(1), 61-74.

Caudle, L. A., Moran, M. J., & Hobbs, M. K. (2014). The potential for communities of practice as contexts for the development of agentic teacher leaders: A three-year narrative of one early childhood teacher's journey. Action in Teacher Education.

Caudle, L. A., & Moran, M. J. (2013). Developing professional identities through participation within a hybrid community of practice: Illustrating the front-line experiences of four pre-K mentor teachers. Teacher Education Yearbook XXI (Vol. 2). Special issue of Action in Teacher Education, 35(5-6), 387-404.

Caudle, L. A. (2013). Using a Sociocultural perspective to establish teaching and social presences within a hybrid community of mentor teachers: The multiple roles of a university supervisor. Adult Learning, 24(3), 112-120.

Caudle, L. A., & Moran, M. J. (2012). Changes in understandings of three teachers' beliefs and practice over time: Moving from teacher preparation to in-service teaching. Journal of Early Childhood Teacher Education, 33(1), 38-53.

Caudle, L. A., Bargreen, K. N., Fouts, H. N., & Hallam, R. A. (2009, November). Teacher-child interactions: Improving practice through focal child observations. National Association for the Education of Young Children Annual Conference, Washington, DC.

Bargreen, K. N., Caudle, L. A., Hallam, R. A., & Fouts, H. N. (2009, October).  Examining the nature  of teacher-child interactions in toddler child care classrooms. International Division of Early Childhood/Council for Exceptional Children, Albuquerque, NM.

 Hallam, R., Fouts, H., Bargreen, K., & Caudle, L. (2009). Quality from a toddler’s perspective: A bottom-up examination of classroom experiences. Early Childhood Research & Practice. 11(2). 

Caudle, L. A., & Moran, M. J. (2008, November). A longitudinal study of the transactional relationship between teacher beliefs and practice: Investigating teacher journeys through praxis. National Association for the Education of Young Children Annual Conference, Dallas, Texas.

Moran, M. J., Caudle, L. A., & Carow, N. (2008, June). Using video-narratives as a tool for preservice and inservice teachers’ professional development of inquiry. National Association for the Education of Young Children Professional Development Institute, New Orleans, Louisiana.


 

 

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