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Department of Educator Preparation and Leadership

Navarro's  research interests focus on qualitative research methods, urban education, and intercultural experiences, particularly as they relate to identity formation and sociocultural forces.  For five years, Virginia co-directed the Career Transition Certification Program (CTCP), a partnership with St. Louis Public Schools to develop urban teacher-leaders in critical need areas; the program was supported by DESE and Parsons-Blewett grants. Urban education continues to be a focus area. In 2011-2013 Navarro co-edited the Journal of Urban Teaching, Learning & Research, a publication sponsored by the Urban Teaching, Learning & Research SIG in AERA. With Naraian and Brown (2011), she published “Readiness for change: Appropriation of external resources in two urban schools” in Education and Urban Society as well as articles onAcculturating into urban schools: Voices from the field “in Urban Learning, Teaching, & Research and a book chapter called “Context matters: Situated assessment practices in urban teaching . As part of the Urban Network to Improve Teacher Education, Navarro also co-edited a book of case studies on school/university partnership. 

Teaching in Wuhan, China; Seoul, South Korea; and  co-leading a doctoral exchange program with Phranakhon Rajabhat University has resulted in studies on the impact of intercultural opportunities. She teaches research design courses for graduate students' exit courses as well as seminars on sociocultural theory and gender language & identity. As a qualitative researcher, Virginia has written and published on qualitative methods: “Constructing a teacher of qualitative methods” inInternational Journal of Social Research Methodology and, more recently, “Action research on action research: Reflections on shaping teacher-researchers” in Teacher Education and Practice. She founded the Qualitative Action Research Conference (QuARC) that has grown over the years into a major regional conference in qualitative methods. Dr. Navarro teaches exit courses for both doctoral and masters students involved in designing and implementing their own research projects. She currently serves on some 20 doctoral committees and teaches seminars in sociocultural theory and gender, language & identity. As chair of the Masters in Education Oversight Committee, Virginia is part of the NCATE team to document advanced program assessment processes.

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e-mail

navarrov@umsl.edu

phone

(314) 516-5871

office

354 Marillac Hall

Virginia L. Navarro, Ph.D.

Associate Professor, College of Education, University of Missouri-St. Louis

Department of Secondary & K-12 Education, Primary Appointment

Department of Educational Psychology, Research, and Evaluation, Secondary Appointment

Virginia.Navarro@umsl.edu

Professional Experience

  • Associate Professor, University of Missouri-St. Louis, 2006 to present
  • 2010 Visiting Professor at Korea University Summer Institute, Seoul, Korea
  • Sabbatical 2009 Visiting Professor at Huazhong Normal University, Wuhan, China
  • Co-director Career Transitions Certification Program, 2005-2009
  • Assistant Professor, University of Missouri-St. Louis, 1999-2005
  • Affiliate Assistant Professor, University of Missouri-St. Louis, 1996-1998
  • H.S. English and Journalism, Academy of the Visitation, McCluer North and McCluer High Schools; Ferguson-Florissant School District.

Educational Background

Graduate Study:

Ph.D. Educational Psychology, Washington University, St. Louis, Missouri

The dialogic development of scientific concepts using critical thinking skills in small group interactions. 

Masters of Arts in Teaching – English, Washington University, St. Louis, Missouri

                                          Life Certificate in 6-12 Language Arts 

Undergraduate Study:

Bachelor of Science in English, minor in education (Cum Laude)

(Junior Year in Rome, Italy), Loyola University, Chicago, Illinois 

Publications

 Book & Book Chapters:

Shields, D., Althof, W., Berkowitz, M. & Navarro, V. (June, 2013). What Are We Trying to Achieve?  Developing a Framework for the Preparation of Character Educators. In M. N. Sanger & R. D. Osguthorpe, (Eds.), The Moral Work of Teaching and Teacher Education: Preparing and Supporting Practitioners.(pp.164-180). New York: Teachers College Press.

Navarro, V.  (2005). Context matters: Situated Assessment Practices in Urban Teaching. In F. Peterman (Ed.) Designing Performance Assessment Systems for Urban Teacher Preparation (pp.173-190). New York: Erlbaum.

Navarro, V. & Marquez-Zenkov, K. (Eds.). (2005). Staying connected: Re-framing the contours of partnership work in education. Milwaukee, WI: Urban Network to Improve Teacher Education with the Holmes Partnership.

Navarro, V.  (2005). Standards: The current currency of assessing quality. In V. Navarro & K. Marquez-Zenkov (Eds.) Staying connected: Re-framing the contours of partnership work in education with PDS standards. (pp. 19-30). Milwaukee, WI: Urban Network to Improve Teacher Education with the Holmes Partnership.

Navarro, V. (2005). Interpreting partnership work. In V. Navarro & K. Marquez-Zenkov, (Eds.) Staying connected: Re-framing the contours of partnership work in education with PDS standards (pp. 5-18). Milwaukee, WI: Urban Network to Improve Teacher Education with the Holmes Partnership.

 Journal Articles

Navarro, V. (2013). The discourse of challenge: Introduction to 2013 issue of JULTR, Journal of Urban Learning, Teaching & Research, 9(4-5).

Slapac, A. & Navarro, V. (2013). Fledgling steps to global self-awareness for preservice teachers abroad, Journal for Meaning-Centered Education (JMCE), 3(1) Online journal at http://www.meaningcentered.org/journal/volume-01/fledgling-steps-to-global-self-awareness-for-preservice-teachers-abroad.

Navarro, V & McNeal, K. (2012).  Fixing the Kids’ to Fixing the Context of Urban Education. Journal of Urban Learning, Teaching & Research, 8(1), 2-3.

Navarro, V. (2012). Graduate women’s beliefs about gender roles in China. Asian Women, 28(2), 55-79.

Slapac, A. & Navarro, V. (2011) Shaping action researchers through a Master’s capstone experience, Teacher Education & Practice, 24(4): 405-426.

Naraian, S., Brown, K. & Navarro, V. (2010). Readiness for change: Appropriation of external resources in two urban schools. Education and Urban Society 43, 42-72, first published on September 13, 2010 doi:10.1177/0013124510379824.

Navarro, V. (2006).  Four textbooks on assessment: A qualitative comparison. Teaching Educational Psychology (on-line), 1(3) 1-21. http://www.coe.uga.edu/tep/

Navarro, V. (2005).  Acculturating into urban schools: Voices from the field. Urban Learning, Teaching, & Research. 21-44.

Navarro, V. (2005). Constructing a teacher of qualitative methods. International Journal of Social Research Methodology, 8(5), 419-435.

Navarro, V. & Danforth, S. (2004). A case of ADHD diagnosis: Sorting through perspectives and discourses. Ethical Human Psychology and Psychiatry 6(2), 147-160.

Navarro, V. & Zeni, J. (Spring, 2004). Othering ourselves: Reflections of method, identity, and ethics. Disability Studies Quarterly 24(2), on-line journal 9 pp.

Ding, C. & Navarro, V. (2004). An examination of student mathematics learning as assessed by SAT 9: A longitudinal look. Studies in Educational Evaluation 30, 237-253.

Danforth, S. & Navarro, V. (June, 2001). Hyper talk: The social construction of ADHD in everyday language. Anthropology and Education Quarterly 32(2), pp. 167-190. (R).

Danforth, S. & Navarro, V. (1998).  Speech acts: Sampling the social construction of mental retardation in everyday life.  Journal of Mental Retardation. 36(1) 31-43. (R)

Navarro, V. (April, 1998). Developing a psychology of learning in the field: Pre-service mentoring of at-risk middle school students.  Paper presented at the American Educational Research Association Conference, San Diego, CA. ERIC document ED 419

Hudgins, B., Riesenmy, M., Mitchell, S., Kline, C., & Navarro, V. (1994). Teaching self direction as a means of enhancing children's thinking in physical science.  Journal of Educational Research, 88, 15-27. (R).

 Work in Progress

Slapac, A & Navarro, V. (2014). Changing Practice with Action Research: Challenges and Epiphanies of Teachers as Researchers in a Graduate Capstone Course. Analysis of Discussion Board exit questions from 4 professors over 3 years)

 

Navarro, V., Sittuwan, K., O’Brien, K., Chasteen, C. & Johnson, J. (2014). Integrating inter-cultural experiences into professional lives. (Interviews with past Thai and US participants of the doctoral partnership exchange with UMSL/Phranakhan Rajabhat University.

 Published Proceedings

Hoagland, C., Scordias, M., Catapano, S., Navarro, V., Bielema, C., Hickman, C., & Suess, P. (2003). Developmental stages of online instruction: Lessons learned. Society for the Advancement of Technology in Education. (R). 8 pp. 20%

Polman, J. L., Mastin, J., Beyer, K., & Navarro, V. (2001). Putting the pieces together: Systematic change for technology integration. In J. Price, D.A. Willis, N. Davis, & J. Willis (Eds.), Proceedings of SITE 2001, pp. 63-67. Norfolk, VA: AACE. (R). 25%

Navarro, V. (April, 1998). Developing a psychology of learning in the field: Pre-service mentoring of at-risk middle school students.  Paper presented at the American Educational Research Association Conference, San Diego, CA. ERIC document ED 419 881. (P).

 Book Reviews

Book Reviews:

Navarro, V. (October, 2014). [Review of Life Stories: Exploring issues of educational history through biography Edited by C Morice & L. Puchner]. PsycCRITIQUES..

Navarro, V. (April 26, 2006). Learning to Teach ‘Other” [Review of The Intersection of Cultures: Multicultural Education in the United States and the Global Community (3rd ed.) by Joel Spring]. PsycCRITIQUES. 51(17).

Navarro, V. (2006). Primer for multicultural literacy [Review of The intersection of cultures: Multicultural education in the United States and the global community (3rd. ed).by J. Spring]. CRITIQUES, 51.

Navarro, V. (July 6, 2005). Personal and Political Faces of Therapy. [Review of The Myth of Empowerment: Women and the Therapeutic Culture in America by D. Becker.] PsycCRITIQUES. 50(27).

Navarro, V. (Nov. 16, 2004). Becoming rational and moral relationally: Piaget revisited. [Review of the book Social interactions and the development of knowledge (2004) by J. M. Carpendale & U. Muller (Eds.). [A 13 chapter book by members of The Jean Piaget Society] American Psychological Association’s PsycCritiques, 49(8).

 Grants

·   TLINC grant, Co-PI with Gwen Turner. $10000. Integrate Edweb tools and sites into coursework and link to community partners. 2012-2013.

·   Career Transition Certification Program: PI: Virginia Navarro

(Partnership with St. Louis Public Schools to develop urban teachers in critical need areas)

Amount and Period: $282,506, July, 2007-2008

·   Career Transition Certification Program: PI: Virginia Navarro

(Partnership with St. Louis Public Schools to develop urban teachers in critical need areas)

Amount and Period: $274,377, July, 2006-2007

 Funder: Missouri Division of Elementary and Secondary Education

·   Parsons Blewett Tuition Scholarship Fund: PI: Virginia Navarro

Amount and Period: $200,000, July 2006-2007

Funder: Parsons Blewett Memorial Fund

(Scholarship tuition for Career Transition Certification Program Cohorts)

·   Future Educators for Character: Co-PIs: Virginia Navarro & Marvin Berkowitz

Amount and Period: $25,000 September, 2004 to September, 2005

Funder: Character Education Partnership, Washington, DC

·   Teacher Workforce Replenishment Program: Co-PIs: Ric Hovda, Lloyd Richardson, & Virginia Navarro:  $1,800,000: 2001-2004, one-year extension 2004-05

Funder: US Department of Education.

Presentations

Navarro, V. & Slapac, A. (February, 2014). Changing Practice with Action Research: Challenges and Epiphanies of Teachers as Researchers in a Graduate Capstone Course. Paper presented at the annual meeting of the Association of Teacher Educators (ATE) in St. Louis, Missouri.

Navarro, V. (January 11, 2014). Global Self-Awareness. Invited keynote at The 11th International Postgraduate Research Conference: Sharing success through research.  Phranakhon Rajabhat University. Bangkok, Thailand.

Navarro, V. & Haywood, K. (November , 2013). Voices from Students in the UMSL Ed.D. Learning Communities. Presentation at the CPED Convening at Rutgers University, New Brunswick, New Jersey.

Slapac, A. & Navarro, V. (April 30, 2013). Preservice teacher experiences in Asia and the United States: Fledging steps to global awareness (SIG Language & Social Processes). Round Table at the American Education Research Association (AERA). San Francisco, CA.

Shields, D., Althof, W., Berkowitz, M, & Navarro, V. (May 1, 2013). What Are We Trying to Achieve?  Developing a Framework for the Preparation of Character Educators. Paper presented at the American Education Research Association (AERA). San Francisco, CA. (Part of invited Symposium -The Moral Work of Teaching and Teacher Education)

Slapac, A. & Navarro, V (March, 2013). Representation issues and method choices: Case study data.  Invited presentation at The 9th Qualitative Research Conference, St. Louis, MO (March, 2013).

Slapac, A. & Navarro, V, (February, 2012). Case studies: Bounding phenomena for inquiry. Invited presentation at The Qualitative Research Mini-Conference, University of Missouri-St. Louis, St. Louis, MO (February, 2012).  

Alina Slapac, Pi-Chi Han, Laura Miller, and Virginia Navarro. Qualitative work in international contexts. Invited panel/symposia at The 8th Qualitative Research Conference, St. Louis, MO (February 2011)

Slapac, A. & Navarro, V (February 2011). Representation issues and method choices: Case study data. Invited presentation at The 8th Qualitative Research Conference, St. Louis, MO  

Navarro, V. (August, 2011). Establishing Authority in the Classroom.  TA Conference. St. Louis, Missouri.

Navarro, V. & Slapac, A. (March 5, 2011). Case Study Method. Workshop at 8th Qualitative Research Conference. St. Louis, MO.

Navarro, V. (chair). (March 6, 2011). Miller, L., Han, P., & Slapac, A. (March 4, 2011). Symposia on Research in International Contexts. 8th Qualitative Research Conference. St. Louis, MO.

Navarro, V. (January 8, 2011). Gender and Identity: Graduate Women in China. Invited Keynote at 8th Graduate Conference, Phranakhon Rajabhat University. Bangkok, Thailand.

Navarro, V. (November 5, 2010). The Design & Implementation of an Experiential Approach to Character Education. Paper presented at the annual meeting of the American Moral Association, St. Louis, MO.

Navarro, V. (October, 2010). US Education: Multicultural & Global. Presentation to Korean Teachers of English at UMSL, St. Louis, MO.

Navarro, V. (Summer, 2010). Graduate Psychology Women in China. Invited presentation at Sociology Symposia, Korea University, Seoul, Korea

Navarro, V. & Chen, X. (June 4, 2010). Gender in China: Voices of Graduate Women in Psychology. Paper presented at the annual meeting of The Jean Piaget Society, St. Louis, Missouri.

Navarro, V. (April 7, 2010). Invited address on Qualitative Research Methods for University of Illinois-Springfield faculty and graduate students. Springfield, IL.

Navarro, V., Eaves, D., & Johnson, J. (October, 2009). Showing Up Every Day: Urban Special Educator Narratives. Paper presented at the Mid-west AERA, St. Louis, Missouri.

Navarro, V (September 24, 2009). Gender in China: Voices of Graduate Women. Colloquium for the Institute of  Women & Gender Studies. St. Louis, MO.

Navarro, V. (May, 2009). U.S. Higher Education: What’s It All About? Invited address at Huazhong Normal University Psychology Department . Wuhan, China.

Navarro, V. (April, 2009). An Outsider’s View: Thoughts on Classroom Culture. Demonstration  Lesson presentation at Chong Ren Rd Elementary School. Hankou, China.

 

Navarro, V. (January, 2009). The ‘Why’ and ‘How” of  Qualitative Research Methods.  Invited address at the 3rd International Postgraduate Research Conference. Phranakhon Rajabhat University, Bangkok, Thailand.

Courses Taught

TCH ED 5311 Foundations of Education (steward)

TCH ED 6350 Gender, Language, & Identity (cross listed with Gender Studies)

TCHED 6909 Teacher Action Research I (steward)

TCH ED 6910 Teacher Action Research Capstone (steward)

EDUC 7205 Action Research

EDUC 7630 LLC Sociocultural Theory in Action

EDUC 7642 Sociocultural Perspectives in Education

EDUC 7950 Doctoral Exit Course (Proposal development)

ED PSYC 7781 Qualitative Research Methods in Education

ED PSY 6109 Learners and Learning in Sec. School Settings

ED PSY 6215 Psychology of Education, Early Childhood Development (online)

ED PSY 2212 Introduction to Learners and Learning

HONORS 3030 Gender Language & Identity

Doctoral Supervision

Chair for eight dissertation committees: 5 completed; 2 in process; 1 discontinued.

Committee member for 30 completed dissertations (below), 30 comprehensive exams, and 15 independent study and/or research assistantships

 

Committee member for an additional 18 doctoral students as of 2014: