Gina Anderson, EdD
Associate Dean, College of Professional Education
Professor of Curriculum and Instruction
Office: SH 202-G
EdD, Oklahoma State University, Curriculum and Instruction
MS, Oklahoma State University, Curriculum and Instruction
BS, The University of Oklahoma, Education
Teacher preparation; higher education leadership; partnership development; curriculum and instruction; multicultural education; discussion pedagogies; educational foundations; interdisciplinary curriculum design; scholarship of teaching and learning.
Gina Anderson has served educational settings for more than 25 years in a number of roles, including elementary and middle school teacher, student teacher supervisor, university professor, program coordinator, and department chair. Anderson has taught undergraduate and graduate courses in curriculum, pedagogy, educational foundations, and diversity. Her early research focused on multicultural and discussion pedagogies, and she currently is investigating issues of recruitment, preparation, and retention of teacher candidates. Anderson's honors and awards include the Academic Exchange Quarterly Journal Editor’s Choice Award, College of Professional Education Outstanding Teacher Award, College of Professional Education Outstanding Faculty Award for Academic Mentor/Advisor, Dr. G. Ann Uhlir Fellowship in Higher Education Administration, Academic Affairs Faculty Fellowship, and the Innovation in Academia Award.
Cowart, M.T., & Anderson, G. (Eds.) (2015, Winter). Professional practice in diverse settings:
Attitudes and dispositions that facilitate success. Arlington, VA: Canh Nam Publishers, Inc.
Cowart, M.T., & Anderson, G. (Eds.) (2013, Fall). Teaching and leading in diverse schools.
Arlington, VA: Canh Nam Publishers, Inc.
Cowart, M. T., & Anderson, G. (Eds.) (2012, Fall). English language learners in 21st century
classrooms: Challenges and expectations. Arlington, VA: Canh Nam Publishers, Inc.
Anderson, G., & Piro, J. (2017, Winter). A case study investigating the demands and challenges of critical thinking instruction. In Trujillo-Jenks, L. and Fredrickson, R. (Eds.) Case Studies: Working through Current School Issues. Lanham, MD: Rowman & Littlefield.
Anderson, G., & Piro, J. (2015, Winter). Developing teacher dispositions in Socrates Café: Implications for English language learners. In Cowart, M.T. and Anderson, G. (Eds.) Professional Practice in Diverse Settings: Attitudes and Dispositions that Facilitate Success. Arlington, VA: Canh Nam Publishers, Inc.
Anderson, G., & Piro, J. (2013, Fall). The Socrates café is now open: Scaffolding critical analysis within a cooperative activity. In Cowart, M.T. and Anderson, G. (Eds.) Teaching and Leading in Diverse Schools. Arlington, VA: Canh Nam Publishers, Inc.
Anderson, G. (2012, Fall). The situation of “self” in the quest for multicultural education. In Cowart, M.T. and Anderson, G. (Eds.) English Language Learners in 21st Century Classrooms: Challenges and Expectations. Arlington, VA: Canh Nam Publishers, Inc.
Barrera, P., Hansen-Thomas, H., & Anderson, G. (2012, Fall). The unrealistic expectations of English Language Learners in Texas. In M. Cowart & Anderson, G. (Eds.). English Language Learners in 21st Century Classrooms: Challenges and Expectations. Arlington, VA: Canh Nam Publishers, Inc.
Fredrickson, R.R., Dunlap, K., McMahan, S., Anderson, G., & Trujillo-Jenks, L. (in review). Preparing teacher leaders to meet the needs of 21st century learners. Diversity, Social Justice, and the Educational Leader.
Piro, J., & Anderson, G. (in review). Intentional online discussions: Progress, pitfalls, and potential. The Teacher Educator.
Piro, J., & Anderson, G. (2016). A theoretically-driven integrative framework for an online Socrates Café. Teachers College Record, 118(7).
Anderson, G., & Piro, J. (2015). A partnership in pedagogy of process: Conversations about co-teaching critical analysis. Journal of Interdisciplinary Education, 14(1), 1-23.
Piro, J., & Anderson, G. (2015). Discussions in a Socrates café: Implications for critical thinking in teacher education. Action in Teacher Education, 37(3), 265-283. DOI: 10.1080/01626620.2015.1048009.
Piro, J., & Anderson, G. (2015). Managing the paradoxes of discussion pedagogy. Cogent Education, 2, 1-10. DOI: 10.1080/2331186X.2015.1045220.
Piro, J., Anderson, G., & Fredrickson, R. (2015). A unique partnership between Junior Achievement and teacher education. The Teacher Educator, 50(1), 31-46.
Anderson, G., & Piro, J. (2014). Conversations in Socrates café: Scaffolding critical thinking via Socratic questioning and dialogues. New Horizons for Learning, 11(1), 1-9.
Anderson, G., Fredrickson, R., & Carver-Cyr, E. (2012). Navigating the iceberg: Adolescent perspectives of religion and cultural identity in the classroom. The Journal of Multiculturalism in Education, 8(1), 1-24.
Anderson, G., & Cowart, M. (2012). They are talking - are we listening? Using student voice to enhance culturally responsive teaching. Teacher Education & Practice, 25(1), 10-23.
Page last updated 3:12 PM, May 22, 2018