Biography

I aim to teach in ways that provoke my students to think more deeply and critically about issues in education. I am concerned that what they learn connects to their backgrounds and interests and gives them a sense of new possibilities.
Marilyn Parsons

Dr. Parsons was a classroom teacher for 12 years and since has taught at 3 universities, The University of Utah, Ohio State University, and now UIUC. Her current research interests include educational reform related to teacher education and social studies education particularly related to issues of social justice and diversity. She is also interested in collaborative research methodologies, urban education, and action/teacher research and self-study. Recently Dr. Parsons published 2 books with teachers: one describes the ways in which learning successes happened daily in a an urban school that was labeled "failing" by its test scores, and a second book, a 15-year longitudinal study of an experimental PDS teacher education program.

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Key Professional Appointments

ProfessorCurriculum & Instruction, University of Illinois, Urbana-Champaign, 2005 - present

Department HeadCurriculum & Instruction, University of Illinois, Urbana-Champaign, 2005 - 2006

ProfessorIntegrated Teaching and Learning, The Ohio State University, 1999 - 2004

Section HeadIntegrated Teaching and Learning, The Ohio State University, 1998 - 2001

Associate ProfessorIntegrated Teaching and Learning, The Ohio State University, 1991 - 1999

Assistant ProfessorIntegrated Teaching and Learning, The Ohio State University, 1988 - 1991

Visiting ProfessorTeacher Education, Michigan State University, 1987 - 1988

Associate ProfessorCurriculum & Instruction, University of Utah, 1986 - 1988

Assistant ProfessorCurriculum & Instruction, University of Utah, 1979 - 1986

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Education

Ph.D., Cultural Foundations, University of Utah, 1997

M.A., Education, California State University, Long Beach, 1969

B.A., Elementary Education, California State University, Long Beach, 1964

Research & Service

Dr. Parson’s current research interests include educational reform related to teacher education and social studies education particularly related to issues of social justice and diversity. She is also interested in collaborative research methodologies, urban education, and action/teacher research and self-study.Recently Dr. Parsons published 2 books with teachers: one describes the ways in which learning successes happened daily in a an urban school that was labeled "failing" by its test scores, and a second book, a 15-year longitudinal study of an experimental PDS teacher education program.

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Publications

Johnston-Parsons, M. (2010) Focus on Policy: Dreaming of collaboration Language Arts

Christenson, M., Kerper, R., Boyd, B., Lynch, C., Dyer, J., Green, P., al, e., & Parsons, M. (2009) Doctoral students as boundary spanners: Complexity and ambiguity for university supervisors within an M.Ed./PDS project School-University Partnerships

Johnston-Parsons, M., Lee, Y., & Thomas, J. (2007) Students of color as cultural consultants: A self-study of race and social justice issues in a teacher education program Studying Teaching Education

Johnston-Parsons, M., Wilson, M., Bernardi, J., Bowling, M., Karl, M., Lloyd, E., McCualsky, M., & al, e. (2007) Success stories from a failing school: Teachers living under the shadow of NCLB.. Information Age: Charlotte, NC

Saud, U., Johnston, M., & Parsons, M. (2006) Cross-cultural influences of educational reform: A case study of Indonesian teacher education Journal of Education for Teaching

Johnston, M., & Parsons, M. (2006) The mirror and the lamp: Action research and self studies in the social studies. Research methods in social studies education: Contemporary issues and perspectives Information Age: New York

Johnston, M., Thomas, M., & Parsons, M. (2005) The benefits and burdens of ETS portfolio evaluation on early career principals in Ohio.. Educational Administration Quarterly

Griffin, M., Bass, L., Johnston, M., Perselli, V., & Parsons, M. (2004) Knowledge, social justice and self study. The international handbook of self-study of teaching and teacher education practices Kluwer Academic: Dordrecht, The Netherlands

Johnston, M., Christenson, M., Norris, J., & Parsons, M. (2001) Teaching together: School/university collaboration in the social studies.. National Council for the Social Studies: Washington, DC

Johnston, M., & Parsons, M. (2001) Constructing ourselves: An evolving philosophy in the Open Classroom. Learning together: Children and adults in a school community Oxford University Press: New York

Johnston, M., Brosnan, P., Cramer, D., Dove, T., & Parsons, M. (2000) Collaborative reform and other improbable dreams: Professional development schools at The Ohio State University.. SUNY Press: New York

Johnston, M., & Parsons, M. (1997) Contradictions in collaboration: New thinking on school/university partnerships.. Teachers College Press: New York

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Grants

Principal InvestigatorUS/Indonesia Teacher Education Consortium (USINTEC) Workshops, National Science Foundation (Ohio State University), 6/1/2007 12:00:00 AM - 6/30/2008 12:00:00 AM

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Service

Member of journal editorial boardInquiry in Education, 2009 - 2012

member, Board, John Dewey SocietySIG within AERA, John Dewey Society, 2006 - 2009

Teaching

Dr. Parsons taught K-6 grades in California and Utah. After receiving a PhD in Cultural Foundations at the University of Utah, she has taught at the University of Utah, Ohio State University, and now UIUC.

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Courses

Curriculum Research Reviews the principal methodologies used in research on curriculum problems; emphasizes subject-analytical, large-scale survey, experimental, case methods, and clinical studies; emphasizes the conceptual and practical problems in such research.

Programs in Teacher Education The focus of this course will be a study of programs in teacher education considered in light of historical, social, and policy influences and also related to wider issues in contemporary teacher education efforts and research. We will consider the current context of teacher preparation programs in the U.S., examine the historical factors that have brought U.S. teacher education to this point, assess the influence of public policy on teacher education in the U.S. and globally, and study a variety of exemplary models of teacher education in the U.S. and globally. Students will conduct a study of a particular program and present this in a poster session at the end of the semester.

Marilyn Parsons

Professor, Curriculum & Instruction

Contact

Office

319 Education Building
1310 S. Sixth St.
Champaign, IL 61820

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