Professor, College of Education and Human Development; Director, Helen A. Kellar Institute for Human disAbilities
Behrmann is a local, state, and national leader/innovator in special education. He has devoted 35 years to improving services and personnel preparation in the field of special education with his innovative work in teaching, research and service. He believes in collaborative research/training enhanced by technology. An early adopter of microcomputer technology, his pioneering pursuits are known worldwide. He wrote two of the first books on assistive and instructional technology.
He is currently the Helen A. Kellar Professor of Special Education in the Graduate School of Education and the coordinator of the special education programs. He is the Director of the Helen A. Kellar Institute for Human disAbilities(KIHd), with over 50 funded faculty and staff of which over 15 percent have disabilities.
Associate Professor of Initiatives in Educational Transformation
Berger is Assistant Professor in the Graduate School of Education's Initiatives in Educational Transformation (IET) Program. Her research focuses on understanding the ways adults learn and grow over time and on giving voice to that journey. In her writing and her teaching, Berger explores the workplace as one of the major centers of learning for adults, and she uses her work to help adults think about their work and their workplaces in ways that help them gain new perspectives and capacities to make positive changes in their classrooms and offices.
Associate Professor of Education Leadership
Expertise: Leadership and decision making in schools
Brazer is an Assistant Professor in the Education Leadership Program at George Mason University teaching primarily in the Education Leadership master's program for students pursuing a Virginia principal's license.
Brazer's primary research interest is in the area of educational decision making. He and co-author L. Robin Keller from the U-C Irvine Paul Merage School of Business have developed a model of decision making in educational contexts. Applying this model to field-based research, Brazer and his research partners are working with two school districts in Virginia and two in California to study specific change decisions and their implementation as the process occurs. This real-time study of decision making is unusual in education and private sector based research. Implications include re-conceptualizing how decisions occur in educational contexts and helping school leaders to understand how multiple constituencies influence their decision making.
Additional research and publication efforts include the study of school site committee work, exploring the role of culturally and linguistically diverse teachers in assisting school leaders to reach immigrant student populations and understanding how principals can attract and retain career switcher teachers.
Professor of Literacy
Brozo focuses his research on the intersection of cultural, political, gender, and strategic variables in adolescent literacy. His widely read book, Content Literacy for Today’s Adolescents (Merrill Prentice Hall, 2007), blends theory and practice. He is internationally recognized for his writing on literacy and masculinity, his column in the English/Russian language journal Thinking Classroom, and his participation on the PISA-PIRLS Task Force, where he is responsible for monitoring and critiquing global literacy assessment studies.
Associate Professor of Instructional Technology
Clark is an associate professor and program coordinator of the Instructional Technology program in the College of Education and Human Development at George Mason University. Clark's research interests focus on the design and development of online learning environments, the role of gaming and media in formal and non-formal learning and the use of technology in learning with underserved populations.
Clark has been selected as a Fulbright Senior Specialist Roster Candidate, and his research activities have been funded by such organizations as: the Hoop Magic Foundation, WIN-WIN Strategies Foundation, National Science Foundation, U.S. Forest Service and Bureau of Land Management. Clark also serves as an advisor and consultant to non-profit and for-profit organizations that include the Smithsonian Institute, Public Broadcasting Service, Congressional Black Caucus Foundation, CDI America, HOSTS, Cosmos Literacy, Lightspan and Knowledge Adventure.
Associate Professor of Initiatives in Educational Transformation
DeMulder is director and associate professor of Initiatives in Educational Transformation (IET) in the Graduate School of Education's Master's in New Professional Studies - Teaching Program. DeMulder's research concerns the study of interpersonal relationships in educational contexts and risk and protective conditions in children's development and early education. She is involved in community-based action research in South Arlington, where she developed a family-centered preschool program for low-income, immigrant families as a university/community partnership. DeMulder co-edited a book entitled Transforming Teacher Education: Lessons in Professional Development (Bergin and Garvey, 2001) and has published her research in a variety of professional journals.
Associate Professor of Early Childhood Education
Kidd is an Assistant Professor in the Graduate School of Education at George Mason University (Mason) and is currently Coordinator of the Early Childhood Education program. She teaches in the Early Childhood Education and Literacy programs.
Kidd's research is focused on preparing teachers who have the knowledge, skills, and dispositions to work with culturally, linguistically, socio-economically, and ability diverse children and their families. She is especially interested in home-school-community collaborations as well as collaborative efforts among teacher interns. In addition, she is currently engaged in research on promoting abstract thinking in young children as well as research related to language and literacy development.
Professor of Special Education
Mastropieri is interested in how students with disabilities learn in school and much of her research has focused on cognitive strategies designed to promote learning and retention of school-related information. She has also studied what happens during inclusive instruction with students with disabilities and suggested instructional strategies to facilitate inclusive efforts. Her publications include over 165 journal articles, 40 book chapters, and 25 co-authored or co-edited books.
Professor of Instructional Technology
Norton has been involved with educational technology since the late 1970s, working with teachers to understand the role of new electronic technologies to support teaching and learning. Norton is director of the Integrating Technology in Schools Certificate, Master’s, and Doctoral Programs. She is the author of numerous articles and coauthor of two books: Teaching with Technology: Designing Opportunities to Learn (Wadsworth Publishing, 2002) and Technology for Teaching (Allyn & Bacon, 2000). More recently, Norton has been designing and developing e-learning environments for teachers and high school students, resulting in part in the Online Academy, a virtual high school, and the Online Academy for Teachers, an educational program to teach teachers how to teach in virtual environments. This program received the 2006 Governor’s Technology Award for Innovative Use of Technology in K–12 Education. In 2007, Norton received the Virginia Outstanding Faculty Award sponsored by the State Council of Higher Education for Virginia and Dominion Power.
Associate Professor of Education, College of Education and Human Development
Since 1996, Osterling has been conducting research that engages and capitalizes on the socio-cultural strengths of grassroots immigrant communities. He believes a comprehensive immigration reform is necessary in dealing with the 12 to 14 million undocumented people in the U.S., and his research explores how children of immigrant origins should be educated in order to become productive and engaged citizens. He can discuss measures that should be taken to solve the problem of undocumented immigrants in the United States, and who benefits from the presence of documented and undocumented immigrants.