Mary D. Burbank
Clinical Associate Professor, Director of Secondary Education
mary.burbank@utah.edu
(801) 581-6074
Group Affiliation - Teacher Education
Research and Teaching Interests -
My teaching and research interests include teacher research addressing action research teaming between preservice and inservice teachers; urban education and instruction for multilingual students; the historical and theoretical underpinnings of preservice teacher supervision.
Degrees -
M.Ed. - Washington State University, Educational Psychology - Assessment
B.S. - University of Utah, Special Education - Behavior Disorders
B.S. - University of Utah, Psychology
Academic Awards Received:
2006 University of Utah Alumni Association's Faculty Community Service
Award
2005 University of Utah Distinguished Teaching Award
2003 College of Education Service Award
2000 Graduate School of Education Faculty Teaching Award
1998 Graduate School of Education Research on Teaching Award
Current Research and Teaching Projects
Teaching
During the past 13 years, I have provided secondary urban education students with preservice experiences addressing the dynamics of contemporary classrooms. I include readings, field experiences, and action research assignments designed to instruct students on language and cultural diversity. Professional development opportunities for cooperating teachers in highly impacted schools provide preservice/inservice research teams with relevant curricular and instructional resources.
Research
Examining linkages between universities and districts in the development of Teaching Professions Academies
Utilizing collaborative book study groups as a mechanism for professional development.
Case studies of minority teacher development
Research teaming: A new model for professional development
Teachers and academics talk about research: Implications for reform
Teacher led action research teams
A case study of action research: Self-study as a model for self-reflection
Representative Articles and Books:
Books
Burbank, M.D. (2008). Developing as a professional: A guide for contemporary paraprofessionals. Thomson-Delmar Learning.
Kauchak, D., Eggen, D., & Burbank, M.D. (2005). Charting a Professional Course: Issues and Controversies in Education. Upper Saddle River, NJ: Merrill, Prentice Hall.
Book Chapters
Gitlin, A., Burbank, M., & Kauchak, D. (2005). The struggle for legitimate knowledge: Knowledge and power in the educational community. In F. Boudine (Ed.), What difference does research make and for whom? New York: Peter Lang.
Articles
Schrum, L., Burbank, M.D., & Capps, R. (2007). Preparing future teachers for diverse schools in an online learning community: Perceptions and practice. The Internet and Higher Education, 10, 204-211
Schrum, L., Burbank, M., Engle, J., & Glassett, K. f. (2005).
Professional development for tertiary educators: An online model for
pedagogical and instructional improvement. In Kinshuk, D. G. \ Sampson,
P. Isaias (Eds), Cognition and Exploratory Learning in Digital Age (pp.
52-59). Porto, Portugal: International Association for Development of
the Information Society.
Schrum, L., Burbank, M.D., Engle, J., Chambers, J., & Glasset, K-f.
(2005). Post-Secondary educators' professional development:
Investigation of an online approach to enhancing teaching and
learning. Internet and Higher Education. The Internet and Higher
Education, 8, 279-28.
Burbank, M.D., Bertagnole, H., Carl, S., Dynak, J., Longhurst, T., &
Powell, K., (2005). University-District partnerships and the
recruitment of tomorrow’s teachers: A grassroots effort for preparing
quality educators through teaching academies. The Teacher Educator 41,
54-69.
Burbank, M.D. (2003). Modeling action research: Reflections from a self-study. The Professional Educator, 25, 31-42.
Teacher preparation requires "best practice" teaching that illustrates the systematic reflection encouraged among preservice teachers. This article provides an investigation of an innovative model for integrating action research into a preservice teacher education program. Through a self-study, this teacher educator presents reflections on action research. By publically sharing in the process of action research, preservice teachers experience both technical and reflective elements of teacher inquiry.
Burbank, M.D. & Kauchak, D. (2003). Collaborative action research: A new model for professional development. Teaching and Teacher Education, 19, 499-514.
Historically, teacher professional development has taken place in isolation and has been dependent upon input from outside "experts". As an alternative, collaborative action research actively involves teachers in professional reflection, validates educators as producers of knowledge, and recognizes their role in professional development and decision making. The value of teacher research is well documented but unless deliberate attempts to share findings are established, teacher research often remains within individual classrooms. Strategies to develop collaborative research capabilities are needed. In this study pre service-inservice dyads were taught how to use action research to examine, analyze, and reflect upon their teaching. Results indicate promise and identify potential obstacles.
Kauchak, D. & Burbank, M.D. (2003). Voices in the Classroom: Case Studies of Minority Teacher Candidates. Action in Teacher Education.
A critical problem facing urban educators is the inability of our teacher education system to produce substantial numbers of teachers from racial, ethnic, and language minority groups. Despite general agreement that increased numbers of minority teachers would be beneficial, there is little research on what minority teachers bring to the teaching profession and how teacher education programs influence these teachers' professional development. The goals of this study were to document the knowledge, attitudes, and beliefs that minority students bring to urban classrooms and to investigate how an urban teacher education program influenced the professional development of these teachers. Implications for recruitment, placement, and professional development of minority urban educators are discussed.
My most representative courses -
Undergraduate/Graduate
Theories of Secondary Instruction
Secondary Curriculum
Action Research Seminar
Graduate
Supervision and Mentoring of preservice teachers
Action Research Teaming