B.A. Michigan State University, Psychology
M.A. University of Arizona, Educational Psychology
Ph.D. University of Arizona, Educational Psychology
Bozack, A.R., Vega, R., McCaslin, M., & Good, T. L. (2008). Teacher support of student autonomy in CSR classrooms. Teachers College Record, 110 (11), 2389-2470.
Good T., McCaslin, M., Tsang, H. Y., Zhang, J., Wiley, C. R. H., Bozack, A. R., & Hester, W. (2006). How well do 1st year teachers teach: Does type of preparation make a difference? Journal of Teacher Education, 57(4), 410-430.
McCaslin, M., Good, T., Nichols, S., Zhang, J., Wiley, C., Bozack, A.R., Burross, H.L., Cuizon-Garcia, R. (2006). Comprehensive school reform: An observational study of teaching in grades 3 through 5. The Elementary School Journal, 106 (4), 313-332.
McCaslin, M., Bozack, A. R., Napoleon, L., Thomas, A., Vasquez, V., Wayman, V., & Zhang, J. (2006). Self-regulated learning and classroom management: Theory, research, and considerations for classroom practice. In C. Evertson & C. Weinstein (Eds.) Handbook of classroom management: Research, practice, and contemporary issues. Matwah, NJ: Erlbaum.
P111 Introduction to psychology
ED603 Human growth & development (for teachers)
P625 Human growth & development
ED682 Measurement & evaluation
Awards
2008 Inaugural Outstanding Journal of Teacher Education Article Award presented by the AACTE for:
Good T., McCaslin, M., Tsang, H. Y., Zhang, J., Wiley, C. R. H., Bozack, A. R., & Hester, W. (2006). How well do 1st year teachers teach: Does type of preparation make a difference? Journal of Teacher Education, 57(4), 410-430.
Research Interests:
Dr. Bozack’s research interests include pre-service teaching experiences and perceptions, novice teacher mentoring and professional development, and attrition rates of novice teachers. Specifically, Dr. Bozack is interested in understanding how the perceptions and experiences of pre-service and novice teachers impact retention, attrition and teaching practices.
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