Dr. Thomas' curriculum vitae [PDF]
Educational Background
- EdD, Curriculum and Teaching, Teachers College, Columbia University, New York, NY
- MAT, Social Studies, University of Louisville
- BA, Psychology, University of Louisville
Teaching Areas
- Cross-cultural competence
- Public Schools in America
- Social studies methods
Research Interests
- Trauma-informed teacher preparation
- Transdisciplinary approaches to teacher education
- Culturally responsive & sustaining pedagogies
- Clinical teacher preparation
- Social justice perspectives in teaching/preparation
Methodology
- Qualtitative
- Teaching- trauma-informed
- Teaching: I have expertise in working with students who are typically underserved
Professional Activities
- Program Chair, Division K (Teaching and Teacher Education) Section 3, 2012 American Educational Research Association
- 2012 Division K Dissertation Award Committee, American Educational Research Association
- Diversity Committee, College of Education and Human Development
- Anne Braden Institute for Social Justice Research faculty affiliate, ex-officio
- Crane House the Asia Institute, Inc., Education Board
Honors and Awards
- 2012 Nystrand Center Offutt Scholar
- Nominee, President's Exemplary Multicultural Teaching Award, University of Louisville, Faculty Favorite
- 1998 Jefferson County Public Schools Outstanding Staff Award
- 1993 Louisville Community Foundation Grant for African-American Festival
Professional Organizations
- American Educational Research Association (AERA)
- National Association for Multicultural Education (NAME)
- Louisville Chapter, National Association for Multicultural Education
- National Council for the Social Studies
- Kentucky Council for the Social Studies
Selected Publications
- Howell, P., Thomas, S., & Ardasheva, Y., Holman, T. (2011). Talk in the classroom: Meeting the developmental, academic, and cultural needs of middle school students. Middle Grades Research Journal, 6(1), 47-63.
- Han, H. S., & Thomas, S. (2010). No Child Misunderstood: Enhancing Early Childhood Teachers’ Multicultural Responsiveness in the Area of Children’s Social Competence, 37(6), 469-476. Early Childhood Education Journal.
- Howell, P., Thomas, S. & Kaputska, K. (2010). Why, where, and by whom: A Social justice imperative for teacher preparation and practice. Teacher Education and Practice, 23(4), 466-470.
- Clayton, C.D., Howell, P., Kapustka, K. M., Thomas, S., & Vanderhaar, J. E. (2010). Understanding the scope of social justice in teacher education: The incidence of social justice in accreditation documents. Teacher Education and Practice, 22 (3), 302-322.
- Kapustka, K., Howell, P., Clayton, C., & Thomas, S. (2009). Social justice in teacher education: A qualitative content analysis of NCATE Conceptual Frameworks. Equity and Excellence in Education, 42(4), 489-505.
- Thomas, M.S., & Vanderhaar, J. (2008) Negotiating Resistance to Multiculturalism in a Teacher Education Curriculum: A Case Study. The Teacher Educator (in press).
- Thomas, M.S. (2006).Building the culturally relevant standards-based social studies classroom. Southern Social Studies Journal. 31(2), 47-61.
