Dr. Marie Byrd

mbb

Title: Associate Professor

Area of Interest: Initial Teacher Preparation

Phone: 941-359-4534

Curriculum Vitae: CV

Email: marieb@sar.usf.edu

Office: B313

Associate Professor
Chair, Initial Teacher Preparation (ITP)
Coordinator, MAT Program
SRATE President, 2013-14
FATE President, 2013-14

Marie Byrd is an associate professor in the College of Education at the University of South Florida, Sarasota-Manatee. A native Floridian, she received her BS and MS in Elementary Education from Florida State University and Florida International University, respectively and her EdD in Educational Administration and Supervision with a minor in Curriculum and Instruction from Florida International University. Dr. Byrd has a strong background in urban school education with years of service in the Miami Dade County Public Schools, Miami, Florida as a teacher, Title One Curriculum Specialist, and Assistant Principal. Prior to arriving at USF Sarasota Manatee in fall 2007, Dr. Byrd held the title of assistant professor in Educational Administration at the University of Memphis and at Southern Illinois University Edwardsville.

Education

Ed.D., Florida International University
M.S., Florida International University
B.S., Florida State University

Research

Dr. Byrd’s current scholarship centers on the extensive topic of research-based best practices that foster academic, social and emotional student success in socioeconomically, racially/ethnically and culturally diverse schools. She focuses a particular lens on national, state and local attempts to narrow the divide between theory and practice when analyzing the continuous widening of the academic achievement gap. Other areas of research include analyzing effective instruction through an exploration of such concepts as culturally responsive teaching and cultural competence professional development training, documentation of the challenges of teaching in high poverty schools in a standards-based society, researching best practices of current master teachers, and proposing programs and professional development models to facilitate positive and productive school learning communities. Dr. Byrd also directs attention to the need for a paradigm shift to engage teachers in continuous, long-term professional development centered on culturally responsive instruction to meet the needs of today’s diverse student population while embracing the data-driven accountability, standards-based educational movement.

Byrd-Blake, M. & Olivieri, B. S. (2014). Measuring teacher cultural competence. International Review of Social Sciences and Humanities. 8(1).

Byrd-Blake, M. & Hundley, E. (2012). Promoting teacher development in a Racially / Ethnically, Socioeconomically, Linguistically and Academically Diverse School: A USA Case Study. Professional Development in Education Journal. 38(4) 551-570.

Byrd-Blake, M. (2011). Ethnicity, race and culture: A case for cultural competence. Chapter in Carr, J., Fauske, J. & Jones, P. Leading for Inclusion: How schools can build on the strengths of ALL learners. New York: Teachers College Press

Sutton, L. C. & Byrd-Blake, M. (Summer 2010). A team-centered approach to performance compensation. AASA Journal of Scholarship and Practice, 7 (2), 33-44.

Byrd-Blake, M., Afolayan, M., Hunt, J. W., Fabumni, M., Leander, R., Pryor, B. & Aboro, P. (2010). Morale of teachers in urban schools: A post NCLB mixed methods analysis. Education and Urban Society, 42, 450-472.

Byrd-Blake, M. & Oliveri, B. S. (2009). Operation 2014: Developing Culturally Competent Teachers for a Diverse Society. Florida Association of Teacher Educators Journal.1(9), 1-23 http://www.fate1.org/journals/2009/byrd-blake.pdf

Hunt, J. W., Afolayan, M., Byrd-Blake M., Fabunmi, M., Pryor, B, & Aboro, P. (Fall-Winter 2009).The impact of the pressures to make adequate yearly progress on teachers in a Midwest urban school district: A qualitative analysis. The Journal of Thought, 44(3-4), 63-75.

Byrd-Blake, M., Hunt, J., Afolayan M. O., & Leander, R. (2009). (submitted for review). The Impact of the No Child Behind Act on Urban Schools: A Review of the Literature. Multicultural Learning and Teaching

Pryor, B.W., Byrd-Blake, M., Hunt, J., Afolayan, M.O., Fabunmi, M., Leander, R. (2008). NCLB and urban teachers morale: A study of beliefs and attitudes in AYP and Non-AYP Illinois schools. Journal of Urban Education: Focus on Enrichment, 5(1), 69-81.

Byrd-Blake, M. (2007). The M.I.C.E. Process: A remedy for women faculty experiencing quadruple jeopardy. Advancing Women in Leadership On-Line Journal. Summer 2007 McNeal, L. & Byrd-Blake, M. (2005). Council of Great City Schools. Chapter in the Sage Encyclopedia of Educational Leadership and Administration.

Byrd-Blake, M. & McNeaL, L. (2005). Abraham Maslow - Self Actualization Theory. Chapter in the Sage Encyclopedia of Educational Leadership and Administration.