Dr. Darlene Ciuffetelli Parker

Faculty of Education




Dr. Darlene Ciuffetelli Parker

Associate Professor (PhD)
Department of Teacher Education
Available for Graduate Advisement

Dr. Darlene Ciuffetelli Parker is an Associate Professor in the Faculty of Education at Brock University. With abundant peer reviewed and invited research articles, chapters, books, reports, policy briefs, and newspaper columns, Ciuffetelli Parker’s commitment to narrative inquiry methodology is mirrored by her deeply felt commitment to literacy, critical literacy and narratives of experience. Her current area of study is literacy and literacy narratives as they relate to social justice.

Ciuffetelli Parker has completed two projects which spanned over four years on students and families affected by poverty, and educators who work in school communities affected by poverty in Ontario. The projects were supported by the Ministry of Education and funded by the Elementary Teachers’ Federation of Ontario (ETFO) resulting in a research report as well as a co-authored book entitled Poverty and Schools in Ontario (Ciuffetelli Parker & Flessa, 2011). The book is having an impact on initial teacher education and the continuing professional development of teachers. Ciuffetelli Parker continues to research and write on poverty and schooling as she advances partnerships to support deeper knowledge. She readily is an invited keynote/speaker, providing impactful talks to various organizations including: District School Boards, Research Panels/Partnerships, Ontario College of Teachers, Principal Associations, Canadian Women’s University Council, Child Youth Network, and the community at large.

Ciuffetelli Parker served as an editor and author of a published volume by Emerald Books (2011), entitled Narrative Inquiries into Curriculum Making in Teacher Education. The book focuses directly on teacher education programs and profiles international scholars on the topic of teacher education studies, including chapters authored by Ciuffetelli Parker and an award winning chapter within the volume by esteemed scholar Cheryl Craig. Darlene has since contributed a chapter on her literacy narrative framework (2014) in Advances in Research and Teaching Emerald volume International Teacher Education: Promising Pedagogies.

Ciuffetelli Parker’s research and teaching throughout her tenure at Brock University has been recognized locally and internationally with prestigious awards, including: the 2012 international American Educational Research Association (AERA) recipient of the Early Career Award of the Narrative Research Special Interest Group, the 2012 Faculty of Education Award for Excellence in Teaching at Brock University, and the 2013 recipient of the institutional Brock Distinguished Teaching Award.

Dr. Ciuffetelli Parker was an administrator, literacy resource-consultant, and elementary teacher in Toronto for over fifteen years before joining Brock University as a professor. She obtained her PhD from the Department of Curriculum and Teacher Development at the Ontario Institute for Studies in Education of the University of Toronto (OISE/UT).

Courses Taught

Graduate
EDUC 5P81: Personal Narratives in Educational Research

Pre-service
EDUC 8P15: Teaching Learning and Schooling
EDUC 8D09: Principles and Practices for Professional Certification
EDUC 8F08: Instructional Strategies P/J/I

Research Interests

Narrative inquiry, teacher education, marginalized communities, diversity, literacy education
 

Select Publications
Books, Reports, and Chapters Contributed to Edited Books

Ciuffetelli Parker, D. (2014). Literacy narratives for 21st century curriculum making: The 3Rs to excavate diverse issues in education. In C.J. Craig, & L. Orland-Barak (Eds). International Teacher Education: Promising Pedagogies (Part A). pp 233-253. Emerald Publishing. UK.
 
Ciuffetelli Parker, D. & Pushor, D. (2014).  How to make teacher education better: The making of an international narrative inquiry teacher education discourse community. In S. Feller, & I. Yengin (Eds).  21st Century Education: Constructing meaning and building knowledge in technology supported learning environments. pp 181-202. Dialogue Series. Benjamin Publishing.
 
Ciuffetelli Parker, D. (2013). Commentary on Danny the Catechist. In D. Smith (Ed.), A call to vocation: Catholic education narratives. Pearson Publishing

Ciuffetelli Parker, D. (2012). Poverty and Education: A Niagara Perspective. Policy Brief, Niagara Community Observatory.

Ciuffetelli Parker, D. & Flessa, J. (2011). Poverty and schools in Ontario: How seven elementary schools are working to improve education. Elementary Teachers Federation of Ontario. Toronto, ON.

Ciuffetelli Parker, D. (2011). Related literacy narratives: Letters as a narrative inquiry method in teacher education. In J. Kitchen, D. Ciuffetelli Parker, & D. Pushor (Eds.), Narrative inquiries into curriculum making in teacher education. pp 131-149. Emerald Publ, UK.

Ciuffetelli Parker, D., Kitchen, J., & Pushor, D. (2011). Narrative inquiry, curriculum making, and teacher education. In J. Kitchen, D. Ciuffetelli Parker, & D. Pushor (Eds.), Narrative inquiries into curriculum making in teacher education. pp. 3-18. Emerald Publ, UK.

Kitchen, J., Ciuffetelli Parker, D., Pushor, D. (Eds.). (2011). Narrative inquiries into curriculum making in teacher education. Emerald Publishing, UK.

Pushor, D., Kitchen, J., & Ciuffetelli Parker, D. (2011). Turning points: reflections on the autumn leaves. In J. Kitchen, D. Ciuffetelli Parker, & D. Pushor (Eds.), Narrative inquiries into curriculum making in teacher education. pp. 279-292. Emerald Publishing, UK.

Ciuffetelli Parker, D. (2011). Related literacy narratives: Letters as a narrative inquiry method in teacher education. In J. Kitchen, D. Ciuffetelli Parker, & D. Pushor (Eds.), Narrative inquiries into curriculum making in teacher education. pp 131-149. Emerald Publishing, UK.

Ciuffetelli Parker, D., Kitchen, J., & Pushor, D. (2011). Narrative inquiry, curriculum making, and teacher education. In J. Kitchen, D. Ciuffetelli Parker, & D. Pushor (Eds.), Narrative inquiries into curriculum making in teacher education. pp. 3-18. Emerald Publishing, UK.

Ciuffetelli Parker, D. & Flessa, J. (2011). Poverty and schools in Ontario: How seven elementary schools are working to improve education. Elementary Teachers Federation of Ontario. Toronto, ON.

Kitchen, J., Ciuffetelli Parker, D., Pushor, D. (Eds.). (2011). Narrative inquiries into curriculum making in teacher education. Emerald Publishing, UK.

Pushor, D., Kitchen, J., & Ciuffetelli Parker, D. (2011). Turning points: reflections on the autumn leaves.
In J. Kitchen, D. Ciuffetelli Parker, & D. Pushor (Eds.), Narrative inquiries into curriculum making in teacher education. pp. 279-292. Emerald Publishing, UK.

Ciuffetelli Parker, D. (2010). Possibilities: An impact analysis of schools working with children and communities affected by poverty. Elementary Teachers’ Federation of Ontario.

Kitchen, J., & Ciuffetelli Parker, D. (2009). Developing Self-Study Communities of Practice. In C. Lassonde, S. Galman, & C. Kosnik (Eds.), Self-Study Research Methodologies for Teacher Educators, pp. 107-128. Rotterdam, The Netherlands: Sense Publishing.

Ciuffetelli Parker, D. (Ed.). (2007). Case Studies: Understanding Teaching and Learning. Pearson Custom Publishing, Toronto.

Ciuffetelli Parker, D. (2007). “Becoming a teacher: Case studies for teaching practice” in D. Ciuffetelli Parker (Ed.) Case Studies: Understanding Teaching and Learning, pp. xi-xix. Pearson Custom Publishing, Toronto.
 

Reports and Monographs

Ciuffetelli Parker, D. (2015). Poverty and schooling: Where mindset meets practice. What Works: Research into Practice Series. Ontario Association of Deans of Education (OADE) and the Ontario Ministry of Education. [double blind peer reviewed]
 
Ciuffetelli Parker, D. (2012). Poverty and Education: A Niagara Perspective. Policy Brief,
Niagara Community Observatory.

Articles and Proceedings

Ciuffetelli Parker, D. (2012). Narrative unity, narrative inquiry, and curriculum making in teacher education. Proceedings of the Hawaii International Conference on Education. Honolulu, Hawaii.

Ciuffetelli Parker, D., Gallagher, T., & Griffin, S. M. (2011). Multiple layers of leadership in professional learning communities: An essay review. Mentoring & Tutoring: Partnership in Learning, 19(4). Pp. 503-522.

Ciuffetelli Parker, D., Grenville, H., Flessa, J. (2011). Case studies of school community and climate: Success narratives of schools in challenging circumstances. School Community Journal. 21(1), pp.129-150.

Gallagher, T., Griffin, S., Ciuffetelli Parker, D., Kitchen, J., & Figg, C. (2011). Establishing and sustaining teacher educator professional development in a self-study community of practice: Pre-tenure teacher educators developing professionally. Teaching and Teacher Education, 27(5), 880–890.

Ciuffetelli Parker, D. (2010) Writing and becoming [a teacher]: Teacher candidates’ literacy narratives over four years. Teaching and Teacher Education. 26(6), 1249-1260.

Ciuffetelli Parker, D., & McQuirter Scott, R. (2010). From mentorship to tenureship: A storied inquiry of two academic careers in education. Mentoring and Tutoring, 18(4), 405-425.

Griffin, S.M., Ciuffetelli Parker, D., & Kitchen, J. (2010). Carrying stories from the outside in: A collaborative narrative into a teacher education community. In Education. 16(2), www.ineducation.ca.

Flessa, J., Gallagher-McKay, K., Ciuffetelli Parker, D. (2010). “Good steady progress”: Success stories from Ontario Elementary Schools in Challenging Circumstances. Canadian Journal of Educational Administration and Policy.

Ciuffetelli Parker, D. & Flessa, J. (2009). Poverty and education: New research in Ontario schools. Alberta Journal of Educational Research, 55(2), 249-252.

Ciuffetelli Parker, D., Smith, D., & Goldblatt, P. (2009). Teacher education partnerships: Integration of case studies within an initial teacher education program. Brock Education, 18(2), 96-113.

Ciuffetelli Parker, D. & Volante, L. (2009). Responding to challenges posed by summative teacher candidate evaluation: A collaborative self-study of practicum supervision by faculty. Studying Teacher Education, 5(1), 33-44.

Ciuffetelli Parker, D. (2008). Literacy leadership and the administrator: Relationship as moral agency from within. The International Electronic Journal for Leadership and Learning. 12:9, ISSN 1206-9620.

Ciuffetelli Parker, D., Fazio, X., Volante, L., Cherubini, L. (2008). Relationship matters: Negotiating and maintaining relations in a unique school-university partnership. Action in Teacher Education. 30(3), 39-53.

Ciuffetelli Parker, D. & Cherubini, L. (2008). Living in the margins of teaching and scholarship: Two professors’ program and leadership in a learning faculty. Excelsior, 3(1), 15-26.

Ciuffetelli Parker, D. (2008). Moral literacy in an initial teacher education program: Teacher candidates’ literacy narratives over four years. In P.T. Begley, & M.P. Begley (Eds.), The Moral Agency of the Educational Leader: Selected Papers Presented at the 13th Annual Values and Educational Leadership Conference, Pennsylvania State University.

Ciuffetelli Parker, D. (2008). Restructuring program, changing practice: A professor’s enactment of a pedagogy of teacher education. In M.L. Heston, D.L. Tidwell, K.K. East, & L.M. Fitzgerald (Eds.), The Seventh International Conference on Self-Study of Teacher Education Practices, Cedar Falls, IA, USA. ISBN 978-1-5539-156-2

Ciuffetelli Parker, D. & Becker, H. (2008). Success stories in challenging circumstances: Case Studies of schools working with children and communities affected by poverty. Voice, 10(5), 9-10.

Ciuffetelli Parker, D. (2007). Professing through eulogy, activity and memoriam: When death strikes a university learning community. Professing Education, 5(2), pp.7-9.

Ciuffetelli Parker, D. (2006). “Literacy leadership and the administrator: Relationship as moral agency from within.” In P.T. Begley, & M.P. Begley (Eds.), The Moral Agency of the Educational Leader: Selected Papers Presented at the 11th Annual Values and Educational Leadership Conference, Pennsylvania State University.

Ciuffetelli Parker, D. (2006). Literacy narrative relationships: Self-study in collegial letters. In M.L. Heston, D.L. Tidwell, K.K. East, & L.M. Fitzgerald (Eds.), The Sixth International Conference on Self-Study of Teacher Education Practices, Cedar Falls, IA, USA. ISBN 978-1-55339-142-5

Ciuffetelli Parker, D. (2006). Stress on the tenure track: A narrative of my induction year as an education professor. Teaching and Learning. 3(3). pp. 13-17.

 

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Dr. Darlene Ciuffetelli Parker
Dr. Darlene Ciuffetelli Parker
Faculty of Education

Brock University
Hamilton, On.

Office: 20C
T: 905 547 3555 x3605
E: darlene.ciuffetelli-parker@brocku.ca

Events

Kris Knorr M.Ed. Thesis Defence
May 20, 2015 - 2:00pm - 4:30pm
Eleftherios (Terry) Soleas M.Ed. Thesis Defence
June 15, 2015 - 10:00am - 12:30pm