Barbara Norvell
106 D Kearns Hall
Coastal Carolina University
Conway, SC 29528
843-349-2681 bnorvell@coastal.edu
EDUCATION
Ph.D. 2006, Early Childhood Education
Auburn University, Auburn, Alabama
Concentration in Early Childhood Theory and Teacher Education.
Dissertation: An Examination of the Effects of Recess on Children’s Use of
Written Symbol Representations. Dissertation Committee: Edna G. Brabham
(chair), Janna Dresden, David Shannon, Maria Whitte. This is study is designed to
focus on the effects of denying recess on cognitive performance, specifically
writing, in First Grade children from a low performing school.
Ed.S, 2004, Early Childhood Education
Auburn University, Auburn, Alabama
Field Project: A review of research on the effects of recess deprivation and the
relationship of those behaviors on children’s cognitive performance.
M. A., 2000, Early Childhood Education
Piedmont College, Demorest, Georgia
Thesis: DeLight in nature: A practical guide for outdoor classroom usage.
B.S., 1989, Early Childhood Education
Auburn University, Auburn, Alabama
Research Interests
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Recess: Play & Play Environments
Teacher Education: Beliefs and Epistemologies
Curriculum Studies: Innovative approaches to the education of young children
Children’s Representations and the Development of the Symbolic Function
Moral Development of young children and classroom management practices
based on that development
University Teaching Experience
Instructor, Practicum in the Primary Grades, Auburn University (Fall 2002,
Spring 2003, Fall 2003, Spring 2004). This class is designed to provide preservice teachers with the opportunity to gain classroom experience with first,
second, and third grade students. I had to design course content with emphasis on
constructivist teaching practices. These practices included a conceptualization of
print concepts including, but not limited to reading and writing, physical
knowledge stations, and construction of math game centers. The students also had
to design and implement an interdisciplinary mini- theme to be taught over a twoweek period. I supervised planning and instructional techniques, as well as
observed and evaluated students on professional abilities.
Instructor, Practicum in the Preschool & Kindergarten, Auburn University
(Spring 2003). This course is designed to provide opportunities for pre-service
teachers to work with kindergarten students in naturalistic environments. The
students were required to work in the area of print conceptualization, including,
but not limited to reading and writing, physical knowledge exploration areas, and
math game centers. The students were to work with a cooperating teacher to
construct, plan, and implement a two- week interdisciplinary mini-theme using
the Project Approach for student assessment and participation. My responsibilities
included providing and facilitating lab placements, evaluating plans, and
observing and conferencing with each student a minimum of five times
throughout the semester.
Instructor, Early Childhood Summer Enrichment Program, Auburn University
(Summer 2003, Summer 2004). This program is designed for pre- service teachers
in early childhood education to plan, create, and maintain a child centered
environment for students between the ages of three and nine years of age. Student
teachers were required to plan instructional strategies to work with these children
for approximately five hours per day, four days per week, for a six- week period.
The course requirements included, but were not limited to, conducting a study on
two different children and their conceptualization of print through reading and
writing activities, teaching reading through shared reading techniques, conducting
a six-week interdisciplinary theme incorporating physical knowledge and project
centered activities. Students were evaluated over the course of the six- weeks for
progression of professional skills and attitude.
Instructor, Work Theory for the Constructivist Teacher, Auburn University
(Fall 2003, Spring 2004, Spring 2005). The course is designed to provide a
pedagogical foundation for pre-service teachers of early childhood education. A
prerequisite for both practicum classes, this class lays the foundation for the
necessity of constructivist teaching techniques. Emphasis is placed predominately
in cognitive and affective development theories of Jean Piaget with contrasting
epistemologies of John Dewey and Lev Vygotsky.
Instructor, Early Childhood Curriculum, Auburn University (Summer 2004, Fall
2004, Spring 2005).
This class is designed to explore the components of early childhood curriculum.
Students use experiences in the co-requisite Primary Practicum to document
knowledge in a professional portfolio. My responsibilities included facilitating
knowledge in the areas of moral and intellectual autonomy, guidance and
classroom management procedures, as well as planning, creating, and maintaining
the classroom environment and curriculum.
Instructor, Intuitive Thought and the Child’s Symbolic Function, Auburn
University (Summer 2004). This class is designed to examine the stages of
representation and the progression of those stages in connection with the
development of a child’s symbolic function, specifically in the areas of reading
and writing as well as concepts of print.
Teaching Assistant, Practicum in Supervision, Auburn University (Fall 2003,
Spring 2004). I assisted Dr. Candra D. Thornton in the training of new university
graduate teaching assistants and adjunct faculty members in the early childhood
program. It was my responsibility to work with these new instructors to obtain lab
placements, plan schedules, oversee assignments and assist with evaluations.
Teaching Assistant, Constructivist Teacher Growing Professionally, Auburn
University (Fall, 2004). I assisted Dr. Candra Thornton in the training of
university interns on preparation for internship and subsequent job placement in
the teaching field. This class is designed to provide professional development in
teacher certification, resume’ development, interviewing techniques, and
professional disposition of all university interns. Additionally, I served the
Department of Curriculum and Teaching as an intern supervisor during the Fall
2004 and Spring 2005 semesters.
University Teaching Interests
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Teacher Education
Topics in early childhood education
Young children’s development
Teacher Efficacy
Curriculum Studies
Curriculum theory
PRE-K_12 TEACHING EXPERIENCE
Teacher, Third Grade, Eastlake Elementary School, McDonough, Georgia (2000-2002)
Henry County Schools, Don Lewis, Principal
Teacher, Second Grade, Pate’s Creek Elementary School, Stockbridge, Georgia (19952000). Henry County Schools, Tom Boutwell, Principal
Teacher, Second Grade, Stockbridge Elementary School (1991-1995).
Kindergarten, Stockbridge Elementary School (1989-1991).
Henry County Schools, Bill Rawlerson, Principal.
PROFESSIONAL SERVICE
Second Grade, Grade Level Chairperson, Pates Creek Elementary School,
Stockbridge, Georgia (1997-1998). Responsible for passing information between
administration and grade level as well as coordinating grade level schedules and
activities.
Brain Based Learning Committee, Henry County Schools, McDonough, Georgia.
(September 2000- May 2002). I served on a committee with other teachers from
Henry County to plan activities incorporating the eight multiple intelligences into
everyday classroom activities.
PROFESSIONAL AFFILIATIONS
Association for Childhood Education International
National Association for the Education of Young Children
Professional Association of Georgia Educators