MARY E. EARICK

Director, Holmes Center for School Partnerships and Educator Preparation

Associate Research Professor

B.S. Early Childhood Education, Southern Connecticut State University, Psychology Minor, Music Concentration

M.S. Southern Connecticut State University, Urban Elementary Education

Ph.D. University of New Mexico, Language, Literacy and Socio-cultural Studies

About Dr. Earick

Dr. Earick’s scholarship, teaching, and service have focused on activist pedagogies and critical studies of Whiteness to support culturally sustaining learners, leaders and activists. She currently directs Plymouth State University’s Holmes Center for School Partnership and Educator Preparation where she has developed a Problems of Practice Professional Development School model of teacher preparation.  Dr. Earick is the author of three books: (1) Multiage Competency-based Education: No Grades, No Grades (forthcoming) (2) Political Literacy: Reading and Writing for Social Justice with K-8 Youth (forthcoming) and (3) Racially Equitable Teaching: Beyond the Whiteness of Professional Development for Early Childhood Educators. She holds degrees in Early Childhood Education, Urban Elementary Education and a Ph.D. in Language Literacy and Socio-Cultural Studies.  Dr. Earick’s current research focuses on undergraduate retention in the geosciences (NSF), root causes of educational inequities (Nellie Mae) and the role of in-group messaging in student school success (PSU). Prior to becoming a professor, she was public-school teacher for 16 years where her teaching was featured in the documentary and book, Starting Small: Teaching Tolerance in the Early Years, produced by Teaching Tolerance, a project of the Southern Poverty Law Center. She is an affiliated faculty member in the Center for the Education and Equity of African American Students (CEEAAS) at the University of South Carolina and the Center for Educational Equity and International Research (CEEIR) at the University of LaVern in California.  Dr. Earick has presented her work internationally in Hong Kong, Ireland, Mexico and Canada.

Books

Earick, M. (In Review). Political literacy: reading and writing for social justice with K-8 youth.  Meyers Education Press.
Earick, M., Burness, R., Allen, A., Harvey, D., Darsney, K., and Cinquemane, A. (In Press). Multiage competency-based learning and teaching: NG2, no grades, no grades. Meyers Education Press.
Earick, M. (2009).  Racially equitable teaching: beyond the whiteness of professional development for early childhood educators. Rethinking Early Childhood Series, Peter Lang: NewYork.
Grants and Grant Projects (Selected)
In-group Messaging Patterns in K-2 Classrooms in Three States: Towards Culturally Sustaining Pedagogy, 2019-2020.       Partners: Center of Excellence for the Education and Equity of African American Students at the University of South Carolina and the University of New Mexico’s  Multicultural Education Center (PI).
Root Causes in Inequities: Manchester Public Schools. Nellie Mae Foundation,  2018-2021 (Progress Monitor, Participatory Community Survey Developer).
GP EXTRA: Engaging Students in the Geosciences Using a Lake Watershed Geosystems Path. Boyer, J.,  Villamagna, A., Kelsey, E., Green, M., Doner, L., Earick, M. National Science Foundation, 2018-2021 (Project Evaluator).
NG2: Personalized Inclusive Education Pathways. Assessment for Learning Project, 2016-2017 ($120,000) (PI)
Teacher as Researcher: The role of inquiry and learning progressions through environmental science studies. New Hampshire Higher Education Math Science Partnership, Plymouth State University, 2010-2011 ($75,000) (Co-PI)
Service Learning as Pedagogy: A Mentorship Model. University of South Carolina Center for Teaching Excellence, 2008-2009 ($3,000) (PI)
Creating a Nature-based Inquiry Model. South Carolina Commission on Higher Education, Teacher Quality Grant with the Georgetown County School District, 2008-2009 ($354,634) (PI)
The Role of Social Context in Influencing Children’s Development Via Their Play and Language Experiences in Preschools, University of South Carolina Research Consortium Children and Families 2007 ($20,000) (Co-PI)
Nature-based Inquiry: Bridging Naturalistic and Scientific Theories of Education, University of South Carolina: Research Opportunity Program, 2007 ($17,200) (PI)

Publications (Selected)

Earick, M. (2018). We are not social justice equals: White scholars understanding their Whiteness. International Journal of Qualitative Studies in Education, Taylor and French 31(8) 800-820. https://doi.org/10.1080/09518398.2018.1479044
Earick, M. (In Review, 2019). NG2: No Grades, No Grades Inclusive Personalized Education Pathways. Journal of Teacher Education, American Association of Colleges for Teacher Education, AACTE.
Earick, M. (2017). NG2: No Grades, No Grades Inclusive Personalized Education Pathways Year I Report. Assessment for Learning Project (ALP), Next Generation Learning.
Earick, M. (2016). NH Problems of Practice Model of School Innovation and Supports: SEA Causal Effects on LEA Data Literacy and Efficacy. New Hampshire Department of Education.
Earick, M. (2015). Contributor to: CSG’s State Pathways to Prosperity Initiative: A Framework for State Policymakers: Developing Pathways to Ensure a Skilled Workforce for State Prosperity. Council of State Governments.
Earick, M. (2014). Transformation Through Innovation: A Case for Integrated Program Management. New Hampshire Department of Education.
Earick, M. & Earick, D. (2012). Teacher as Researcher: Implications and Results. New Hampshire Math and Science Partnership (MSP), Plymouth State University.
Earick,M. (2010). The power of play and language on early childhood racial identity in us schoolsDiaspora, Indigenous, and Minority Education: An International Journal 4(2)131-146.

Invited Presentations (Selected)

“Supporting Grade Level Reading Competencies in K-2 Classrooms: A Multiage Preservice and Inservice Co-teaching Intervention” National Co-teaching Conference, St. Could University, MN, 2019
“Moving from Me to We: A Collectivist View of Action and Equity” City Year New Hampshire, 2019
“Inclusive Personalized Learning Pathways Through Co-teaching” National Co-teaching Conference, St. Could University, MN, Keynote, 2018
“White Ways: Reflecting, Reframing, Responding” Building Bridges and Coalition: The Power of Intersectionality, The Center for Educational Equity and Intercultural Research, La Verne University, CA, Keynote, 2018
“We are not social justice equals: Understanding White Power, Identity and Space in the Academy”  IUPUI Faculty Professional Studies: Education Department, Indianapolis, IN, 2017
“New Money to Support the Digital Age Economy” Educating and Leading: Addressing Equity through Effective Policy and Strategies, National School Board Association Equity Symposium, Washington, D.C., 2017
“A Problems of Practice Model of School Innovation: Summative Analysis” Regional Education Laboratory (REL) Governing Convening, New Hampshire, 2016
“REL-NEI Bridge Event: Social and Behavioral Readiness for Kindergarten” Regional Education Laboratory (REL) and NEI Webinar, 2016
“Closing Opportunity and Achievement Gaps: A Problems of Practice Model of School Innovation through Integrated Management of Federal Funds”  Council of Chief State School Officers (CCSSO),  2015
New Indistar Early Childhood Indicators.” Center for Enhanced Early Learning Outcomes, 2014 http://ceelo.org/new-early-childhood-indistar-indicators-webinar.
“DevelopingProblemsofPracticeinanEfforttoBuildTransformation Capacity” Center on School Turnaround,WestEd, California, 2014
“Early Childhood Identity Development and Academic Outcomes in PreK and Early PreK” Webinar, LeadingEdge, California, 2013
“The Use of Qualitative Data Analysis in PeaceBuilding; Documentation of Dominant Racial Patterns of In-group Messaging in Early Childhood Classrooms” What Research is Telling Us: The Working Group on Peace Building World Forum, Belfast, UK, 2009

Peer-reviewed Presentations (Selected)

We are not Social Justice Equals:The Need for White Scholars to Understand Their Whiteness” The Significance of Qualitative Studies on the Sociopolitical Contexts of Education to Inform Policy Inequalities. American Educational Research Association: Toronto, CA, 2019

Adventures in Agency: Embracing Uncertainty in Learning Agency” Personalizing Learning: Equity, Access, Quality:  iNACOL Symposium, Orlando, Florida, 2017

We are not Social Justice Equals:The Need for White Scholars to Understand Their Whiteness Preliminary Findings” Critical Race Studies in Education Association: Vanderbilt Law School,TN 2013
Co-teaching in an Apprenticeship Model Beginning the Journey” National Professional Development Schools Network, New Orleans, LA 2013
Are you in my network? The Power of White Racial Hegemonic Discourses on Racial Academic Identity” Critical Race Studies in Education Association: Columbia Teacher’s College, NY 2012
“Teacher as Researcher: Results and Implications in STEM Initiatives” National Science Teachers Association: Indianapolis, IN 2012
Service Learning as Pedagogy in Professional Development Schools” National Professional Development Schools Network: Las Vegas, NV, 2012
“The Role of Geographic and Cultural Relevancy on Early Childhood Science” American Educational Research Association: Denver, CO, 2010
“The Effect of Schooling on Children of Color” American Educational Research Association: Denver, CO, 2010
The Power of Play and Language on Early Childhood Racial Identity in US Schools” National Association for the Education of Young Children: Washington, DC, 2009