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Bozack, Amanda (full)
Amanda
R.
Bozack
Ph.D.
Assistant Professor
Arts & Sciences
Education
203-932-7039
SAWM124
Saw Mill
About

    Dr. Bozack is an educational psychologist and coordinator of foundational courses in the UNH Teacher Pre-service Program. She also teaches an undergraduate service-learning course in adolescent development, during which students participate in a mentoring program at Common Ground High School in New Haven.

    Her research interests include understanding how the perceptions and experiences of pre-service and novice teachers impact retention, attrition and teaching practices. She also studies adolescent reading motivation. Dr. Bozack approaches all of her work with a focus on practices that lead to transformative learning. She strives to provide opportunities for students to stretch outside of the familiar, to engage in critical thought, and to craft new meaning based on these experiences. She tries to provide these opportunities for herself as well, so as not to be a hypocrite. 

    Research Interests

    Dr. Bozack’s research interests include pre-service teaching experiences and perceptions, novice teacher mentoring and professional development, and attrition rates of novice teachers. Specifically, Dr. Bozack is interested in understanding how the perceptions and experiences of pre-service and novice teachers impact retention, attrition and teaching practices.

    Awards

    2008    Inaugural Outstanding  Journal of Teacher Education  Article Award presented by the AACTE for:
    Good T., McCaslin, M., Tsang, H. Y., Zhang, J., Wiley, C. R. H., Bozack, A. R., & Hester, W. (2006). How well do 1st year teachers teach: Does type of preparation make a difference? Journal of Teacher Education, 57 (4), 410-430.
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    Education

    Ph.D. University of Arizona, Educational Psychology
    M.A. University of Arizona, Educational Psychology
    B.A. Michigan State University, Psychology

    Published Books and Articles

    Bozack, A.R., Vega, R., McCaslin, M., & Good, T. L. (2008). Teacher support of student autonomy in CSR classrooms.  Teachers College Record 110  (11), 2389-2470. 

    Good T., McCaslin, M., Tsang, H. Y., Zhang, J., Wiley, C. R. H., Bozack, A. R., & Hester, W. (2006). How well do 1st year teachers teach: Does type of preparation make a difference? Journal of Teacher Education, 57 (4), 410-430.

    McCaslin, M., Good, T., Nichols, S., Zhang, J., Wiley, C., Bozack, A.R., Burross, H.L., Cuizon-Garcia, R. (2006). Comprehensive school reform: An observational study of teaching in grades 3 through 5.  The Elementary School Journal, 106  (4), 313-332.

    McCaslin, M., Bozack, A. R., Napoleon, L., Thomas, A., Vasquez, V., Wayman, V., & Zhang, J. (2006). Self-regulated learning and classroom management: Theory, research, and considerations for classroom practice. In C. Evertson & C. Weinstein (Eds.)  Handbook of classroom management: Research, practice, and contemporary issues . Matwah, NJ: Erlbaum.