Profile

Back to Directory

Karen Weller Swanson

Associate Professor of Education -- Atlanta

Karen Weller Swanson

Education

B.S., M.Ed., Ed.D., Northern Arizona University, 1989, 1995, 2003.

Biography

Dr. Karen Swanson received her EdD from Northern Arizona. She taught in the Initiatives in Educational Transformation Master’s program at George Mason for six years. She currently teaches qualitative research courses at the master- and doctoral-level at Mercer University. Dr. Weller Swanson is the current chair of the Research Advisory Board  for Association Middle Level Education formerly National Middle School Association. She has served as the  editor of Research in Middle Level Education Online Journal. Dr. Swanson serves as the president of the school council and on the STEM committee at Sagamore Hills Elementary School. She is on the STEM committee  and the Woodrow Wilson Foundation MAT STEM committee at Mercer University.

Teaching

Transformative education, teacher professional development and the Scholarship of Teaching and Learning.

Publications

Peer-Reviewed Book Chapters:
         
Weller Swanson, K. (2014). Research and relationships. In Karen Weller Swanson (Ed.) Multidisciplinary collaboration. The scholarship of teaching and learning. New Directions in Teaching and Learning. (pp. 3 – 10). San Francisco, CA: Jossey-Bass.
       
Weller Swanson, K.,  West, J., Carr, S., & Augustine, S. (2014). Dissertation as a Genre. In Victor Wang (Ed.). Encyclopedia of information communication technologies and adult education integration. (pp. XXX). Hershey, PA: IGI Publishing.
         
Weller Swanson, K. (2011). Learner-centered course design. In Victor Wang (Ed.). Encyclopedia of information communication technologies and adult education integration. (pp. 545-556). Hershey, PA: IGI Publishing.
http://www.igi-global.com/chapter/encyclopedia-leadership-counseling-training/58462
         
Weller Swanson, K., & Collins, G.  (2011). Teacher-directed instruction for student engagement. Victor Wang (Ed.). Encyclopedia of Information Communication technologies and adult education integration. (pp. 771-781). Hershey, PA: IGI Publishing.
http://www.igi-global.com/chapter/teacher-directed-instruction-student-engagement/58478
         
Weller Swanson, K (2010). Delightfully difficult work: Transformation for teaching and learning. Victor Wang (Ed.). Encyclopedia of information communication technologies and adult education integration (pp. 169-183). Hershey, PA: IGI Publishing.
http://www.igi-global.com/chapter/encyclopedia-information-communication-technologies-adult/46573
         
Weller Swanson, K. W., &  Kayler, M. (2010). Blended learning: The best of both worlds. Victor Wang (Ed.). Encyclopedia of information communication technologies and adult education integration (pp. 795-809).  Hershey, PA: IGI Publishing.
http://www.igi-global.com/chapter/encyclopedia-information-communication-technologies-adult/46610
         
Weller Swanson, K., & Kayler, M. (2009). The role of self-assessment in e-learning communities.  Victor Wang (Ed.) Handbook of research on e-learning applications for career and technical education: Technologies for vocational training (pp. 431-443). Hershey, PA: IGI Publishing
http://www.igi-global.com/chapter/self-assessment-building-online-communities/19991
         
Samaras, A. P., DeMulder, E. K., Kayler, M., Rigsby, L. C., & Weller, K., with contributions by
Newton, L, and Wilcox, D. R. (2005). Learning Zones:  Potentials for teacher and faculty professional renewal (p. 147-164).  In Kosnik, C., Freese, A., Samaras, A. P., & Beck, C. (Eds.) (2005). Improving teacher education through self-study: Personal, professional, and program renewal.  Kluwer Academic Publishers: Dordrecht, Netherlands.
http://www.amazon.com/Difference-Teacher-Education-Through-Self-Study/dp/1402035276
         
Peer-reviewed articles:
         
Weller Swanson, K. (2010).  Constructing a learning partnership in transformative teacher development. Reflective Practice International and Multidisciplinary Perspectives, 11(2), 259-269.
http://www.citeulike.org/user/baumfield/article/7058675
         
Weller Swanson, K., & Kayler, M.  (2008). Co-constructing a learner-centered curriculum in teacher professional development.  Journal for the Practical Application of Constructivist Theory in Education.3 (1), 1-26.
http://www.jpacte.org/uploads/9/0/0/6/9006355/2008-1-swanson_kayler.pdf
         
Kayler, M., & Weller Swanson, K. W. (2008). Modeling constructivist practice in the context of a traditional university-based teacher development program. Journal for the Practical Application of Constructivist Theory in Education, 3(2), 1-21.
http://67.55.62.154/jpact/Articles/Spring2009/Kayler.pdf
         
Kayler, M., & Weller, K. (2007). Pedagogy, self-assessment and on-line discussion groups.  Journal of Educational Technology and Society, 10(1), 136-147.
http://ifets.info/journals/10_1/ets_10_1.pdf#page=141
       
Samaras, A. P., Kayler, M., Rigsby, L., Weller, K., & Wilcox, D. R. (2005). Self-study of the craft of faculty team teaching in a non-traditional interdisciplinary Master’s program. Studying Teacher Education 2(1), 43-57.
http://digilib.gmu.edu:8080/dspace/bitstream/1920/2893/1/SAMARAS.ET.AL.SS.INTER.HB.2004_preprint.pdf
         
Kayler, M., & Weller, K. (July, 2004).  Building dynamic learning communities through the use of Web-based communication.Learning Technology Newsletter, 6(3), 18 – 19.
         
Kain, D., Hays, P., & Weller Wunderlich, K. (2000). Stepping into the next century: I-STEP and the preparation of middle school teachers. Childhood Education, 76(5), 298-302.
http://www.questia.com/googleScholar.qst?docId=5002353179
         
Peer-reviewed research summaries:
         
Capraro, R. M., Roe, M. F., Caskey, M. M., Strahan, D., Bishop, P.A., Weiss, C. C., & Swanson, K. W. (2011). Research summary: Assessment. Retrieved from http://www.amle.org/Research/ResearchSummaries/Assessment/tabid/2580/Default.aspx
         
Weller, K., Robertson, T., & Valentine, J. (1999) Block scheduling in the middle school.  National Middle School Research Summaries - website 1999.
                             
Non-peer reviewed articles:
         
Weller Swanson, P. & Weller Swanson, K. (2008).  Student opinion of our best teaching moments offers insight for best practices.  Foreign Language Association of Georgia Journal 9 (Spring/Summer), 25-26.
         
Weller, K.  (2004).Two teams, two responses: Collaboration and standardized testing. Florida League of Middle Schools, 6(1), 12-21.
         
Weller, K. (2002).  High-stakes testing and middle school collaboration.  Focus on Middle School, 14 (4), 5-6.
http://www.amle.org/AboutNMSA/AdvisoryReviewBoards/ResearchAdvisoryBoard/tabid/361/Default.aspx
         
Published international conference proceedings:
         
Weller Swanson, K. (2008). The role of self-authorship and reflective practice for transformative teacher development. Phi Delta Kappa International Conference. San Antonio, TX.
http://www.tandfonline.com/doi/abs/10.1080/14623941003672428?journalCode=crep20#preview
         
Weller, K., & Kayler, M. (2005).  A team of faculty and teams of students:  Critical pedagogy and learner-centered curriculum.  Centre for Research in Lifelong Learning. University of Sterling, Scotland. Conference Proceedings (Vol.2).
http://www.learnercentereded.org/jpact/Articles/Winter2008/Swanson.pdf
         
Essays:
         
Weller Swanson, K. & Kayler, M. (2010). Faculty development and adult learning: A model for transforming higher education. International Journal of the Scholarship of Teaching and Learning. 4(1).
http://academics.georgiasouthern.edu/ijsotl/v4n1/essays_about_sotl/PDFs/Essay_SwansonKayler.pdf