B.S. – Old Dominion University, 2001 – Psychology
M.S. – Old Dominion University, 2014 – Secondary Education
Ph.D. – Old Dominion University, 2018 – Curriculum & Instruction: Teaching & Learning


Dr. Deana Ford earned her Ph.D. in Curriculum & Instruction with a focus on teaching and learning and a concentration on research methodology.  She also earned a M.S. in Secondary Education and a B.S. in Psychology.  Dr. Ford taught a variety of undergraduate and graduate courses for Old Dominion University and college algebra at the Center for Allied Health and Nursing Education.  She served 10 years as a secondary mathematics teacher and mathematics department chair. Dr. Ford’s research interests include self-regulation theory with a focus on metacognition and calibration of struggling learners in mathematics.  She has published in the Journal of Urban Mathematics Education as well as the Studying and Self-Regulated Learning Special Interest Group with the American Education Research Association.  Her professional affiliations include the American Educational Research Association, Studying and Self-Regulated Learning, the National Council of Teachers of Mathematics, and the Eastern Educational Research Association.


Introduction to Quantitative Research, Cognition and Learning in Curriculum & Instruction, Classroom Management and Discipline, Inquiry Approaches to Teaching STEM, Inquiry Based STEM Lesson Design, and Mathematics for Problem Solving and Research


Dr. Ford’s scholarship focuses on self-regulation and/or mathematics learning with students and preservice teachers.


Ford, D.J., McKinney, S., & Manning, C. (submitted, July 2019).  The Staying Power of Stars: Addressing Teacher Retention in Urban, High-Poverty Schools.  Preventing School Failure.
Ford, D.J. & Bol, L. (2018). The effects of self-regulation strategies on middle school students’ calibration accuracy and achievement.  Invited article for Studying and Self-Regulated Learning, Special Interest Group, American Educational Research Association. 
Grant, M., Crompton, H., & Ford, D.J. (2015). Black male students and the algebra project: Mathematics identity as participation. Journal of Urban Mathematics Education, 8(2), 87-118.
Ford, D.J. & Overbaugh, R. (2015). Online video games and children’s understanding of mathematical concepts and game perceptions, Summer 2015 Evaluation.  Report to WHRO Ready to Learn Transmedia Initiative.
American Educational Research Association, New York, NY, April 2018
Poster Accepted: The Effects of Self-Regulation Strategies on Middle School Students’ Calibration Accuracy and Achievement; Received Graduate Student Research Award
American Educational Research Association, New York, NY, April 2018
Studying and Self-Regulated Learning Special Interest Group Mentoring Program.  Mentor: Jeffery Greene, University of North Carolina at Chapel Hill
Graduate Research and Achievement Day, Norfolk, VA, March 2018
Poster Accepted: Mathematics Vocabulary: A Summative Content Analysis of Algebra I High-Stakes Test
Eastern Educational Research Association, Hilton Head Island, SC, February 2016
Poster Accepted: Online Video Games and Children's Understanding of Mathematical Concepts and Game Perceptions


Statistical Consulting, data analysis, The Effects the Virginia Department of Education Individual Students Alternative Education Plan had on students passing the General Educational Development Test, 2016-2020.
Statistical Consulting, data analysis, WHRO Ready to Learn Transmedia Initiative, 2015
Workshop Presentations, River City Science Academy: Differentiated Learning, State Assessment Strategies, Implementing Literacy in Mathematics, Mathematics Teaching Techniques, and Classroom Management, 2008-2011.