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Kathleen Farrand
Biography:
Kathleen M. Farrand is an associate professor in Mary Lou Fulton Teachers College. She is interested in practices that improve the social and academic success of all learners in inclusive educational settings. Dr. Farrand's areas of research focus on the use of dramatic inquiry in inclusive classrooms found along a continuum of educational placements to support student achievement, collaborative inquiry with classroom teachers and pre-service teachers to examine teacher change over time, and examining how teachers changing awareness of how they position themselves and others connects to student learning and engagement. More specifically, her research focuses on inclusive practices with the use of multiple modes through dramatic inquiry to support teaching and learning in inclusive settings. Dr. Farrand develops authentic curriculum with teachers and community partners to support improved engagement and academic success.
Dr. Farrand is also researching Dual Language Learning in early childhood classrooms with the use of the Early Years Educators at Play (EYEPLay) professional development program. This mixed methods study has qualitative data collected through focus groups in preschool classrooms in Arizona and Florida with classroom teachers, paraprofessionals, and teaching artists. The quantitative data is focused on teacher's self-efficacy, confidence and success, knowledge of key literacy and drama frame terms and strategies, emotional support, classroom organization and instructional support over the course of three years. The use of drama strategies for learning provided through a 6-unit drama frames model was created by Childsplay Inc. and presented through professional development by Childsplay and the Orlando Repertory Theater.
She is the editor for the Visual Impairment and DeafBlind Education Quarterly journal and serves on the executive board for the Council for Exceptional Children-Division of Visual Impairments and Deafblindness. Dr. Farrand became president elect in 2020 for the Council for Exceptional Children-Division on Visual and Performign Arts. She has presented at multiple conferences, such as the Council for Exceptional Children, AERA, Literacy Research Association, and First Things First. Her recent work can be found in TEACHING Exceptional Children, Multiple Voices for Ethnically Diverse Exceptional Learners, Journal of the Arts and Special Education, and Toward Inclusion of all Learners through Science Teacher Education.
Education:
- Ph.D. Language, Education and Society (Inclusion and Teacher Inquiry). Cognate Areas: Inclusion, IDEA Policy, Dramatic Inquiry/Literacy, The Ohio State University, 2015
- M.A. Educational Administration, The Ohio State University, 2014
- M.Ed. Elementary Education, University of Florida-Gainesville, 2006
- B.A. Film Studies, University of California-Santa Barbara, 2001
Research Interests:
Guiding Research Questions:
- How is the inclusion of students in collaborative activities affected by the classroom teacher's changing practices in response to his/her awareness of how teacher and students are positioning one another?
- How do multi modal approaches to learning impact the academic and social success of all students in inclusive educational environments?
- How does the use of active and dramatic approaches to learning impact students and teachers in inclusive educational settings?
Current Research Projects:
Farrand is researching Dual Language Learning in early childhood classrooms with the use of the Early Years Educators at Play (EYEPLay) professional development program. This mixed methods study has qualitative data collected through focus groups with classroom teachers, paraprofessionals, and teaching artists. The quantitative data is focused on teacher’s self-efficacy, confidence and success, knowledge of key literacy and drama frame terms and strategies, emotional support, classroom organization and instructional support over the course of three years.
As an educator in teacher preparation, Farrand interested in collaboration amongst pre-service early childhood special education (ECESPED) teachers and pre-service occupational therapists (OTs). She is working with a team of highly trained early childhood educators at the Mary Lou Fulton Teachers College Preschool and an expert from NAU to identify pre-service OTs and ECESPED’s self-efficacy and views about collaboration through a collaborative planning and implementation model.
Publications:
Farrand, K. M., & Deeg, M. T.* (2021). Implementing co-teaching with paraprofessionals to include all pre-K students in dual language. British Journal of Special Education. http://doi.org/10.1111/1467-8578.12364
Deeg, M. T.*, Farrand, K. M., & Oakes, W. P. (2020). Creating spaces for interactive dialogue during preschool circle time using play-based pedagogies and dramatic inquiry. Journal of Early Childhood Research. https://doi.org/10.1177/1476718X20956256
Farrand, K. M., & Deeg, M. T.* (2020). Dramatic inquiry: An inclusive approach to learning using collaboration and multiple modes. TEACHING Exceptional Children, 52(3), 128-137. https://doi.org/10.1177/0040059919889335
Farrand, K. M., Troxel, M. N.*, Kilinc, S., & Kelley, M. (2019). “We’re building frameworks”: Administrator and educator perspectives on implementing a dual language pre-k program to include all students. Multiple Voices for Ethnically Diverse Exceptional Children, 19(1), 58-78. https://doi.org/10.5555/2158-396X.19.1.58
Anderson, A., Farrand, K. M., Dobson, C., Oakes, W.P., Deeg, M.T.*, & Valero, L. (2019). Dramatic arts integration practices for learning and growth across PK12 development. Journal of the Arts and Special Education, 1(1), 64-104.
Farrand, K. M., Oakes, W.P., & Deeg, M.T.* (September, 2019). Bee-coming entomologists: Using dramatic inquiry to bring excitement into the inclusive science classroom. Science and Children, 57(2), 71-76. Document URL:
http://login.ezproxy1.lib.asu.edu/login?url=https://search-proquest-com....
Farrand, K. M., Deeg, M. T.*, Rogers, O., Mullady, A. M., Williams, S. S., & LeSueur, B. T. (2019). Enhancing collaborative practices with pre-professional occupational therapists and early childhood special education students: A tool for fostering collaboration. The Open Journal of Occupational Therapy, 7(1). Available at: https://doi.org/10.15453/2168-6408.1482
Farrand, K. M., Shaheen, N., Wild, T., Averil, J.*, & Fast, D.* (2018). Improving student self-efficacy: The role of inclusive and innovative out of school programming for students with blindness and visual impairments. The Journal of Blindness Innovation and Research, 8(2). DOI: http://dx.doi.org/10.5241/8-151
Bernstein, K. A., Kilinic, S., Troxel Deeg, M.*, Marley, S., Farrand, K. M., & Kelley, M. (2018). Language ideologies of Arizona preschool teachers implementing dual language teaching for the first time: Pro-multilingual beliefs, practical concerns. International Journal of Bilingual Education and Bilingualism, 1-24. DOI: 10.1080/13670050.2018.1476456
Farrand, K. M. (2018). Redefining inclusion in educational settings across the least restrictive environment continuum. In T. Wild, M. Koomen, S. Kahn, & C. Atchinson, (Eds.) Toward inclusion of all learners through science teacher education (79-89). Boston, MA: Sense Publishers. ISBN: 978-90-04-36840-8
Kilinc, S., Farrand, K., Chapman, K.*, Kelley, M., Millinger, J., & Adams, K. (2017). Expanding opportunities to learn to support inclusion through drama-enhanced literacy practices. British Journal of Special Education, 44(4), 431-447. DOI: 10.1111/1467-8578.12186
Farrand, K., Wild, T., & Hilson, M. (2016). Self-efficacy of students with visual impairments before and after participation in an inquiry-based camp. Journal of Science Education for Students with Disabilities,19(1), 50-60.
| Spring 2022 | |
|---|---|
| Course Number | Course Title |
| TEL 493 | Honors Thesis |
| DCI 790 | Reading and Conference |
| DCI 792 | Research |
| Fall 2021 | |
|---|---|
| Course Number | Course Title |
| ECS 310 | Found Typic/Atypical Child Dev |
| ECS 312 | Soc and Em Devpt of Yng Child |
| TEL 492 | Honors Directed Study |
| DCI 790 | Reading and Conference |
| DCI 792 | Research |
| Spring 2021 | |
|---|---|
| Course Number | Course Title |
| ECS 310 | Found Typic/Atypical Child Dev |
| ECS 312 | Soc and Em Devpt of Yng Child |
| DCI 790 | Reading and Conference |
| DCI 792 | Research |
| Fall 2020 | |
|---|---|
| Course Number | Course Title |
| ECS 310 | Found Typic/Atypical Child Dev |
| ECS 312 | Soc and Em Devpt of Yng Child |
| DCI 784 | Internship |
| DCI 790 | Reading and Conference |
| EDA 792 | Research |
| DCI 792 | Research |
| Spring 2020 | |
|---|---|
| Course Number | Course Title |
| ECS 310 | Found Typic/Atypical Child Dev |
| ECS 312 | Soc and Em Devpt of Yng Child |
| DCI 790 | Reading and Conference |
| DCI 792 | Research |
| Fall 2019 | |
|---|---|
| Course Number | Course Title |
| ECS 310 | Found Typic/Atypical Child Dev |
| ECS 312 | Soc and Em Devpt of Yng Child |
| DCI 784 | Internship |
| DCI 790 | Reading and Conference |
| EDA 792 | Research |
| DCI 792 | Research |
| Spring 2019 | |
|---|---|
| Course Number | Course Title |
| ECS 310 | Found Typic/Atypical Child Dev |
| ECS 312 | Soc and Em Devpt of Yng Child |
| DCI 790 | Reading and Conference |
| DCI 792 | Research |
| Fall 2018 | |
|---|---|
| Course Number | Course Title |
| ECS 310 | Found Typic/Atypical Child Dev |
| ECS 312 | Soc and Em Devpt of Yng Child |
| DCI 784 | Internship |
| DCI 790 | Reading and Conference |
| DCI 792 | Research |
| Spring 2018 | |
|---|---|
| Course Number | Course Title |
| ECS 310 | Found Typic/Atypical Child Dev |
| ECS 312 | Soc and Em Devpt of Yng Child |
| Fall 2017 | |
|---|---|
| Course Number | Course Title |
| ECS 310 | Found Typic/Atypical Child Dev |
| ECS 312 | Soc and Em Devpt of Yng Child |
| DCI 790 | Reading and Conference |
Honors / Awards:
2019 Arizona State University, Mary Lou Fulton Teachers College, Faculty Achievement Award, Excellence in Integrating Scholarship & Teaching, Winner
2017 Council for Exceptional Children Division on Visual Impairments and Deafblindess Dissertation of the Year Award, Winner
2015 Council for Exceptional Children Outstanding Graduate Student Award, Winner
2010 Highlands Elementary, Teacher of the Year, Winner
2003 Oprah Civic Leadership Award, Winner
Editorships:
https://dvidb.exceptionalchildren.org/dvidb-publications/vidbeq-issues
Editor of the Visual Impairment and Deafblind Education Quarterly Journal
Professional Associations:
Council for Exceptional Children
Division for the Visual and Performing Arts Education , Council for Exceptional Children
Division of Visual Impairments and Deafblindness, Council for Exceptional Children
Division of Early Childhood Education, Council for Exceptional Children
Division of Teacher Education, Council for Exceptional Children
Amerincan Educational Research Association
Graduate Faculties / Mentoring History:
Megan T. Deeg (Ph.D.), (2021, graduate), Learning, Literacies, and Technology, Arizona State University.