Associate Dean for Academic Affairs and Professor, Curriculum and Instruction
Ph.D., Education — University of Chicago, 2000
M.A.T./English – University of Chicago, 1987
B.A., English – Stanford University, 1986
Areas of Expertise
Beginning Teacher Development
Case Study Research
Mixed Methods Research
Dr. Dorothea Anagnostopoulos is the Associate Dean of Academic Affairs in the Neag School of Education and a professor of Curriculum and Instruction at the University of Connecticut. She served as the Executive Director of Teacher Education from 2013 to 2018, and led faculty and K-12 school partners in a practice-based teacher education program redesign. Prior to earning her PhD, Dorothea taught secondary English for several years in rural California and in an alternative school in Chicago. Her scholarship seeks to identify and inform policy and practice that best prepare and support teachers capable of and committed to fostering learning and school success for all students, especially those who have been historically marginalized because of race and social class. Her research explores questions related to teaching quality, teacher education and the organization of teachers’ work. She has examined the consequences of accountability policies and other reform efforts on teaching and teachers’ work, especially in schools that serve minoritized students and students living in poverty. She has also examined the design of teacher education and its consequences for beginning teachers’ development and practice in diverse contexts. Dorothea’s research has been widely published, including in journals such as the American Educational Research Journal, Journal of Teacher Education, Teaching and Teacher Education, and Educational Evaluation and Policy Analysis. In addition to co-editing The Infrastructure of Accountability: Data Use and the Transformation of American Education, and co-authoring, The Education Mayor: Improving America’s Schools, she recently co-edited The Corona Chronicles, a two-volume set that documents the effects of the COVID-19 pandemic on teachers, teacher educators and their students. Dorothea has served as a PI and Co-PI on several funded projects. This includes a recent large-scale, longitudinal study, funded by the National Science Foundation and the Spencer Foundation, which examines the relationship between teacher education, school resources, and beginning elementary teachers’ development of ambitious mathematics and English language arts instruction across diverse contexts. Prior to joining the University of Connecticut faculty, Dorothea was an associate professor of teacher education at Michigan State University where she served as a faculty leader of the Urban Educators’ Cohort Program and co-led the Future Teachers for Social Justice project funded by the Skillman Foundation. Dorothea is past Vice President of AERA’s Division K, Teaching and Teacher Education and served on AERA’s Executive Board. As Division K Vice President she created the Re-envisioning Teaching and Teacher Education in the Shadow of the COVID-19 Pandemic and the Anti-Racist Teaching and Teacher Education seed grants to support innovative research partnerships, especially those led by early career scholars.
Anagnostopoulos, D., Woulfin, S., Dorner, L, & Connery, C. (in press.) Case study research and educational policy: Contemporary insights and future directions. In L. Cohen-Vogel, J. Scott & P. Youngs (Eds.), Handbook on Education Policy Research, 2nd Volume. Washington DC: American Educational Research Association.
Anagnostopoulos, D. & Schneider, J. (in press). Teaching and teacher education: The interplay of bureaucratic rationalization and occupational professionalization. In Theodore Michael Christou (Editor). Educational Foundations, Volume 2: Historical Foundations of Education. London: Bloomsbury.
Levine, T., Mitoma, G., Anagnostopoulos, D. & Roselle, R., (in press) Re-envisioning program coherence as a dynamic process: A case study of teacher education program redesign that impacted instructors’ work. Journal of Teacher Education
Youngs, P., Elreda, L.M., Anagnostopoulos, D., Cohen, J., Drake, C. & Konstantopoulos, S. (2022). The development of ambitious instruction: How beginning elementary teachers’ personal characteristics and preparation experiences are associated with their mathematics and reading practices. Teaching and Teacher Education, 110 (February)103576. Published online November, 2021. https://www.sciencedirect.com/science/article/pii/S0742051X21003012?dgcid=coauthor
Wilson, S. & Anagnostopoulos, D. (2021). The craft of reviewing qualitative research. Review of Educational Research. 91 (5), 651-670. https://doi.org/10.3102%2F00346543211012755
Anagnostopoulos, D., Wilson, S., & Charles-Harris, S. (2021). Contesting quality teaching: Teachers’ pragmatic agency and the debate about teacher evaluation. Teaching and Teacher Education, 96 https://doi.org/10.1016/j.tate.2020.103246
Anagnostopoulos, D., Cavanna, J. & Charles-Harris, S. (2020). Managing to teach ambitiously in the first year? Elementary School Journal. 120(4), 667-691. https://www.journals.uchicago.edu/doi/abs/10.1086/708660?journalCode=esj
Varner, K., Bickmore, S., Hays, D.G., Schrader, P.G., Carlson, D.L., & Anagnostopoulos, D. (Eds.) (2020). Corona Chronicles: On Leadership, Processes, Commitments and Hope. NY: DIO Press.
Varner, K., Bickmore, S., Hays, D.G., Schrader, P.G., Carlson, D.L., & Anagnostopoulos, D. (Eds.) (2020). Corona Chronicles: Necessary Narratives in Uncertain Times. NY: DIO Press.
Anagnostopoulos, D., Levine, T., Roselle, R. & Lombardi, A. (2018). Learning to redesign teacher education: A conceptual framework to support program change. Teaching Education, 29 (1), 61-80. https://doi.org/10.1080/10476210.2017.1349744
Staples, M., Newton, J. & Anagnostopoulos, D. (Editors). (2016). Fostering a democratic education: Argumentation within and beyond K-12 classrooms. Theory into Practice, 55(4), 275 – 278. https://doi.org/10.1080/00405841.2016.1222155
Anagnostopoulos, D., Lingard, B. & Sellars, S. (2016). Argumentation in educational policy disputes: Competing visions of quality and equity. Theory into Practice, 55(4), 342-351. https://www.tandfonline.com/doi/full/10.1080/00405841.2016.1208071
Anagnostopoulos, D., Rutledge, S., & Jacobsen, R. (Eds) (2013) The Infrastructure of Accountability: Data Use and the Transformation of American Education. Cambridge, MA: Harvard Education Press.
Anagnostopoulos, D., Rutledge, S., & Vali, B. (2013). State education agencies, information systems, and the expansion of state power in the era of test-based accountability. Educational Policy, 27 (2), 217-247. https://journals.sagepub.com/doi/10.1177/0895904813475713
Anagnostopoulos, D., Everett, S., & Carey, C. (2013). “Of course we’re supposed to move on, but then you still got people who are not over those historical wounds”: Cultural memory and US youth’s race talk. Discourse and Society, 24 (2), 163-185. https://doi-org.ezproxy.lib.uconn.edu/10.1177/0957926512469389
Chang, S., Anagnostopoulos, D. & Omae, H. (2011). The multidimensionality of multicultural service learning: The variable effects of social identity, context, and pedagogy on pre- service teachers’ learning. Teaching and Teacher Education 27(7), 1078-1089. https://doi.org/10.1016/j.tate.2011.05.004
Anagnostopoulos, D. , Sykes, G., McCrory, R., Cannata, M. & Frank, K. (2010) Dollars, distinction or duty? The meanings of the National Board of Professional Teaching Standards for teachers’ collective work. American Journal of Education, 116(3), 337-369. https://www.journals.uchicago.edu/doi/abs/10.1086/651412
Anagnostopoulos, D., Buchanan, N., Pereira, C.* & Lichty, L. (2009). School staff responses to gender-based bullying as moral interpretation: An exploratory study. Educational Policy, 23 (4), 519-553. https://doiorg.ezproxy.lib.uconn.edu/10.1177/0895904807312469
Recent Funded Research
2021 – 2022 Evaluation of Connecticut’s 2021 Summer Enrichment Program. Connecticut State Department of Education: Connecticut’s COVID-19 Collaborative Educational Research. $149,688. Casey Cobb (PI), Dorothea Anagnostopoulos (Co-PI).
2018 – 2019 A Study of Elements of Teacher Preparation Programs that Interact with Candidate’s Characteristics to Support Novice Teachers to Enact Ambitious Mathematics Instruction: The National Science Foundation, HER Core Research Program, Supplemental Support. Awarded: $298,499. Peter Youngs (PI, University of Virginia), Dorothea Anagnostopoulos (Co-PI/UCONN – PI), Corey Drake (Co-PI, Michigan State University), Julie Cohen (Co-PI, University of Virginia), Robert Berry (Co-PI, University of Virginia).
2015- 2019 The Development of Ambitious Instruction in Elementary Mathematics and English Language Arts. Spencer Foundation, Lyle Spencer Program. Awarded: $999,898. Peter Youngs (PI, University of Virginia), Dorothea Anagnostopoulos (Co-PI, UCONN-PI), Corey Drake (Co-PI, Michigan State University), Julie Cohen (Co-PI, University of Virginia) & Spyros Konstantopoulos (Co-PI, Michigan State University).
2015 – 2018 The Development of Ambitious Instruction in Elementary Mathematics. National Science Foundation, EHR Core Research Program. Awarded: $1,497,618. Peter Youngs (PI, University of Virginia); Corey Drake (Co-PI, Michigan State University), Julie Cohen (Co-PI, University of Virginia), Dorothea Anagnostopoulos (Co-PI, UCONN-PI), Robert Berry (Co-PI, University of Virginia).
2014- 2015 Bridging Practices among Connecticut Mathematics Educators, Connecticut State Department of Education, Mathematics and Science Partnership grant. Awarded: $300,650. Megan Staples (PI), Fabiana Cardetti (Co-PI), Dorothea Anagnostopoulos (Co-PI), Tutita Casa, (Co-PI).
2014 -2017 Changing the Demographics of the Teaching Force, American Association of Colleges of Teacher Education (AACTE), Networked Improvement Community, Innovations Exchange Program. Awarded: $3,000 Dorothea Anagnostopoulos (PI).
American Educational Research Association (AERA) Division K Teaching and Teacher Education, Vice President, (2019 – 2022)
AERA Executive Board, (2020 – 2022)
AERA Member, (1995 – present)
Editorial Board, Review of Educational Research (2020 – 2021)
Editorial Board, Research in the Teaching of English (2012 – 2017)
Editor, Journal of the National Network for Educational Renewal, (2014 – 2016)
Editorial Board, American Educational Research Journal, Section on Social and Institutional Analysis (2006- 2008)
Member, American Association of Colleges of Teacher Education (AACTE), Networked Improvement Community, Changing the Demographics of the Teaching Force (2014 – 2016)
Co-chair & Member, Research Committee, Council for the Accreditation of Educator Preparation (CAEP) (2014-2017)
2010 MSU Alumni Teaching Award, nominated by Teacher Education Department & College of Education, Michigan State University
2006 Teacher Scholar Award, Michigan State University
2005 Reviewer Award, American Education Research Journal, Section on Social and Institutional Analysis
1999-2000 Spencer Foundation Education Dissertation Fellowship