Areas of expertiseMulticulturalism/Culturally Responsive Teaching; Differentiated Instruction for diverse populations; Early Childhood Best Practices
HIGHLIGHTS OF QUALIFICATIONS
* Thirteen years of higher education experience, including undergraduate and graduate-level teaching,collaborative research with students and colleagues.
* Ten years of experience supervising student teachers and field-based students,
* Six years of public school elementary and early childhood teaching experience with two years as a student teacher cooperating teacher and two years as grade-level team leader,
* Three years of experience as a local evaluator for a state and federally funded Even Start Program,
* Principalship experience with elementary school personnel and students,
* Honor's Convocation Keynote Alumni Speaker - Huston-Tillotson University (1997, 2004)
* Experience developing and implementing education curriculum, and
* In-service teacher training and consultation.
PhD, The University of Texas at Austin 1997
MEd, The University of Texas at Austin 1990
BSEd, Huston-Tillotson University 1988
I believe that students flourish when their needs are met and I use my instructional strategies to meet those needs. In order to model best practice strategies in for my students, I use these strategies when I teach. I believe that these strategies promote student participation, a learning community, and focus on various learning styles of the students. Strategies I utilize are: group discussions, cooperative learning, interactive lectures, multimedia materials, instructional technology, Think-Pair-Share, small group activities, assigned and selected group configurations, mini lessons, brainstorming, and kinesthetic, visual, aural, and tactile activities. I model these strategies and ask students to develop lesson plans and other activities that are specific strategy based. In addition, I also use a variety of learning techniques to reinforce concepts taught. Students are given assignments that focus on creativity, critical thinking, and their cognitive, behavioral and affective development. I use this combination of techniques because I believe that you should educate the whole student. This holistic approach features elements that stimulate the mind, heart, and psyche. Another component related to my instructional strategies, is the element of constructivism. Constructivism focuses on the student being able to make meaning for the environment, in this case, the materials that I present in class for assignments. Students are expected to use some discovery and/or inquiry techniques to find the pieces to a concept puzzle. This strategy is used in all of my classes and allows students to be autonomous in their personal learning sequence.
Course requirements are also varied. I use a variety of activities to inspire and foster learning. Some activities I utilize are lectures, multimedia presentations, group presentations, field-based learning experiences, and storytelling, to name a few.
- The Sustainability of Culturally Responsive Teaching in White Teacher Praxis
- Perceptions of Preservice Teachers Regarding Culturally Responsive Teaching
- African American Students in Predominantly White Institutions (PWI)
- Race Matters: The Real World
Moore, A.L., Armentrout, J. & Neal, L.I. (2007), Methods for Behavior, Classroom and School-wide Management, In Baca, L., Hoover, J. J., Klingner, J. & Patton, J. M. (Eds.), Methods for Teaching Culturally and Linguistically Diverse Exceptional Learners, Merrill Publishing, Upper Saddle River , NJ: Merrill/Prentice Hall. Bui, Y.,
Moore, A.L., & Neal, L. I. (2006), Cultural, Linguistic, & Instructional Diversity, In E. Meyen & Y. Bui (Eds.), Exceptional Children in Today's Schools: What Teachers Need to Know, Denver, CO: Love Publishing. Audiovisual and Electronic Media:
Moore, A. L. Neal, L. I., (2005), Voices from the Past: Oral History Projects As a Teaching Tool. Journal of the New England League of Middle Schools.
Neal, L. I., Moore, A. L. (2004), Their Cries Went Up Together: The Board of Education Then and Now. Journal of Curriculum and Supervision, 20, (1), 5-13.
Neal, L. I., Moore, A. L. (2003), When Bad Things Happen to Good People: Human Rights at the Core of the Social Studies Curriculum. Social Studies and the Young Learner,V15, (3).
Moore, A. L. (2002), African American Teachers' Decisions to Refer African American Students. The International Journal of Qualitative Research in Education, V15, (6). Book Chapters:Neal, L. I., Moore, A. L. (2005). Digital storytelling presentation: The biography of Lucinda Todd, the first plaintiff in the Brown v. Board case.
Moore, A.L., & Neal, L. I. (2005). Multimedia narrative (interview): Brown v. Board: The challenges, experiences, thoughts, and emotions involved in the separate but equal struggle in Topeka, Kansas in the 1950s.
Honors & Awards
- Exemplary Teaching Award from the Board of Higher Education and Ministry of the United Methodist Church
- Junior Sabbatical
- Cullen Faculty Development Grant
- Academic Advising Award
- Recipient of the Unity in Action Diversity Award
- Nominated for the Excellence in Academic Advising Award
Groups & Affiliations
2006 Member, National Association for Early Childhood Teacher Educators
Life Comprehensive Member, National Association for the Education of Young Children (NAEYC)
2005-Present Member, Association for the Study of African American Life and History
2003-Present Member-at large, Board of Directors, Texas Chapter, National Association for Multicultural Education (NAME)
2001-Present Institutional Member, National Association for Multicultural Education (NAME)
1997-Present Member, Austin Area Alliance of Black School Educators (AAABSE)
1997-Present Member, National Association of Black School Educators (NABSE)
1996-1999 Member, Texas Elementary Principals and Supervisors Association
1998-1999 Secretary (1998, 1999) Austin Area Alliance of Black School Educators (AAABSE)
1996-1997, 1999 Member, American Educational Research Association (AERA) Black SIG
1993-1994 Area Director, Kindergarten Teachers of Texas (KTOT)