Kathleen Farrand

Assistant Professor
Faculty
TEMPE Campus
Mailcode
5411
Asst Professor
Faculty
TEMPE Campus
Mailcode
5411

Biography

Kathleen M. Farrand is an assistant 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. 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. 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 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. Farrand's emphasis is on examining English and Spanish language and literacy development in inclusive early childhood classrooms. Her additional research involves collaborating with pre-professional occupational therapists and early childhood special education teachers in an inclusive early childhood setting. Farrand is the editor for the Visual Impairment and DeafBlind Education Quarterly and serves on the executive board for the Council for Exceptional Children-Division of Visual Impairments and Deafblindness. She has presented at multiple conferences, such as the Council for Exceptional Children, AERA, and the Literacy Research Association.

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 teachers 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 ECESPEDs self-efficacy and views about collaboration through a collaborative planning and implementation model. 

Publications

Farrand, K. (In review).  Redefining inclusion in educational settings across the least restrictive   environment.  In T. Wild, M. Koomen, S. Kahn, & C. Atchinson, (Eds.) Toward Inclusion of   All Learners Through Science Teacher Education. Boston: Sense Publishers.

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.  

Farrand, K.,  & Barrows (**), S.  (2016, April). Creating an inclusive classroom community with   dramatic inquiry: Supporting all students in success academically and socially at the Council for Exceptional Children 2016 Convention and Expo, St. Louis, MO.

Courses

Spring 2018
Course NumberCourse Title
ECS 310Found Typic/Atypical Child Dev
ECS 312Soc and Em Devpt of Yng Child
Fall 2017
Course NumberCourse Title
ECS 310Found Typic/Atypical Child Dev
ECS 312Soc and Em Devpt of Yng Child
DCI 790Reading and Conference
Summer 2017
Course NumberCourse Title
ECD 220Intro to Nutrition,Hlth&Safety
Spring 2017
Course NumberCourse Title
ECS 310Found Typic/Atypical Child Dev
ECS 312Soc and Em Devpt of Yng Child
Fall 2016
Course NumberCourse Title
ECS 310Found Typic/Atypical Child Dev
ECS 312Soc and Em Devpt of Yng Child
Spring 2016
Course NumberCourse Title
ECS 310Found Typic/Atypical Child Dev
ECS 312Soc and Em Devpt of Yng Child
Fall 2015
Course NumberCourse Title
ECS 413Literacy Curriculum/Instrct/As