Kelly Demers, Ph.D.

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+1(603) 641-7393

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Education

Ph.D. - Curriculum and Instruction, Boston College, Chestnut Hill, MA
M.Ed. - Creative Arts in Learning, Lesley University, Cambridge, MA
Bachelor of Music - Vocal Performance, New England Conservatory of Music, Boston, MA

  • Research Interests
    • Critical Multicultural Education
    • Education of Multilingual Learners
    • Race and Education
    • Arts Integration
  • Professional Experience
    • Lecturer, University of New Hampshire, Department of Education
    • Teacher Education Specialist and Mentoring and Induction Coordinator, Brandeis University, Department of Education
    • Somerville Public Schools Teacher, Sixth grade, Fourth grade, and music specialist
  • Selected Creative and Scholarly Work
    • Viesca, K. M., Gray, T., Masterson, J., Demers, K. E., Dray, B., Nguyen, D., Terrell, K., Guzman, M., & Pollard-Durodola, S. (In Press). Content Teacher Ideologies and Perspectives on Multilingual Learners. Accepted chapter for Effective Teacher Preparation for Content Teachers of Multilingual Learners: International Perspectives.
    • Demers, K. E., & Scheopner Torres, A. (in press), “Aren’t I Great!”: The Tale of a Self-Presumed Heroic Becky. In C.E. Matias (ed.), Surviving Becky(s): Pedagogies of Whiteness and Gender. New York: Lexington Books.
    • Demers, K. E., (in press)  Building a Conceptual Framework: Racial Ideologies and Teaching Practice.” Taboo: Journal of Culture and Education 
    • Demers, K. E., (2016) The Racial Geography of Teaching: A Framework for Helping White Preservice Teachers Understand the Impact of Racial Ideologies in the Classroom. Multicultural Education 24(1), p. 2-11.
    • Cochran-Smith, M., & Demers, K. E., (2008) How Do We Know What We Know? Research in Teacher Education. In M. Cochran-Smith, S. Feiman-Nemser,  J. McIntyre. (eds.), and K. Demers, (associate ed). The Handbook of Research on Teacher Education: Enduring Issues and Changing the Contexts 3rd Edition (pp.1009-1016). New York: Lawrence Earlbaum/Routledge.
    • Cochran-Smith, M., & Demers, K. E. (2010) Research and Teacher Learning: Taking and Inquiry Stance. In O. Kwo (Eds.). Teachers as Learners: Critical Discourse on Challenges and Opportunities (pp.13-43). Hong Kong: Comparative Education Research Center.
  • Courses Recently Taught
    • ED240: Principles of Teaching and Learning
    • ED250: Integrating Art and Creativity into the Classroom
    • ED255: Multicultural Perspectives on Public Schooling in the United States
    • ED446: Methods of Teaching English Speakers of Other Languages
    • ED360: Meeting the Needs for the English Language Learner
  • Professional Memberships
    • American Educational Research Association, 2003-present
    • New England Educational Research Association, 2004-present
    • National Association of Multicultural Education, 2013-2014
    • Teachers of English to Speakers of Other Languages International, 2013-2014
  • Additional Information

    Principle Investigator: Robert Noyce (NSF) Capacity Building Grant (2018-2019)