Assistant Professor, Education
Ph.D., University of California, Santa Cruz, 2016
M.A., Sonoma State University, 2010
Master Teacher Credential, Maria Montessori
Teacher Training Center, 2008
B.A., English, Williams College, 2002
Education & Society
Program Development for 3, 4, and 5 year olds
Ethics and the Foundations of Schooling
Field Placement 1
Student Teaching Seminar
In addition to her research and teaching, Dr. Clark advises nonprofit organizations, philanthropic foundations, and public policy initiatives that promote education and care for families and children, the social and emotional development of young children, and literacy initiatives both in and outside of the classroom setting.
Dr. Clark's research focuses on projects that nurture the healthy development of young children and provide support to the adults that care for and educate them. She examines how early childhood educators, and the care that they provide, is both visible and invisible in the current educational, political, and sociocultural environment. Her recent research focuses on how educators can engage in critical reflective practice and collaborative inquiry to support one another in what can be quite isolating work – both in homes and in school-based settings.
Clark, M. (2018). Edges and Boundaries: Finding Community and Innovation as an Early Childhood Educator. Early Childhood Education Journal, 1-10. DOI: 10.1007/s10643-018-0904-z
Clark, M. (2019). Our Rigorous Work: Reflections & Actions from an Educator Inquiry Group. An Leanbh Óg, the OMEP Ireland Journal of Early Childhood Studies.
Buchanan. R. & Clark, M. (2018). At the top of every syllabus: Examining & becoming (critical) reflective practitioners. In D. Garbett & A. Ovens (Eds.), Pushing boundaries and crossing borders: Self-study as a means for knowing pedagogy, Herstmonceux, UK: S-STEP, ISBN: 978-0-473-35893-8.