Charity Dacey, Ph.D.

I earned my bachelor’s degree in American Studies from Smith College. I entered education teaching high school in Louisiana and coaching athletes on the cross-country and track teams. After teaching special education, American literature, English Literature, Remedial Reading, and Study Skills, I moved back to the northeast where I grew up and began working with novice elementary and secondary special educators in public schools in the Bronx and Manhattan, New York. I spent six years recruiting new teachers, serving as a mentor  teacher, and developing teacher education programs in Maryland, New York and New Jersey. I earned an M.S. in Organizational Leadership from Mercy College.  Like Nel Noddings, I believe that “Education, by its very nature, should help people to develop their best selves.” I enjoy teaching and advising pre-service and practicing teachers, and after four years at Montclair State University, I was recognized with the advising administrator award of the year. In 2018, I joined the faculty in the School of Education at Felician University and I currently serve as the Associate Dean. I earned a Ph.D. in Teacher Education and Teacher Development from Montclair State University. 

Field(s) of Interest/Expertise

My areas of specialization and research interests include the psychological and philosophical orientation of education, ethics in teacher education, inclusive education, universal design for learning, self-study, culturally relevant, and linguistically responsive pedagogical practices.

Courses Taught at Felician University

Educational Assessment Development and Evaluation Models (2019)

Learning and Development in Children with and without Disabilities (2016, 2017, 2018)

Pedagogy in Inclusive Elementary Education (2016, 2017)

Assessment of Authentic Learning (2014, 2015)

Psychological Foundations of Education (2013, 2014, 2015)

Publications/Research

Strom, K. Mills, T. Dacey, C. & Abrams, L. (2018). Thinking with Posthuman Perspectives in Self-Study Research. Studying Teacher Education.
Dacey, C. & Mills, T. (2018). What to Measure and How to Measure Student Learning: Understanding the Context of Classroom Data and Assessment. In J. Grinberg’s & D. Schwarzer (Eds.) Social History of Education. Dubuque, Iowa: Kendall Hunt Publishing.
Dacey, C. & Barnes, N. (2017). Authentic Performance Assessments. In J. Grinberg’s & D. Schwarzer (Eds.) Novice Teacher Guide (pp. 183-195). Lanham, Maryland: Rowman & Littlefield Publishing.
Barnes, N. & Dacey, C. (2017). Using Traditional Assessments to Effectively Inform Your Teaching. In J. Grinberg’s & D. Schwarzer (Eds.) Novice Teacher Guide (pp. 170-182). Lanham, Maryland: Rowman & Littlefield Publishing.
Barnes, N., Fives, H., & Dacey, C. M. (2017). US teachers' conceptions of the purposes of assessment. Teaching and Teacher Education, 65, 107-116. doi:10.1016/j.tate.2017.02.017
Fives, H., Barnes, N., Dacey, C., & Gillis, A. (2016). Assessing assessment texts: Where is planning? The Teacher Educator, 51 (1), 70-89. doi:10.1080/08878730.2015.1107442
Fives, H., Mills, T., & Dacey, C., (2016). Cooperating teacher compensation and benefits: comparing 1957-58 and 2012-13. Journal of Teacher Education, 67(2), 105-119. doi: 10.1177/0022487115626428
Dacey, C., Abrams, L., Strom, K., & Mills, T. (2016). The Future of Self-Study: Through and With Technology. In D. Garbett & A. Ovens (Eds.) Being Self-Study Researchers in a Digital World (pp. 167-173). Rotterdam, Netherlands: Springer International Publishing.
Strom, K., Abrams, L., Dacey, C., & Mills, T. (2016). “I, Teacher Educator”: Grappling with ethical responsibility, hybrid pedagogies, and neoliberal agendas in mangled educational spaces. In D. Garbett & A. Ovens (Eds.), Enacting self-study as methodology for professional inquiry (pp. 53-59). Herstmonceux, UK: S-STEP.
Barnes, N., Fives, H., & Dacey, C. (2015). Teachers’ beliefs about assessment. In H. Fives & M. G. Gill, (Eds.). International handbook of research on teachers’ Beliefs (pp. 284-300). London: Routledge.
Strom, K., Abi‐Hanna, R., Dacey, C., & Duplaise, J. (2014). Exploring and connecting lines of flight. In M. Taylor & L. Coia (Eds.). Gender, feminism, and queer theory in the self‐study of teacher education practices. Rotterdam, Netherlands: Sense Publishing
Dacey, C. (2018, April). The Grey Areas: Professional Ethics and Meaning Making. Paper presented at the 2018 Annual Meeting of the American Educational Research Association, New York, NY.
Dacey, C. & Jacobowitz, T. (2017, June). Engaging Future Teachers in Social and Political Democracy. Presentation at the National Academic Advising Association 2017 Annual Drive-In Regional Conference in Montclair, NJ.
Strom, K., Martin, A., Dacey, C. (2017, April). Constructing Lines of Flight in A First-Year Special Education Biology Teacher’s Classroom. Paper presented at the Annual Meeting of the American Educational Research Association, San Antonio, TX. In panel, The Curriculum of Lines of Flight in Transformative Pedagogies: Resistances in the Age of Neoliberalism.
Office Location:
Sammartino Hall Room 16
Contact Phone:
(201) 559-3571