Ph.D. in Curriculum and Instruction, Curriculum, Policy, and School Reform, Boston College, Chestnut Hill, MA
Master of Arts in Teaching, Tufts University, Medford, MA
Master of Arts in History, Tufts University, Medford, MA
Bachelor of Arts in Environmental Studies, University of Vermont, Burlington, VT
Education Policy
Teaching for Social Justice
Assessments "of & for" Teacher Learning
Political and Historical Education
Applying Learning Theory to Curriculum Design
Assistant Professor, Social Science and Education, Colby-Sawyer College, New London, NH
High School Social Studies Teacher in US History, Civics and Sociology, Greenwich, CT
Dianna Gahlsdorf Terrell & Diana Sherman (2022): Mirror of Mind: ElicitingCritical Reflections in Preservice and Novice Teachers, Action in Teacher Education, DOI:10.1080/01626620.2022.2036268
(16) (PDF) Mirror of Mind: Eliciting Critical Reflections in Preservice and Novice Teachers. Action in Teacher Education, 44.. Available from Research Gate
Barnatt, J., Gahlsdorf Terrell, D., Jong, C., D’Souza, L., Gleeson, A., & Mitchell, K. (January 2016) Interpreting Early Career Trajectories.Education Policy.
Wasielewksi, L., Gahlsdorf Terrell, D., (2014). “What’s next? Beyond the partnership” School-University Partnerships, The Journal of the National Association for Professional Development Schools. May 2014 7(2).
