Dr. Darlene Ciuffetelli Parker

Professor (PhD), Department of Teacher Education

Available for Graduate Advisement

Dr. Darlene Ciuffetelli Parker, Faculty of Education, Brock University

Hamilton, ON
Office: 20C
905 547 3555 x3605
darlene.ciuffetelli-parker@brocku.ca

Dr. Darlene Ciuffetelli Parker is an Associate Professor in the Faculty of Education at Brock University.

With abundant peer reviewed and invited research articles, chapters, books, reports, policy briefs, and newspaper columns, Ciuffetelli Parker’s commitment to narrative inquiry methodology is mirrored by her deeply felt commitment to literacy, critical literacy and narratives of experience.

Her current area of study is literacy and literacy narratives as they relate to social justice.

Ciuffetelli Parker has completed two projects which spanned over four years on students and families affected by poverty, and educators who work in school communities affected by poverty in Ontario.

The projects were supported by the Ministry of Education and funded by the Elementary Teachers’ Federation of Ontario (ETFO) resulting in a research report as well as a co-authored book entitled Poverty and Schools in Ontario (Ciuffetelli Parker & Flessa, 2011).

The book is having an impact on initial teacher education and the continuing professional development of teachers. Ciuffetelli Parker continues to research and write on poverty and schooling as she advances partnerships to support deeper knowledge.

She readily is an invited keynote/speaker, providing impactful talks to various organizations including: District School Boards, Research Panels/Partnerships, Ontario College of Teachers, Principal Associations, Canadian Women’s University Council, Child Youth Network, and the community at large.

Ciuffetelli Parker served as an editor and author of a published volume by Emerald Books (2011), entitled Narrative Inquiries into Curriculum Making in Teacher Education.

The book focuses directly on teacher education programs and profiles international scholars on the topic of teacher education studies, including chapters authored by Ciuffetelli Parker and an award winning chapter within the volume by esteemed scholar Cheryl Craig.

Darlene has since contributed a chapter on her literacy narrative framework (2014) in Advances in Research and Teaching Emerald volume International Teacher Education: Promising Pedagogies.

Ciuffetelli Parker’s research and teaching throughout her tenure at Brock University has been recognized locally and internationally with prestigious awards, including: the 2012 international American Educational Research Association (AERA) recipient of the Early Career Award of the Narrative Research Special Interest Group, the 2012 Faculty of Education Award for Excellence in Teaching at Brock University, and the 2013 recipient of the institutional Brock Distinguished Teaching Award.

Dr. Ciuffetelli Parker was an administrator, literacy resource-consultant, and elementary teacher in Toronto for over fifteen years before joining Brock University as a professor.

She obtained her PhD from the Department of Curriculum and Teacher Development at the Ontario Institute for Studies in Education of the University of Toronto (OISE/UT).

  • Narrative inquiry
  • Teacher education
  • Marginalized communities
  • Diversity
  • Literacy education

(a)   Books, Case Studies, Monographs, and Contributions to Edited Books

i) Books 

Ciuffetelli Parker, D. & Flessa, J. (2011). Poverty and schools in Ontario: How seven elementary schools are working to improve education. Elementary Teachers Federation of Ontario. Toronto, ON.

Kitchen, J., Ciuffetelli Parker, D., Pushor, D. (Eds.). (2011). Narrative inquiries into curriculum making in teacher education. Emerald Publishing, UK.

Ciuffetelli Parker, D. (Ed.). (2007). Case Studies: Understanding Teaching and Learning. Pearson Publishing, Toronto, ON.

ii) Monographs

Ciuffetelli Parker, D. (2015). Poverty and schooling: Where mindset meets practice. What Works: Research into Practice Series. Ontario Association of Deans of Education (OADE) and the Ontario Ministry of Education. (4 pages) [blind peer reviewed]

iii) Chapter Contributions to Peer-Edited Books

Ciuffetelli Parker, D. (2014). Literacy narratives for 21st century curriculum making: The 3Rs to excavate diverse issues in education. In C.J. Craig, & L. Orland-Barak (Eds). International Teacher Education: Promising Pedagogies (Part A). pp 233-253. Emerald Publishing. UK.

Ciuffetelli Parker, D. & Pushor, D. (2014).  How to make teacher education better: The making of an international narrative inquiry teacher education discourse community. In S. Feller, & I. Yengin (Eds).  21st Century Education: Constructing meaning and building knowledge in technology supported learning environments. pp 181-202. Dialogue Series. Benjamin Publishing.

Ciuffetelli Parker, D. (2013). Commentary on Danny the Catechist. In D. Smith (Ed.), A call to vocation: Catholic education narratives. pp. 84-85. Pearson Publishing.  

Ciuffetelli Parker, D. (2011). Related literacy narratives: Letters as a narrative inquiry method in teacher education. In J. Kitchen, D. Ciuffetelli Parker, & D. Pushor (Eds.), Narrative inquiries into curriculum making in teacher education.pp 131-149. Emerald Publishing, UK.

Ciuffetelli Parker, D., Kitchen, J., & Pushor, D. (2011). Narrative inquiry, curriculum making, and teacher education. In J. Kitchen, D. Ciuffetelli Parker, & D. Pushor (Eds.), Narrative inquiries into curriculum making in teacher education. pp. 3-18. Emerald Publishing, UK.

Pushor, D., Kitchen, J., & Ciuffetelli Parker, D. (2011). Turning points: reflections on the autumn leaves. In J. Kitchen, D. Ciuffetelli Parker, & D. Pushor (Eds.), Narrative inquiries into curriculum making in teacher education.pp. 279-292. Emerald Publishing, UK.

Kitchen, J., & Ciuffetelli Parker, D. (2009). DevelopingSelfStudyCommunitiesofPractice. In C. Lassonde, S. Galman, & C. Kosnik (Eds.), Self-Study Research Methodologies for Teacher Educators, pp. 107-128. Rotterdam, The Netherlands: Sense Publishing.
Ciuffetelli Parker, D. (2007). “Becoming a teacher: Case studies for teaching practice” in D. Ciuffetelli Parker (Ed.) Case Studies: Understanding Teaching and Learning, pp. xi-xix. Pearson Custom Publishing, Toronto.

 iv) Reports and Policy Briefs

 Ciuffetelli Parker, D. (2012). Poverty and Education: A Niagara Perspective. Policy Brief, Niagara Community Observatory, (8 pages).

 Ciuffetelli Parker, D. (2010).Possibilities: An impact analysis of schools working with children and communities affected by poverty. (70 pages). Report for Elementary Teachers’ Federation of Ontario.

(b) Papers in Peer Refereed Journals

 Ciuffetelli Parker, D. (In Press). The impact of professional development on poverty, schooling, and literacy practices: Teacher narratives and reformation of mindset. Taylor & Francis Publication: Cogent Education.

Ciuffetelli Parker, D. & Craig, C. (2017). An international inquiry: Stories of poverty – poverty stories. Urban Education. Vol. 52(1) 120 –151. (online access publication pre 2017: http://uex.sagepub.com/search/results?fulltext=Ciuffetelli+Parker+%26+Craig&submit=yes&journal_set=spuex&src=selected&andorexactfulltext=and&x=0&y=0 ).

Grenville, H., & Ciuffetelli Parker, D. (2014). From research assistant to researcher: Being wakeful in a mentorship journey about methodology, poverty, and deficit thinking. FormaMente, 2014. Retrieved from http://formamente.guideassociation.org/ (Republished from Journal of Research Practice, 2013).

Ciuffetelli Parker, D. (2013). Narrative understandings of poverty and schooling:
Reveal, revelation, reformation of mindsets International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), Special Issue Volume 3, Issue 2, ISSN 2042 6364.
http://www.infonomics-society.org/IJCDSE/

Grenville, H., & Ciuffetelli Parker, D. (2013). From research assistant to researcher: Being wakeful in a mentorship journey about methodology, poverty, and deficit thinking. Journal of Research Practice9(2). Retrieved from http://www.jrp.icaap.org/

Pushor, D.& Ciuffetelli Parker, D. (2013).  Reformation of storied assumptions of parents and poverty.  International Journal about Parents in Education. 7(2). 164-176.

Ciuffetelli Parker, D., Gallagher, T., & Griffin, S. M. (2011). Multiple layers of leadership in professional learning communities: An essay review. Mentoring & Tutoring: Partnership in Learning, 19(4). pp. 503-522.

Ciuffetelli Parker, D., Grenville, H., Flessa, J. (2011). Case studies of school community and climate: Success narratives of schools in challenging circumstances. School Community Journal. 21(1), pp.129-150.

Gallagher, T., Griffin, S., Ciuffetelli Parker, D., Kitchen, J., & Figg, C. (2011). Establishing and sustaining teacher educator professional development in a self-study community of practice: Pre-tenure teacher educators developing professionally. Teaching and Teacher Education, 27(5), 880–890.

Ciuffetelli Parker, D. (2010) Writing and becoming [a teacher]: Teacher candidates’ literacy narratives over four years. Teaching and Teacher Education26(6), 1249-1260.  

Ciuffetelli Parker, D., & McQuirter Scott, R. (2010). From mentorship to tenureship: A storied inquiry of two academic careers in education. Mentoring and Tutoring, 18(4), 405-425.

Flessa, J., Gallagher-McKay, K., Ciuffetelli Parker, D.  (2010). “Good steady progress”: Success stories from Ontario Elementary Schools in Challenging Circumstances. Canadian Journal of Educational Administration and Policy.

Ciuffetelli Parker, D. & Flessa, J. (2009). Poverty and education: New research in Ontario schools. Alberta Journal of Educational Research, 55(2), 249-252.

Ciuffetelli Parker, D., Smith, D., & Goldblatt, P. (2009). Teacher education partnerships: Integration of case studies within an initial teacher education program. Brock Education, 18(2), 96-113.

Ciuffetelli Parker, D. & Volante, L. (2009). Responding to challenges posed by summative teacher candidate evaluation: A collaborative self-study of practicum supervision by faculty. Studying Teacher Education, 5(1), 33-44.

Flessa, J., Ciuffetelli Parker, D., Gallagher-Mackay, K., Becker, H. (2009). Learning from schools in challenging circumstances: Emerging findings from new research in Ontario. Changing Perspectives, Ontario ASCD. February 2009, 2-4.

Ciuffetelli Parker, D. (2008). Literacy leadership and the administrator: Relationship as moral agency from within. The International Electronic Journal for Leadership and Learning. 12:9, ISSN 1206-9620.

Ciuffetelli Parker, D., Fazio, X., Volante, L., Cherubini, L. (2008). Relationship matters: Negotiating and maintaining relations in a unique school-university partnership. Action in Teacher Education. 30(3), 39-53.

Ciuffetelli Parker, D. & Cherubini, L. (2008). Living in the margins of teaching and scholarship: Two professors’ program and leadership in a learning faculty.   Excelsior, 3(1), 15-26.

Kitchen, J., Ciuffetelli Parker, D., & Gallagher, T. (2008). Authentic conversation as faculty development: Establishing a self-study group in an education college. Studying Teacher Education, 4(2), 157-171.

Ciuffetelli Parker, D. (2007). Professing through eulogy, activity and memoriam: When death strikes a university learning community. Professing Education, 5(2), pp.7-9.

Ciuffetelli Parker, D. (2006). Stress on the tenure track: A narrative of my induction year as an education professor. Teaching and Learning. 3(3). pp. 13-17.

(c) Papers in Refereed Conference Proceedings

Ciuffetelli Parker. D. (2016). Global issues and barriers to learning: Deconstructing unconscious assumptions of poverty and mental health in secondary school education. Proceedings of the London International Conference on Education, London, UK.

Ciuffetelli Parker. D. (2012). Poverty and education: Narrative reveal, narrative revelation, narrative reformation. Proceedings of the London International Conference on Education, London, UK.

Ciuffetelli Parker, D. (2012). Narrative unity, narrative inquiry, and curriculum making in teacher education. Proceedings of the Hawaii International Conference on Education. Honolulu, Hawaii.

Ciuffetelli Parker, D.(2008). Moral literacy in an initial teacher education program: Teacher candidates’ literacy narratives over four years. In P.T. Begley, & M.P. Begley (Eds.), The Moral Agency of the Educational Leader: Selected Papers Presented at the 13th Annual Values and Educational Leadership Conference, Pennsylvania State University.

Ciuffetelli Parker, D. (2008). Restructuring program, changing practice: A professor’s enactment of a pedagogy of teacher education.In M.L. Heston, D.L. Tidwell, K.K. East, & L.M. Fitzgerald (Eds.), The Seventh International Conference on Self-Study of Teacher Education Practices, Cedar Falls, IA, USA. ISBN 978-1-5539-156-2

Kitchen, J., Gallagher, T., Ciuffetelli Parker, D., & Volante, L. (2007). The Brock self-study group in action: Examining teacher candidate evaluations. International Study Association for Teachers and Teaching, St. Catharines, Canada, July 2007.

Gallagher, T., Ciuffetelli Parker, D., Kitchen, J., & Cherubini, L. (2007).  Establishing a self-study group in a faculty of education. International Study Association for Teachers and Teaching, St. Catharines, Canada, July 2007.

Ciuffetelli Parker, D. (2006). “Literacy leadership and the administrator: Relationship as moral agency from within.” In P.T. Begley, & M.P. Begley (Eds.), The Moral Agency of the Educational Leader: Selected Papers Presented at the 11th Annual Values and Educational Leadership Conference, Pennsylvania State University.

Ciuffetelli Parker, D. (2006). Literacy narrative relationships: Self-study in collegial letters. In M.L. Heston, D.L. Tidwell, K.K. East, & L.M. Fitzgerald (Eds.), The Sixth International Conference on Self-Study of Teacher Education Practices, Cedar Falls, IA, USA. ISBN 978-1-55339-142-5

d) Journals Edited

Kitchen, J. & Ciuffetelli Parker, D. (Eds.) (2011). Brock Education, 20(2). http://brocked.ed.brocku.ca

Ciuffetelli Parker, D.  & Kitchen, J. (Eds.) (2010). Brock Education, 20(1). http://brocked.ed.brocku.ca

 Kitchen, J. & Ciuffetelli Parker, D. (Eds.) (2010). Brock Education, 19(2)  http://brocked.ed.brocku.ca

 Ciuffetelli Parker, D.  & Kitchen, J. (Eds.) (2009). Brock Education, 19(1).   http://brocked.ed.brocku.ca

 Kitchen, J. & Ciuffetelli Parker, D. (Eds.) (2009). Brock Education, 18(2). http://brocked.ed.brocku.ca

 (e) Publications in Non-Refereed Journals, Newspapers/Media and Editorials

Ciuffetelli Parker, D. (2013). Leadership in tight times: Shining your light by leading against storied assumptions of children and youth affected by poverty. Principal Connections, 16(3),16-18.

Ciuffetelli Parker, D. (2013). To my students: Be grateful and be brave. Column in the St.Catharines Standard. October 17, 2013.

Ciuffetelli Parker, D. (2013). Sweet sorrow of parting with summer. Column in the St.Catharines Standard. August 29, 2013.

Ciuffetelli Parker, D. (2013). A lesson on food after the storm. Column in the St.Catharines Standard. July 13, 2013.

Ciuffetelli Parker, D. (2013). Inequality in our Schools: On which side of the tracks? Column in the St. Catharines Standard. May 30, 2013.

Ciuffetelli Parker, D. (2013). Parent engagement versus involvement. Column in the St.Catharines Standard. April 6, 2013.

Ciuffetelli Parker, D. (2013). Every child must feel they belong. Column in theSt. Catharines Standard. February 20, 2013.

Ciuffetelli Parker, D. (2013). What brings brighter days in tight times? Column in The St. Catharines Standard. January 5, 2013.

Ciuffetelli Parker, D. (2012). Educationally speaking, what’s the point of your story? Column in The St. Catharines Standard. November 22, 2012.

Kitchen, J., & Ciuffetelli Parker, D. (2011). Editorial, Teachers as fountainheads of curriculum making: Challenges and possibilities. Brock Education. 20 (2), 1-3.

Ciuffetelli Parker, D., & Kitchen, J. (2010). Editorial, Making practice of curriculum: Curriculum making in teaching and teacher education. Brock Education. 20(1). 1-3.

Kitchen, J., & Ciuffetelli Parker, D. (2010). Editorial, Teachers as bridges: Educating for a better tomorrow. Brock Education. 19(2), 1-3.

Ciuffetelli Parker, D., & Kitchen, J. (2009). Editorial, Teaching and teacher education research in Canada. Brock Education. 19(1), 1-3

Kitchen, J. & Ciuffetelli Parker, D. (2009). Continuity and change: Inquiry into teacher education practices. Brock Education. 18(2), 1-3.

Ciuffetelli Parker, D. & Becker, H. (2008). Success stories in challenging circumstances: Case Studies of schools working with children and communities affected by poverty. Voice, 10(5), 9-10.

Ciuffetelli Parker, D. (2007). “Becoming a teacher: Case studies for teaching practice” in D. Ciuffetelli Parker (Ed.) Case Studies: Understanding Teaching and Learning. Pearson Publishing, Toronto. pp. xi-xix. *

(f) Papers Delivered at Professional Meetings

i) Refereed Conference Papers

Ciuffetelli Parker, D. (Submitted for presentation, May/June, 2017). Tight times and education in secondary schools: Youth strategy in issues relating to poverty, mental health, and academic emotional success. Annual Meeting of the Canadian Society for Study of Education (CSSE), Toronto, ON.

Ciuffetelli Parker, D. (December, 2016). Literacy narratives as curriculum making: The 3Rs to unpack social justice issues in education. ISATT Regional Conference, Haifa, Israel.

Ciuffetelli Parker, D. (November, 2016). Global issues and barriers to learning: Deconstructing unconscious assumptions of poverty and mental health in secondary school education. London International Conference on Education, London, UK.

Ciuffetelli Parker, D. (May 31, 2016). When mindset meets practice: Narratively deconstructing unconscious assumptions of poverty and mental health in secondary education. Annual Meeting of the Canadian Society for the Study of Education (CSSE). Calgary, Alberta.

Ciuffetelli Parker, D., Griffin, S., Fleet, C., Mitton-Kukner, J., Murray Orr, A., & Pushor, D. (May 30, 2016). Problematizing the complexities in teacher education programs: Discourses in the narrative inquiry teacher education discourse community. Annual Meeting of the Canadian Society for the Study of Education (CSSE). Calgary, Alberta.

Griffin, S., Ciuffetelli Parker, D., Fleet, C., Mitton-Kukner, J., Murray Orr, A., & Pushor, D. (May 22, 2016). Taking root: Developing a narrative inquiry discourse community among teacher educators. Narrative Soundings: Narrative Inquiry in Music Education (NIME) Conference. Urbana-Campaign, Illinois, USA.

Ciuffetelli Parker, D., Fleet, C., Griffin, S., Mitten, J., Orr, A.M., & Pushor, D. (June 1, 2015). Narrative inquiry teacher education discourse community: Enacting knowledge and pedagogy. Paper presented in equal authorship. AnnualMeeting of the Canadian Society for the Study of Education (CSSE). Ottawa, ON.

McQuirter, R. & Ciuffetelli Parker, D. (June 2, 2015). Pre-service teachers as literacy leaders: Teacher candidates and teacher educators leading together in a blended learning environment. Annual Meeting of the Canadian Society for the Study of Education (CSSE). Ottawa, ON.

Ciuffetelli Parker, D. (April 20, 2015). Literacy narratives for 21st century curriculum making: The 3Rs to excavate diverse issues in education. Symposium, AERA, Chicago, Illinois.

Ciuffetelli Parker, D. & McQuirter, R. (May 7 2015). Authentic, engaging blended learning in a teacher education classroom. CONNECT Conference, Niagara Falls, ON.

Ciuffetelli Parker, D. & Pushor, D. (May, 2014). Creating a narrative inquiry teacher education discourse community. CSSE, St. Catharines, ON.

Mogadime, D., O’Sullivan, M., Ciuffetelli Parker, D., Fleet, C., &   Radersma, K. (May, 2014). Equal authorship. Paper Panel invitation to SURE Knowledge Mobilization Event. Panel discussion from symposium entitled: Questioning the Enactment of Diversity in Teacher Education and Schooling. D. Ciuffetelli Parker entitled: The Invisible Poverty: Educating Against Storied Assumptions of Students and Families. Paper delivered at CSSE, Brock University, St.Catharines, (SURE event for Knowledge Mobilization Day). May 26, 2014.

Pushor, D. & Ciuffetelli Parker, D. (May, 2014). Through a curriculum of parent: Reforming storied assumption of parents and poverty. CSSE, St. Catharines, ON.

Pushor, D., & Ciuffetelli Parker, D. (September 2013). Reformation of Storied Assumptions of Parents and Poverty.Presented at the 9th International ERNAPE Conference. Lisbon, Portugal, September 2013.

Gagne, A, Schmidt, C., Serebim, W., Segida, L., Ciuffetelli Parker, D.  (June 3, 2013). At the Intersection of Diverse Teachers and Diverse Learners.Symposium. CSSE, Victoria, BC.

Grenville, H. & Ciuffetelli Parker, D. (June 3, 2013). Narratives of experience of a student and a teacher living and working in a rural school affected by poverty.  CSSE, Victoria, BC.

Ciuffetelli Parker, D. (May 1, 2013) A school community and stories of poverty: Narrative reveal, narrative revelation, narrative reformation. American Education Research Association (AERA). San Francisco, USA.

Ciuffetelli Parker, D. & Craig, C. (April 28, 2013). Stories of poverty – poverty stories: An international inquiry. American Education Research Association(AERA).  San Francisco, USA.