Victoria Damjanovic
Dr. Victoria Damjanovic is known for her work in the areas of early childhood development, teacher knowledge, and equity in early childhood education. Specifically, her research explores in-service and pre-service teachers' content and pedagogical knowledge, communities of practice, and the role of documentation in child and teacher learning in early childhood contexts through dimensions of equity. Her work has appeared in journals such as Early Childhood Education Journal, Social Studies and the Young Learner, Numeracy, British Journal of Educational Psychology, Professional Development in Education, School and University Partnerships, Journal of Inquiry and Action in Education, Kappa Delta Pi Record, and The Teacher Educator. Her work has been funded by the US Department of Education. Upon completing her bachelor's degree in Applied Behavior Analysis at the University of North Texas, she worked as a Behavior Analyst for young children diagnosed with autism while working on her master's degree in Development & Family Studies. After earning her Ph.D. in Curriculum and Instruction in Early Childhood Education from the University of South Florida, Tori led the exemplary teacher educator laboratory preschool at USF for six years. Dr. Damjanovic is currently an Assistant Professor in early childhood education and early childhood special education in the department of Teaching and Learning and Educational Specialties at Northern Arizona University.
To cite this episode: Persohn, L. (Host). (2022, Sept 16). A conversation with Victoria Damjanovic. (Season 3, No. 7) [Audio podcast episode]. In Classroom Caffeine Podcast series. https://www.classroomcaffeine.com/guests. DOI: 10.5240/876F-7D7C-2989-801A-BC99-J