Peter Youngs headshot

Peter Alexander Youngs

Unit: Curry School of Education
Department: Curry School of Education
Office location and address
Bavaro Hall 324
417 Emmet St S
Charlottesville, Virginia 22903
Ph.D., University of Wisconsin-Madison, 2003
M.A., University of Wisconsin-Madison, 1998
B.A., Brown University, 1991

I conduct research on the effects of educational policy and school social context on teaching and learning in the core academic subjects. I have a special focus on the relationship between policy and practice in the areas of teacher education, induction, evaluation, and professional development. Currently, I am conducting research to examine factors that influence beginning elementary teachers’ instructional practices in the context of the Common Core State Standards and teacher evaluation reform. I received the AERA Division L (Teaching and Teacher Education) early career award in 2012.

The impacts of pre-service supervised field experiences on elementary teachers¿ retention and effectiveness in mathematics
Source: Arizona State University
July 01, 2021 – June 30, 2024
Using Neural Networks for Automated Classification of Elementary Mathematics Instructional Activities
Source: U.S. National Science Foundation (NSF)
September 01, 2020 – August 31, 2023
Robertson Innovations in Education
Source: Robertson Foundation
May 15, 2020 – May 31, 2023
CU-The Development of Ambitious Instruction in Elementary Mathematics and English Language Arts
Source: Spencer Foundation
October 01, 2015 – September 30, 2020
CU-The Development of Ambitious instruction in Elementary Mathematics
Source: U.S. NSF - Directorate For Ed. & Human Resources
October 01, 2015 – March 31, 2020
CU - How Beginning Elementary Teachers' Social Networks Affect Ambitious Math Instruction in the Current Evaluation Climate/WTG
Source: Michigan State University
July 01, 2014 – December 31, 2018
CU - How Novice Teachers' Social Networks Affect Ambition Math Instruction in the Current Evaluation Climate
Source: Michigan State University
August 01, 2014 – July 31, 2018
CU-District Policies Related to Principal Evaluation, Learning-Centered Leadership, and Student Achievement
Source: University Of Connecticut
July 01, 2016 – June 30, 2018
EDIS 4995: Directed Research
Credits: 1–6
Directed Research under supervision of faculty member.
EDIS 5011: Classroom Management and Behavioral Assessment
Credits: 3
This course develops an understanding and application of classroom and behavior management techniques, community building, and behavioral assessment. Introducing diverse approaches based upon behavioral, cognitive, affective, social and ecological theory and practice, the course supports professionally appropriate practices that promote positive redirection of behavior, development of social skills and self-management.
EDIS 5993: Independent Study
Credits: 1–6
Independent Study
EDLF 7300: Foundations of Educational Research
Credits: 3
An orientation to designs and procedures utilized in educational research, emphasizing basic principles for conducting, interpreting, and criticizing published articles representative of educational problems and issues.
EDIS 7852: Seminar: Reading Research
Credits: 3
Students learn about major approaches to research and study exemplars of each. Students will learn to evaluate research reports on the basis of accepted standards for each approach. Prerequisite: Admission to doctoral program or instructor consent.
EDIS 7993: Independent Study
Credits: 1–6
Course permits students to work, under close faculty guidance, on an individual research project. Research done in this course may not be considered a part of thesis or dissertation work. Enrollment in this course should be limited to two three-credit registrations (six credits) at the doctorate level. Exceptions to this regulation should have the approval of the advisory committee and the dean of the School of Education.
EDLF 8380: Special Topics in Qualitative Methods: Case Study Research
Credits: 3
This course is intended for graduate students who have used or plan to use case study methods in their own research. The course will examine the foundations, logic, design, and ethics of case study research in education and the social sciences. The class will explore single-, multiple-, and mixed-methods case study designs and methods of data collection, interpretation, and analysis.
EDIS 8810: Policy Perspectives on Teaching and Teacher Education
Credits: 3
This course examines questions about the nature of teacher quality and how policies affect teacher quality. We will ask how policies affect teachers as college students who could decide to enter teaching, as students enrolled in a preparation program or pathway, as graduates seeking initial teacher licensure, as licensed teachers seeking jobs, as novice teachers, as tenured teachers, or as teachers who could be rewarded, honored, or dismissed
EDIS 9991: Ed.D. Research
Credits: 1–12
Ed.D. Research conducted under the guidance of dissertation/capstone committee. 12 hours required for graduation. Permission of Instructor required.
EDIS 9993: Independent Study
Credits: 1–6
Under close guidance of a faculty member, students work on an area of particular interest that cannot be met by a regularly scheduled course. A plan of study should be signed by the faculty sponsor and filed in the student's permanent file in the Office of Student Affairs. Prerequisite: Instructor permission.
EDIS 9998: Doctoral Research Apprenticeship
Credits: 3–12
Designed to give doctoral students experience conducting research in professional settings appropriate to their disciplines. Prerequisites: Advisor Permission Required
EDIS 9999: Doctoral Dissertation
Credits: 3–12
Doctoral Dissertation Research completed under the guidance of dissertation committee. 12 hours is required for graduation. Permission of instructor required.