Professor

Email: srushton@sar.usf.edu

Qualifications
1997 Ph.D., Teacher Preparation - Elementary Education, University of Tennessee, Knoxville, USA
1994 M.Sc., Educational Administration and Supervision, University of Tennessee, Knoxville, USA

1985 B.Ed., Elementary Education (K-8), Queen’s University, Ontario, Canada
1983 B.Sc., Psychology/Geography, Trent University, Ontario, Canada

Publications (Selected)

1. Larkin, E., Kaplan, M., & Rushton, S. (2010). Designing Brain Healthy Environment for Intergenerational Programs. Journal of Intergenerational Studies.8, 2.
2. Rushton, S, Juola-Rushton, A., (2010). Linking 1st-grade economics unit to children’s literature: A brain-based approach. Children our Concern: FAYEC Online journal.
3. Rushton, S., Juola-Rushton, A., & Larkin, E. (2009). Neuroscience, Play, and Early Childhood Education: Implications, Connections and Assessment. Early Childhood Education Journal, 37, 5.
4. Rushton, S., & Juola-Rushton, A. (2008).
5. Rushton S., Juola-Rushton A. (2007), The learning environment, brain research, and the paradox of No Child Left Behind. In F. Santoianni, C. Sabatano, (eds). Brain Development in Learning Environments: Embodied and Perceptual Advancements, Cambridge Scholars Publishing, Cambridge, UK. Pg. 34-49.
6. Rushton, S., & Juola-Rushton A. (2007). Brain research and assessment in the Elementary Grades. In Jones, P. Ataya, R., & Carr, J. A pig don’t get fatter the more you weigh it: Balancing assessment for the classroom. New York: .Teachers College Press. P. 29-39.
7. Rushton, S., & Jackson, M. Richard, M. (2007). Teacher’s Myers-Briggs personality profiles Identifying effective teacher personality traits. Teaching and Teacher Education. 4,66.
8. Rushton, S., Knopp, T. Y., & Smith, R. L. (2006). Teacher of the Year award recipients’ Myers-Briggs personality profiles: Identifying teacher effectiveness. Journal of Psychological Types 4,66.
9. Smith, R. L., Knopp, T. Y., & Rushton, S. (2005). The study of teacher traits, beliefs, and attributes: Methods and implications for education. In Smith, R. L. (Ed), The passion of teaching: Dispositions in the school. New York, NY: Scarecrow Publication.
10. Rushton, S. (2004). Using narrative inquiry to understand a pre-service personal practical knowledge while teaching in an inner city school. Urban Review,36, 61-79.
11. Rushton, S., Eitelgeorge, J., & Zickafoose, R. (2003). Connecting Cambourne’s conditions of learning to brain-mind principles: Application for the classroom teacher. Early Childhood Education Journal.31, 11-21.
12. Rushton, S. (2003). Two pre-service teachers growth in self-efficacy while teaching in an inner-city school. Urban Review 35. 167-189.
13. Rushton, S. (2001). Applying brain research to create developmentally appropriate learning environments. Young Children,56, 76-82.
14. Rushton, S., & Larkin, E. (2001). Shaping the learning environment: Connecting developmentally appropriate practices to brain research. Early Childhood Education Journal, 29, 25-33.
15. Rushton, S. (2000). Student teacher efficacy in inner city schools. Urban Review 3, 365-383.
16. Rushton, S. (2000). Cultural assimilation: A narrative case study of student-teaching in an inner-city school. Teaching and Teacher Education,17, 147-160.