Amy Good

Dr. Amy J. Good is an Associate Professor in the Department of Reading and Elementary Education at UNC Charlotte. With over 32 years in public education, her teaching and research interests focus on social studies education, teacher preparation, and professional development, particularly in the context of National Board Certification. Dr. Good has published over 60 peer-reviewed journal articles, book chapters, and books, and her research has contributed to the advancement of social studies education both at the state and national levels. She is a recognized leader in the field, having served as President of the North Carolina Professors of Social Studies Education and on the Board of Directors for the North Carolina Council for the Social Studies.

Dr. Good teaches undergraduate, graduate, and doctoral courses, focusing on social studies methods and teacher education. She is actively involved in the National Board for Professional Teaching Standards, including creating a National Board Graduate Certificate at UNC Charlotte. Her leadership roles extend beyond the classroom; she has served as Director of the Cato College of Education Honors Program and has held several significant positions in the department, including Graduate Program Director and Undergraduate Program Director.

Dr. Good has received multiple teaching honors, including recognition as a finalist for the Bank of America Award for Teaching Excellence in 2017 and again in 2023, and she has also been recognized by being awarded the College Award for Teaching Excellence.

EDUCATION AND PROFESSIONAL CREDENTIALS:
Degrees
Ph.D. 1999-2003, University of Virginia, Charlottesville, VA, Curriculum and Instruction.
M.Ed. 1995-1997, Ohio University, Athens, OH, Education Leadership.
B.S. Ed. 1989-1993, Ohio University, Athens, OH, Elementary Education.
Teaching Licenses:
North Carolina License Areas: (current- expires 2028)
Elementary Education (K-6)
Social Studies (6-9)
School Administrator Principal
Curriculum Instructional Specialist
Certifications
National Board-Certified Teacher, 2000-2010
PROFESSIONAL TEACHING EXPERIENCE:
2008-Present University of North Carolina at Charlotte, Charlotte, NC, Department of Reading
and Elementary Education, Associate Professor
Graduate Program Director (ELED MEd) 2024-present
College Honors Program Co-Director 2018-present
College Honors Program Director 2016-2018
Chair of the College Honors Committee
University Honors Committee Member
Department Honors Task Force Member

Graduate Programs Director (ELED MEd and MAT) 2016-2018
Undergraduate Elementary Education Program Director 2011-
2016
Director ofthe College Peer Observation of Teaching Program
2017-present
2003-2008 East Carolina University, Greenville, NC, Department of
Curriculum and Instruction, Assistant Professor
2002-2003 University of Virginia, School of Continuing and Professional
Studies, Falls Church, VA, Course Instructor
1999-2010 University of North Carolina at Charlotte, Charlotte, NC, East Carolina
University, Greenville, NC, and Curry School of
Education, University of Virginia, Charlottesville, VA,
University Supervisor of Teacher Education Internships
2002-2003 Buford Middle School, Charlottesville City Schools,
Charlottesville, VA, Teacher, Grade 7, Mathematics, Algebra, and U.S.
History
1999-2002 Curry School of Education, University of Virginia, Charlottesville,
VA, Graduate Assistant
1997-1998 Tri-Valley Local School District, Dresden, Ohio, Program Director and
Instructor for the Academically Gifted, Grades 4, 5, 6.
1993-1999 Tri-Valley Local School District, Dresden, Ohio, Teacher, Grades 5 and
6, full inclusion.

RESEARCH AND SCHOLARSHIP RELEVANT TO TEACHING
Publications (*=data-based and doctoral students or junior faculty who I mentored, are listed
in bold)

Books
O’Brien, C., Byker, E., Good, A., Myers, A. (Eds.). (2024). Foundations of Education and
Diversity in American Schools. Dubuque, IA: Kendall Hunt Publishing Company

O’Brien, C., Byker, E., Good, A., Myers, A. (Eds.). (2022). Foundations of Education and
Diversity in American Schools. Dubuque, IA: Kendall Hunt Publishing Company.

Polly, D., Petty, T., Putman, M., & Good, A. (Eds.). (2018). Handbook of research on innovative
practices in teacher preparation and graduate-level teacher education programs. Hershey, PA:
IGI Global.

Petty, T., Good, A. & Putman, M. (Eds.). (2016). Handbook of research on professional
development for quality teaching and learning. Hershey, PA: IGI Global.

Putman, M., & Good, A. J. (2014). Tic tac toe: making the move toward effective classroom
management. (1st ed.). Dubuque, Iowa Kendall Hunt.

Book Chapters (*=data-based and doctoral students or junior faculty who I mentored, are
listed in bold)

O’Brien, C., Byker, E., Good, A, Myers, A. (2024). Introduction chapter. In C. Obrien, Byker,E.,
Good, A., & Myers, A. (Eds.), Foundations of Education and Diversity in American Schools.
Dubuque, IA: Kendall Hunt Publishing Company.

Grubb, S. & Good, A. J. (2022). Lessons learned: Opening windows of opportunity when the
world’s doors were closed. In Davis, L. (Eds.), Lessons Learned in 2020: Reflections and
Lessons for the Social Studies Classroom, Charlotte, NC Information Age Publishing.

Myers, A. & Good, A. J. (2022). Looking into classrooms: What is the work of teachers?
Foundations of Education and Diversity in American Schools. Dubuque, IA: Kendall Hunt.

Good, A. J., Alston, D. M., Vintinner, J. P., Binns, I, Rock, T., & Putman, M. (2021). Practicebased integrated methods block: Reflecting on a decade of implementing an on-site cohort model
in a teacher preparation program.

In D. B. Polly, R. W. Burns, E. Garin, & B. Badiali (Eds.),
Preparing quality teachers: Advances in clinical practice. Charlotte, NC: Information Age
Publishing.

*Coffey, H, Harden, S., Byker, E., Good, A., Fisher, L. (2018) Developing self and cultural
awareness through introductory education courses: The “me” semester. In Polly, D., Petty, T.,
Putman, M, & Good, A. (Eds.). Handbook of research on innovative practices in teacher
preparation and graduate-level teacher education programs. Hershey, PA: IGI Global.

Byker, E.J., Good, A.J., & Williams, N. (2018). Community. In D. Krutka, A.

Whitlock, & M. Helmsing’s (Eds.). Keywords in the Social Studies: Concepts and conversations.
New York, NY: Peter Lang Publishing

*Byker, E.J., Good, A.J.,& Williams, N. (2017). Developing teacher candidates’ sociocultural
consciousness: the community mapping video podcast assignment. In S.G. Grant, J. Lee, & K.
Swan’s (Eds.). Teaching Social Studies: A Methods Book for Methods Teachers. Charlotte, NC
Information Age Publishing

Passe, J., Good, A., Fitchett, A (2017). The purpose of assessment in social studies. In Passe,
J., and Pearcy, M. (Eds.). Best practices in social studies assessment. Charlotte, NC: Inform ati on
Age Publishing.

*Byker, E.J., Good, A.J., Putman, S.M., & Polly, D. (2016). edTPA is a rock in my shoe:
alleviating the pain of edTPA with the edPASR strategy. In D. Polly & C. Martin (Eds.).
Handbook of Research on Teacher Education and Professional Development. Hershey, PA: IGI
Global.

*Byker, E.J, Coffey, H, Harden, S., Good, A., & Brown, K.. (2016). Preparing teacher-scholars
to inquire: constructing the inquiry processing cycle. In D. Polly & C. Martin (Eds.), Handbook
of Research on Teacher Education and Professional Development. Hershey, PA: IGI Global

*Petty, T., Good, A., Handler, L. (2016) National board certification in North Carolina: Five
motivators for pursuit. In Petty, T., Good, A., & Putman, M. (Eds). Handbook of research on
professional development for quality teaching and learning. Hershey, PA: IGI Global.

Putman, M., Kissel, B., Vintinner, J., Good, A. (2015). Online learning in college classrooms:
Students and teachers establish social, cognitive, and teaching presences in digital spaces. In
Heafner, T., Hartshorne, R., & Petty, P. (Eds.). Exploring the effectiveness of online education in
K-12 environments (pp. 191-211). Hershey, PA: IGI Global.

Polly, D., Binns, I, Putman, S.., Rock, T. & Good, A. (2015). Developing technological
pedagogical content knowledge in elementary education programs. In M. Niess & H.
Gillow Wiles (Eds), Handbook of Research on Teacher Education in the Digital Age (pp. 504-
531). Hershey, PA: IGI Global DOI 10.4018/978-1-4666-8403-4.ch019. Reprinted in
Information Resources Management Association (Eds.), Teacher Education: Concepts,
Methodologies, Tools, and Applications (pp. 915-943). Doi: 10.4018/978-15225-0164-0.ch044.

Polly, D., Binns, I. C., Putman, S. M., Rock, T. C., & Good, A. (2015). Developing technological
pedagogical content knowledge in elementary education programs. In M. Neiss & H. GillowWiles (Eds.), Handbook of research on teacher education in the digital age. Hershey, P

Popejoy, K., Good, A. J., Rock, T., & Vintinner, J. P. (2015). Integrated methods block
Transforming elementary teacher preparation through the integration of content methods and
early clinical experiences. In D. Polly, T. Heafner, M. Chapman, & M. Spooner (Eds.),
Professional development schools and transformative partnerships (pp. 228-244). Hershey, PA:
IGI Global.

Passe, J., Good, A., & Libresco, A. (2014). Social studies in the age of accountability: The two
are not mutually exclusive. In A. Libresco, J. Alleman, S. Field, & J. Passe (Eds.), Exemplary
elementary social studies. Charlotte: Information Age Publishing.

Good, A. J., & Polly, D. (2012). Attempting to bridge theory to practice: preparing for moving day with tele-observation in social studies methods. In D. Polly, C. Mims, & K. Persichitte (Eds.), Developing Technology-Rich Teacher Education Programs: Key Issues (pp. 438-448). doi:10.4018/978-14666-0014-0.ch028 Articles in Refereed Journals (=data-based and doctoral students who I mentored, are listed in
bold)

Good, A., Casto, A., Byker, E., Miller, E., Kissel, B. (2023). When teacher candidates author
books: Towards the development of critical multiculturalism. Trends and Issues in Social
Studies,29(1).

Handler, LK., Petty, T.M, Good, A.J. (2021). Supporting teacher learning during the
professional development experience: The case of national board certification. Current Issues in
Education, 22(3). https://doi.org/10.14507/cie.vol22iss3.1976

*Kissel, B., Miller, E., Byker, E., Good, A., & Fitchett, P. (2019). Museums as mentor texts:
Preservice teachers analyze informational text structures and features present in a historical
museum. The Journal of Social Studies Research, https://doi.org/10.1016/j.jssr.2019.01.001

Petty, T., Good, A., Heafner, T. (2019). A Retrospective view of the national board certification
process. The Educational Forum, 83(2), 215-230.

*Byker, E.J., Good, A., Miller, E., & Kissel, B. (2018). Multicultural media authorship: Using
technology to create chil dren’s literature texts. Multicultural Education Journal, 25(2), 22-25.

Coffey, H., Harden, S., Good, A., Heafner, T., Brown, K., & Holzberg, D. (2017). Hoping to
teach someday? Inquire within: Examining inquiry-based learning with first-semester
undergrads. Journal of Inquiry and Action in Education, 8(2), 54-80.

*Petty, T. M., Good, A. J., & Handler, L. K. (2016). Impact on student learning: national board
certified teachers’ perceptions. Education Policy Analysis Archives, 24(49).

*Good, A. J., Petty, T. M, & Handler, L. K. (2016). Leading from the classroom and beyond
Kappa Delta Pi Record, 52(2), 59-65.