Dr. Barri Tinkler is an Associate Professor in Secondary Education and Education for Cultural and Linguistic Diversity. She is also the CAEP Coordinator for the Department of Education and the Program Coordinator for the Ph.D. in Educational Leadership and Policy Studies. She has teaching experience at the K-12 level as a Peace Corps volunteer in Papua New Guinea and as a social studies teacher at Stillwater Junior High School. Her research examines teacher education policy and practice through an equity lens. Recently, she conducted research at the University of Calgary as a Fulbright Scholar.
York, T., Tinkler, A., & Tinkler, B. (eds.). (2018). Service-learning to advance access and success: Bridging institutional and community capacity. Charlotte, NC: Information Age Publishing.
Tinkler, B., McGann, G., & Tinkler, A. (2018). Learning from each other: Using a service-learning citizenship course to promote intercultural understanding. In Catarci, Prata Gomes, & Siquera (eds.) Refugees, Interculturalism and Education. NY: Routledge.
Tinkler, A., & Tinkler, B. (2018). Reshaping professional programs through service-learning: Moving beyond traditional clinical experiences to challenge power and privilege. In Lund (ed) International handbook of service-learning for social justice, 225-238. Boston, MA: Wiley.
Tinkler, B., McGann, G., & Tinkler, A. (2017). Learning from each other: Using a service-learning citizenship course to promote intercultural understanding. Intercultural Education, 28(5), 447-455.
Smith, C., Tinkler, A., Demink-Carthew, J., & Tinkler, B. (2017). Pre-service mathematics teachers’ experiences with proficiency-based learning. Mathematics Teacher Education and Development, 19(1), 107-120.
Tinkler, B., Hannah, C., & Tinkler, A. (2016). Using Contact Theory to examine a service-learning experience in a social foundations course. Multicultural Education, 24(1), 31-36.
Tinkler, A., & Tinkler, B. (2016). Enhancing cultural humility through critical service-learning in teacher preparation. Multicultural Perspectives, 18(4), 192-201.
Tinkler, B., Hannah, C., Tinkler, A. & Miller, E. (2015). The impact of a social justice service-learning field experience in a social foundations course. Critical Questions in Education, 6(1), 16-29.
Tinkler, A., Tinkler, B., Hausman, E., & Tufo-Strouse, G. (2014). Key elements of effective service-learning partnerships from the perspective of community partners. Partnerships: A Journal of Service-Learning and Civic Engagement, 5(2), 137-152. doi: http://dx.doi.org/10.7253%2Fpartj.v5i2.944
Tinkler, A., Tinkler, B., Gerstl-Pepin, C., & Mugisha, V. (2014). The promise of a community-based, participatory approach to service-learning in teacher education. Journal of Higher Education Outreach and Engagement, 18(3), 209-232.
Tinkler, B., Hannah, C., Tinkler, A., & Miller, E. (2014). Analyzing a service-learning experience using a social justice lens. Teaching Education, 25(1), 82-98. doi: 10.1080/10476210.2012.744742
Tinkler, B., & Tinkler, A. (2013). Experiencing the other: The impact of service-learning on preservice teachers’ perceptions of diversity. Teacher Education Quarterly, 40(4), 41-62.
Whitcomb, J. & Tinkler, B. (2011). Establishing dialogues: Moral reflection within on-line, threaded case discussions. Action in Teacher Education, 33(3), 265-282.doi: 10.1080/01626620.2011.592122
Tinkler, B. (2010). Reaching for a radical community-based research model. Journal of Community Engagement and Scholarship, 3(2), 5-19.
Uhrmacher, B. & Tinkler, B. (2008). Engaging learners and the community through the study of monuments. International Journal of Leadership in Education: Theory & Practice, 11(3), 225-238. doi: 10.1080/13603120801918772 PR
Uhrmacher, B. & Tinkler, B. (2007). A monumental curriculum. Educational Leadership, 64. Available at: http://www.ascd.org/publications/educational-leadership/summer07/vol64/num09/A-Monumental-Curriculum.aspx
Tinkler, B. (2006). A community of care in a teacher education supervisory seminar. Curriculum and Teaching Dialogue, 8 (1&2), 239-253.
Tinkler, A., Tinkler, B., Strait, J., & Jagla, V. (Eds.). (2016). Service-learning to advance social justice in a time of radical inequality. Charlotte, NC: Information Age Publishing.
Tinkler, A., & Tinkler, B. (forthcoming). Reshaping professional programs through service-learning: Moving beyond traditional clinical experiences to challenge power and privilege. In D. Lund (Ed.). Handbook of Service-Learning for Social Justice. Boston, MA: Wiley. REO, I
Hannah, C. L., Tinkler, B., Frye, H., Leverett, J., & Wright, D. (2016). Reflections on theenactment of a critical service-learning experience. In A. S. Tinkler, B. E. Tinkler, V. M. Jagla, & J. R. Strait (Eds.), Service-learning for social justice in a time of radical inequality, (pp. 41-64). Charlotte, NC: Information Age Publishing. PR
Tinkler, A., & Tinkler, B. (2015). Conversations that matter: Community-based practice in support of the public good. In C. Gerstl-Pepin & C. Reyes (Eds.). Reimagining the public intellectual in education: Making scholarship matter (pp. 117-126). New York: Peter Lang Publishing. REO, I
Tinkler, A., & Tinkler, B. (2013). Teaching across the community: Using service-learning field experiences to develop culturally and linguistically responsive teachers. In V. M. Jagla, J. A. Erickson, & A. S. Tinkler (Eds.), Transforming teacher education through service-learning (pp. 99-117). Charlotte, NC: Information Age Publishing. PR
Hannah, C., Tinkler, B., & Miller, E. (2011). Helping teacher candidates develop acritical perspective in a foundations course: A Freirean look at how teacher candidates interpret their service-learning experiences. In B. Porfilio & H. Hickman (Eds.), Critical service-learning as a revolutionary pedagogy: An international project of student agency in action, (pp. 201-219). Charlotte, NC: Information Age Publishing. REO
Awards and Recognition
Fulbright Canada Research Chair in Child and Youth Mental Health at the University of Calgary, Werklund College of Education, January-May, 2018.
Jackie M. Gribbons Award for Extraordinary Service
Awarded by the University of Vermont, College of Education and Social Services, May 21, 2017.
Awarded by the American Educational Research Journal, Section on Social and Institutional Analysis, April 2009.
Associations and Affiliations
American Educational Research Association (AERA), American Association for Teaching and Curriculum (AATC), International Association for Research on Service-Learning and Community Engagement (IARSLCE), Phi Alpha Theta, National Honor Society in History
Areas of Expertise and/or Research
Curriculum and Instruction; English Language Learners; History, Philosophy, Sociology of Education; Immigrant and Refugee Populations; Multiculturalism; Research Methods; Social Justice; Teacher Education
- Ph.D. in Curriculum and Instruction from The University of Denver
- M.S. in Curriculum and Instruction from Oklahoma State University
Citizenship and Education in the US; Curriculum, Instruction, and Assessment in Secondary Schools; Reading in Secondary Schools; Teaching for Results; Teaching Internship; Teaching Social Studies in Secondary Schools