Alicia Moore

Notable Achievements

Associate Professor of Education Sherry Adrian, Professor of Education Michael Kamen, and Associate Professor of Education Alicia Moore, together with staff from Texas Parks & Wildlife, hosted the Texas WILD Forum over three days for 40+ participants in Mood-Bridwell. The Forum was an opportunity to demonstrate how to share conservation with young children with the intent to build a child’s sense of wonder with arts and crafts, music, reading, math, and conservation activities. Presenters demonstrated the importance of enhanced learning and development in all areas within the social, emotional, physical, linguistic, and cognitive domains,correlated with TEKS, Head Start, and National Association for the Education of Young Children (NAEYC) standards.

  • Dr. Adrian spoke of differentiating instructional content and procedures to foster more successful inclusion of all students in her presentation “Diversity Is Nature’s Greatest Asset: Including All Children in Project WILD.”
  • Professor of Biology Romi Burks presented the “ABCs of Apple Snails and eDNA.” She spoke about the basic ecology, diversity, and distribution of apple snails and how future monitoring efforts may incorporate environmental DNA.
  • Dr. Kamen delivered a session titled “WILD Play and the International Play Crisis.” His session touched on the importance of play in development and learning for children and animals.
  • Dr. Moore presented “The WILD Ones: Working to Identify Learning Pathways through Diversity,” which provided opportunities for participants to examine personal and cultural identities to enhance their teaching and learning.
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Expertise

Multiculturalism/Culturally Responsive Teaching; Differentiated Instruction for diverse populations; Early Childhood Best Practices

Dr. Alicia Moore has 22 years of higher education experience. She currently teaches undergraduate courses in early childhood, special education and general education. She also supervises field-based and student teachers in Georgetown and surrounding areas, develops course content, structure and select textbooks and supplemental reading materials, researches and writes for scholarly publication, and supervises student research, as well as co-research with students.

Moore received her PhD from the University of Texas at Austin in 1997, her MEd from the University of Texas at Austin in 1990, and her BSEd from Huston-Tillotson University in 1988.

Teaching Philosophy

I believe that students flourish when their needs are met and I use my instructional strategies to meet those needs. In order to model best practice strategies in for my students, I use these strategies when I teach. I believe that these strategies promote student participation, a learning community, and focus on various learning styles of the students. Strategies I utilize are: group discussions, cooperative learning, interactive lectures, multimedia materials, instructional technology, Think-Pair-Share, small group activities, assigned and selected group configurations, mini lessons, brainstorming, and kinesthetic, visual, aural, and tactile activities. I model these strategies and ask students to develop lesson plans and other activities that are specific strategy based. In addition, I also use a variety of learning techniques to reinforce concepts taught. Students are given assignments that focus on creativity, critical thinking, and their cognitive, behavioral and affective development. I use this combination of techniques because I believe that you should educate the whole student. This holistic approach features elements that stimulate the mind, heart, and psyche. Another component related to my instructional strategies, is the element of constructivism. Constructivism focuses on the student being able to make meaning for the environment, in this case, the materials that I present in class for assignments. Students are expected to use some discovery and/or inquiry techniques to find the pieces to a concept puzzle. This strategy is used in all of my classes and allows students to be autonomous in their personal learning sequence. Course requirements are also varied. I use a variety of activities to inspire and foster learning. Some activities I utilize are lectures, multimedia presentations, group presentations, field-based learning experiences, and storytelling, to name a few.

Honors & Awards

  • Cargill Endowed Professorship
  • Exemplary Teaching Award from the Board of Higher Education and Ministry of the United Methodist Church
  • Junior Sabbatical
  • Cullen Faculty Development Grant
  • Academic Advising Award
  • Recipient of the Unity in Action Diversity Award
  • Nominated for the Excellence in Academic Advising Award

Professional Associations/Affiliations

  • 2006 Member, National Association for Early Childhood Teacher Educators
    Life Comprehensive Member, National Association for the Education of Young Children (NAEYC)
  • 2005-Present Member, Association for the Study of African American Life and History
  • 2003-Present Member-at large, Board of Directors, Texas Chapter, National Association for Multicultural Education (NAME)
  • 1993-1994 Area Director, Kindergarten Teachers of Texas (KTOT)
  • Dr. Alicia Moore has 22 years of higher education experience. She currently teaches undergraduate courses in early childhood, special education and general education. She also supervises field-based and student teachers in Georgetown and surrounding areas, develops course content, structure and select textbooks and supplemental reading materials, researches and writes for scholarly publication, and supervises student research, as well as co-research with students.

    Moore received her PhD from the University of Texas at Austin in 1997, her MEd from the University of Texas at Austin in 1990, and her BSEd from Huston-Tillotson University in 1988.

    Teaching Philosophy

    I believe that students flourish when their needs are met and I use my instructional strategies to meet those needs. In order to model best practice strategies in for my students, I use these strategies when I teach. I believe that these strategies promote student participation, a learning community, and focus on various learning styles of the students. Strategies I utilize are: group discussions, cooperative learning, interactive lectures, multimedia materials, instructional technology, Think-Pair-Share, small group activities, assigned and selected group configurations, mini lessons, brainstorming, and kinesthetic, visual, aural, and tactile activities. I model these strategies and ask students to develop lesson plans and other activities that are specific strategy based. In addition, I also use a variety of learning techniques to reinforce concepts taught. Students are given assignments that focus on creativity, critical thinking, and their cognitive, behavioral and affective development. I use this combination of techniques because I believe that you should educate the whole student. This holistic approach features elements that stimulate the mind, heart, and psyche. Another component related to my instructional strategies, is the element of constructivism. Constructivism focuses on the student being able to make meaning for the environment, in this case, the materials that I present in class for assignments. Students are expected to use some discovery and/or inquiry techniques to find the pieces to a concept puzzle. This strategy is used in all of my classes and allows students to be autonomous in their personal learning sequence. Course requirements are also varied. I use a variety of activities to inspire and foster learning. Some activities I utilize are lectures, multimedia presentations, group presentations, field-based learning experiences, and storytelling, to name a few.

    Honors & Awards

    • Cargill Endowed Professorship
    • Exemplary Teaching Award from the Board of Higher Education and Ministry of the United Methodist Church
    • Junior Sabbatical
    • Cullen Faculty Development Grant
    • Academic Advising Award
    • Recipient of the Unity in Action Diversity Award
    • Nominated for the Excellence in Academic Advising Award

    Professional Associations/Affiliations

    • 2006 Member, National Association for Early Childhood Teacher Educators
      Life Comprehensive Member, National Association for the Education of Young Children (NAEYC)
    • 2005-Present Member, Association for the Study of African American Life and History
    • 2003-Present Member-at large, Board of Directors, Texas Chapter, National Association for Multicultural Education (NAME)
    • 1993-1994 Area Director, Kindergarten Teachers of Texas (KTOT)
    • The Sustainability of Culturally Responsive Teaching in White Teacher Praxis
    • Perceptions of Preservice Teachers Regarding Culturally Responsive Teaching
    • African American Students in Predominantly White Institutions (PWI)
    • Race Matters: The Real World
  • Audiovisual and Electronic Media

    Wise-Whitehead, K,, Moore, A.L., Lewis, R. Trump Syllabus K12: Lesson Plans for Teaching During this New Age of Resistance (#TrumpSyllabusK12). https://kayewisewhitehead.com/2016/12/12/trump-syllabus-k12-lesson-plans-for-teaching-during-this-new-age-of-resistance-trumpsyllabusk12/

    Pearson, K., Interview of Moore, A.L. (2013). How Parents and Teachers Should Teach Children About Slavery. BlogHer Original Post. http://www.blogher.com/how-parents-and-teachers-should-teach-children-about-slavery

    Books, Book Chapters & Book Forewords
    Neal, L. I., Moore, A.L., and Militz-Frielink, S. (2016). Bras, Borders and Battlegrounds. Apprentice House.

    Moore, A.L. and Neal, L.I., (2014), Keep on pushing: There will always be a next time, pp.5-8 in Sparking the Genius, Whitehead, K.W.,Apprentice House, Loyola University Maryland, Baltimore, MD.

    Moore, A. L., and Neal, L. I. (2013). Foreword: Keep Pushing: There Will Always Be a Next Time. Carter G. Woodson Lecture 2013: Sparking the Genius, (pp. 1-5), Baltimore, MD: Apprentice House.

    Moore, A.L., Armentrout, J. & Neal, L.I. (2007), Methods for Behavior, Classroom and School-wide Management, In Baca, L., Hoover, J. J., Klingner, J. & Patton, J. M. (Eds.), Methods for Teaching Culturally and Linguistically Diverse Exceptional Learners, Merrill Publishing, Upper Saddle River , NJ: Merrill/Prentice Hall. Bui, Y.,

    Moore, A.L., & Neal, L. I. (2006), Cultural, Linguistic, & Instructional Diversity, In E. Meyen & Y. Bui (Eds.), Exceptional Children in Today’s Schools: What Teachers Need to Know, Denver, CO: Love Publishing. Audiovisual and Electronic Media.

    Journal Articles & Educaton Bulletins

    Moore, A. L., Neal, L. I., (2016). The Crisis in Black Education. Association for the Study of African American Life and History (ASALH) Black History Bulletin. Volume 79, No. 1.

    Moore, A. L., Neal, L. I., (2015). Hallowed Grounds: Sites of African American Memories. Association for the Study of African American Life and History (ASALH) Black History Bulletin. Volume 78, No. 2.

    Moore, A. L., Neal, L. I., (2015). Social Justice: Evolution or Revolution. Association for the Study of African American Life and History (ASALH) Black History Bulletin. Volume 78, No. 1.

    Moore, A. L. Neal, L. I., (2005), Voices from the Past: Oral History Projects As a Teaching Tool. Journal of the New England League of Middle Schools.

    Neal, L. I., Moore, A. L. (2004), Their Cries Went Up Together: The Board of Education Then and Now. Journal of Curriculum and Supervision, 20, (1), 5-13.

    Neal, L. I., Moore, A. L. (2003), When Bad Things Happen to Good People: Human Rights at the Core of the Social Studies Curriculum. Social Studies and the Young Learner,V15, (3).

    Moore, A. L. (2002), African American Teachers’ Decisions to Refer African American Students. The International Journal of Qualitative Research in Education, V15, (6). Book Chapters:

    Neal, L. I., Moore, A. L. (2005). Digital storytelling presentation: The biography of Lucinda Todd, the first plaintiff in the Brown v. Board case.

    Moore, A.L., & Neal, L. I. (2005). Multimedia narrative (interview): Brown v. Board: The challenges, experiences, thoughts, and emotions involved in the separate but equal struggle in Topeka, Kansas in the 1950s.

  • National & International Peer-Reviewed Conference Presentations

    Wise Whitehead, K., Militz-Frielink, S., Neal, L.I., Moore, A.L., & Lewis, R., (2016, October). Hallowed Grounds, 101st Annual Association for the Study of African American Life and History Conference, Richmond, VA

    Wise Whitehead, K., Gist, C.D., Cross, K., Neal, L.I., Moore, A.L., & Lewis, R., (2016, October). Mothering in the Age of Activism, 101st Annual Association for the Study of African American Life and History Conference, Richmond, VA

    Wise Whitehead, K., Gist, C.D., Gilbert, C., Neal, L.I., Moore, A.L., & Militz-Frielink, S., (2015, September). Sparking the Genius in Action: Exploring Woodson’s legacy Through the Black History Bulletin, 100th Annual Association for the Study of African American Life and History Conference, Atlanta, GA.

    Neal, L.I., Moore, A.L. Militz-Frielink, S., Lewis, C., Jackson, J. (2014, November). Panel Discussion #4: The Effects of Media on Scholar Identity Development. International Conference on Urban Education. Montego Bay, Jamaica - West Indies.

    Invited Keynote Speaker (Regional)

    Moore-Hopkins, A. L. (2017, January), Education in Times of Crisis. Keynote address to be delivered at the New Hope Baptist Church - Annual Black History Month. Round Rock, Texas.

    Moore, A. L. (2016, June), At the Crossroads of Equality: Paths to Liberation and Progress. Keynote address delivered at the Georgetown, Texas Community in celebration of Juneteenth. Georgetown, Texas.