Professor, Teacher Education Department
Ed.D. University of San Francisco, San Francisco, CA
M.A. San Francisco State University, San Francisco, CA
B.A. University of Notre Dame, Notre Dame, IN
Lorrei DiCamillo started her career in education as a high school social studies teacher in Los Angeles and then the San Francisco Bay Area. After teaching high school for ten years, she came to Canisius to teach in the Adolescence Education Program. She teaches a variety of classes at the undergraduate and graduate levels, including: Adolescent Social Studies Methods, Advanced Adolescent Social Studies Methods, Elementary Social Studies Methods, Assessment and Teaching Strategies, Exploring the Teaching Profession, Student Teaching Supervision, Student Teaching Seminar, Cultural Perspectives in Multilingual Education (online), and Theory and Practice of Bilingual/Multilingual Education (online).
Lorrei’s interest and work as a researcher was originally in the field of social studies education, but as she continued her career in teacher education, she became interested in researching alternative certification programs and teacher residencies. There is a need for more research about these topics as federal and state governments have encouraged and incentivized universities to engage in partnerships to recruit, support, and retain quality teachers.
DiCamillo, L., Lindauer, J., & Grande, M. (in press, fall 2021). Mentor Teachers’ Thoughts on the Benefits of Hosting Teacher Residents. School University Partnerships.
DiCamillo, L. (2020). A Small College Partners with Teach for America and Works to Overcome Challenges. Journal of the National Association for Alternative Certification, 15(1), 25-41.
DiCamillo, L. (2018). Corps Members’ Perspectives of Teaching in a New Teach for America Region. Journal of Urban Learning, Teaching, and Research, 14, 18-26.
DiCamillo, L. & Bailey, N. (2016). Two Teacher Educators Go to the Source: Teaching an Interdisciplinary Class in an Urban Charter High School. The Social Studies, 107(6).
DiCamillo, L. (2016). Book Review: Simulations as Powerful Tools for Literacy and Content Learning. Theory and Research in Social Education, 44(3), 448-453.
DiCamillo, L. (2015). A Teacher’s Perceptions of Teaching With Expeditions in a Tested History Course. Social Studies Research and Practice, 10(2), 44-55.
DiCamillo, L. (2015). Exploring an Interdisciplinary Expedition in a Global History Class. The Journal of Social Studies Research, 39(3), 151-162.
Gradwell, J. & DiCamillo, L. (2013). “The second we stop growing we are dead”: Examining a middle grades social studies professional dyad. Middle School Journal, 45(2), 3-11.
Gradwell, J. & DiCamillo, L. (2013). A means to an end: A middle level teacher’s purposes for using historical simulations. Middle Grades Research Journal, 8(3), 39-59.
Dewitt, S., Patterson, N., Blankenship, W., Blevins, B., DiCamillo, L., Gerwin, D., Gradwell, J., Gunn, J., Maddox, L., Saye, J., Stoddard, J., & Sullivan, C. (2013). The lower order expectations of high stakes tests: A four-state analysis of social studies standards and test alignment. Theory and Research in Social Education, 41(3), 382-427.
Saye, J., & Social Studies Inquiry Research Collaborative (SSIRC). (2013). Authentic pedagogy: Its presence in social studies classrooms and relationship to student performance on state-mandated tests. Theory and Research in Social Education, 41(1), 89-132.
DiCamillo, L. & Gradwell, J. M. (2013). To simulate or not to simulate?: Investigating the myths about social studies simulations. The Social Studies, 104, 155-160.
DiCamillo, L. & Gradwell, J. M. (2012). Using simulations to teach middle school U.S. History in an age of accountability. Research in Middle Level Education Online, 35(7), 1-16.