ºÚÁϳԹÏÍø

Dr. Booker

Keonya Booker

Professor and Director of the Ed.D in Learning and Inquiry in Practice

Education  

B.A. in Psychology; College of William and Mary 
M.Ed. in School Psychology; College of William and Mary 
Ph.D. in Education (Educational Psychology, Measurement, and Evaluation); University of North Carolina at Chapel Hill 

Research Interests 

  • African American Adolescent Development 
  • Classroom Community, Sense of School Belonging and Academic Achievement 
  • Effects of Mentorship at the Postsecondary Level

Courses Taught

  • EDFS 303: Human Growth and Development and the Educational Process (Undergraduate) 
  • EDFS 654: Human Growth and Development (Graduate) 
  • EDEE 407: Creating Learning Environments (Undergraduate) 
  • EDEE 690: Creating Effective Learning Communities (Graduate) 
  • EDFS 450: Classroom and Behavior Management (Undergraduate) 
  • EDFS 550: Classroom and Behavior Management (Graduate) 
  • MTLA 702: Research and Development Project (Graduate) 
  • EDFS 632: Learning, Cognition, and Motivation (Graduate) 

Selected Publications

Booker, K. C. (2025). Meaningful mentoring: The importance of professional advocacy through informal networks of support. The Journal of Faculty Development, 39(1), 60-70.  
Kuehn, J. P., & Booker, K. C. (2024). Impacts of limiting diverse literature and curricula in South Carolina public schools. The Teacher Education Journal of South Carolina 18(1), 15-25. 
Reddig, K., Campbell-Whatley, G., D., & Booker, K. C. (2024). Voices of Black males in special education: Toward racial reckoning, belonging, and culturally responsive teaching. The Urban Review, 56, 1-18. 10.1007/s11256-023-00679-0 
Booker, K. C. (2023). Exploring emotional engagement via classroom belonging: Reflections on school belonging from an early career secondary teacher. Journal of Ethnographic and Qualitative Research, 17, 191–207. 
Booker, K. C. (2023). Praise publicly, correct privately: How secondary teachers cultivate school belonging and classroom community. Teachers and Teaching: Theory and Practice, 30(1), 32-48.  
Booker, K. C. (2023). Mentoring new faculty in post-pandemic academia: Applications and strategies for mentors, administrators, and faculty developers. InSight: A Journal of Scholarly Teaching, 18, 16-25,  
King, K. D., & Booker, K. C. (2023). Teacher mentoring and teacher-well-being. The Teacher Education Journal of South Carolina, 16(2), 25-34. 
Booker, K. C. (2022). Preservice teachers and the notion of care: An analysis of classroom management plans. Action in Teacher Education, 44(4), 330-343.

Honors & Awards

  • Recipient of the 2019 ExCEL Outstanding Faculty of the Year Award for the School of Education, Health, and Human Performance  
  • Nominated for 2019 ºÚÁϳԹÏÍø Distinguished Teaching Award  
  • Recipient of the Department of Teacher Education Live Oak Award (February 2021) 
  • Recipient of the Department of Teacher Education Zen Cougar Award (September 2021) 
  • Nominated for the 2021 ExCEL Outstanding Faculty of the Year Award for the School of Education, Health, and Human Performance  
  • Selected as University of North Carolina at Chapel Hill Gordon Fellowship Recipient 

Press & Media

  • Media interview with Post and Courier:
  • Featured research on  
  • Featured profile in the College Today ºÚÁϳԹÏÍø Faces to Know: Keonya Booker (cofc.edu) 
  • ºÚÁϳԹÏÍø Podcast Speaks to Graduate School Deans: