The Catholic University of America

Agnes Cave, Ph.D.

 

Interim Chair, Coordinator of Elementary Education Program
Associate Professor

O'Boyle 208

620 Michigan Ave, NE
Washington, DC 20064
(202) 319-4633

 

Education

The Catholic University of America
Washington, DC
Ph.D. Educational Psychology
Institute for Translators and Interpreters, ELTE University
Budapest, Hungary
M.A. Translation and Interpretation
International Teacher Education Institute
Budapest, Hungary
Graduate License Teaching English as a Foreign Language
School of Teacher Education, ELTE University
Budapest, Hungary
B.A. Education with double major in English as a Foreign Language and Literature and Russian Language and Literature

 

Professional History

2011-present Associate Professor Department of Education
The Catholic University of America
Washington, DC
2011-2015 Director of Teacher Education
Associate Professor
Department of Education
The Catholic University of America
Washington, DC
2003-2011 Director of Teacher Education
Assistant Professor
Department of Education
The Catholic University of America
Washington, DC
2002-2003 Acting Director of Teacher Education
Visiting Assistant Professor
Department of Education
The Catholic University of America
Washington, DC
2000-2002 Director of Field Experiences Department of Education
The Catholic University of America
Washington, DC
2000-2002
1998-2000
Adjunct Assistant Professor
Instructor, Professional Development Workshops
Trinity University
Washington, DC
1997-2000 Research Program Coordinator:
Technology-Rich Authentic Learning Environments
Department of Education
The Catholic University of America
Washington, DC
1990-1997
1994-1995
English as a Second Language Teacher
Director, English as a Second Language Program

Sanz School
Washington, DC

1987-1990

English as a Foreign Language Teacher, Translator and Interpreter

Budapest, Hungary

 

Research Interests

Teacher education: reflection, accreditation, professional development
Cognitive psychology: writing development, Technology-Rich Authentic Learning Environments, cognitive apprenticeship

 

Courses

EDUC 101 Introduction to Teaching
EDUC 361 Psychology of Education
EDUC 525 Psychology of Learning for Diverse Populations
EDUC 555 Classroom Management for Regular & Special Needs Children
EDUC 560 Practicum in Non-School Educational Settings
EDUC 590 Student Teaching Supervision (Pre-service candidates)
EDUC 567-569,
591-593,597-599
Supervised Internship & Seminar
EDUC 600 Student Teaching Supervision (In-service candidates)
EDUC 699 Introduction to Educational Research
EDUC 732 Issues in Memory and Cognition II: Complex Cognitive Processes
EDUC 893 Independent Study in Educational Psychology
MEDU 361 Psychology of Education (to ELL learners)
PHYS 240 Sun and Earth: Concepts & Connections (Co-taught)

 

 

Recent Publications

Most Recent Publications in Refereed Journals

Battersby, S. L., Cave, A. (Submitted). Helping pre-service elementary education majors understand the importance of music in their curriculum and their future classroom.  Manuscript submitted for publication.

Cave, A., & Vaccaro, E. (In Press). Teaching reflection in the teacher education program at The Catholic University of America. Manuscript accepted by Catholic Education: A Journal of Inquiry and Practice.
Cave, A., & Mulloy, M. (2010). How do cognitive and motivational factors influence teachers' degree of program implementation?: A qualitative examination of teacher perspectives. National Forum of Educational Administration and Supervision Journal, 27(4), 1-26.
Cave, A. (2010). Learning how to become a writer in elementary school: A review of the literature from cognitive, social cognitive, developmental, and sociocultural perspectives. i-manager's Journal on Educational Psychology, 3(4), 5-17.
Cave, A. (2010). Learning math in second grade: An application of cognitive apprenticeship. National Forum of Applied Educational Research Journal, 23(3), 1-16.
Cave, A., Yekovich, F. R., & Walker, C. (2010). The effect of a technology-rich authentic learning environment on young urban learners’ intentionality in writing.  i-manager's Journal of Educational Technology, 6(4), 21-46.
Cave, A., & Yekovich, F. R. (2010). Improving the literacy of young urban learners: Closing the achievement gap. i-manager's Journal on School Educational Technology, 5(4).
Cave, A., & Brown, C. (2010). When learning is at stake: Exploration of the role of teacher training and professional development schools on elementary students’ math achievement. National Forum of Teacher Education Journal, 20(3), 1-21.
Cave, A., & Vaccaro, E. (2010). Reconceptualizing a conceptual framework: Lessons learned. Focus on Colleges, Universities, and Schools, 4(1), 1-16.
Yekovich, F. R., Cave, A., & Walker Yekovich, C. (2009). Use of technology in improving literacy. i-manager's Journal on School Educational Technology, 5, 81-91.
Frederick, R., Cave, A., & Perencevich, K. C. (2009). Teacher candidates’ transformative thinking on issues of social justice. Teaching and Teacher Education, 26(2010), 315-322. doi:10.1016/j.tate.2009.05.004

Publications in Practitioner-Oriented Journals
Cave, A. (2012). Írástanítás a 21. században [Writing instruction in the 21st century]. Educatio, 2012(3).
Cave, A. (2012). Kognitív inas [Cognitive apprentice]. Educatio, 2012(4).
Cave, A. (2010). A Modern “puska”: Informatika! [The Modern Blackberry: Cheatberry!]. Modern Iskola, 2010(4), 22-23.
Cave, A. (2010). A tanari reflexio hatasa [The impact of teacher reflection].  Mentor Magazine, 7-9, 38-41.
 
Book Reviews
Snowman, J., & McCown, R. (2013). Educational Psychology (1st ed). Cengage Learning.
Scarlett, G. W., Barker, S., & Ponte, I. (2005). Approaches to problem behavior in the classroom, Sage Publications, Inc.
 
Manuscripts in Progress
Cave, A. (Book In Preparation). A reflektív gondolkodás szerepe a tanárképzésben. [The role of reflective thought in teacher education].
Cave, A., Perencevich, K. C., Frederick, R. (In Preparation). Use of journaling to scaffold quality of reflection and enactment of effective practice during tutoring experiences.