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Jennifer Locraft Cuddapah

Jennifer Locraft Cuddapah

Associate Professor of Education

Tel: 301-696-3773
Office: Tatem 121B
Office Hours: Thursdays 11:30 a.m. - 2 p.m. and by appointment.
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  • Ed.D., Teachers College, Columbia University
  • MS, Johns Hopkins University
  • M.Ed., Boston College
  • BA, Boston College

Courses taught

  • EDUC 223 Child Development
  • EDUC 347 Classroom Management
  • EDUC 400 Phase II Seminar
  • EDUC 401 Phase III Seminar
  • EDUC 409 Content Reading I
  • EDUC 411 Secondary Methods
  • EDUC 578 Group Dynamics
  • EDUC 597 Action Research
  • LEAD  620 Qualitative Research


I continue to be energized by the work here at Hood engaging with the students who are becoming the next generation of quality teachers! Teaching and learning in a collaborative environment has always been integral to who I am and how I define myself. I taught in two large public school systems in both Massachusetts and in Maryland, and appreciate what public education in this country seeks to do. My coursework and multiple student teaching experiences as an undergraduate provided a foundation and love of learning about teaching leading to formalizing my career path as a teacher educator. I have earned degrees as a K-12 reading specialist, in math and science education as well as a certificate in administration and supervision. While completing my doctoral studies at Teachers College, Columbia University, I got my first experience supporting novices in the profession and realizing the power that collaboration can have on the success of the learner, whether K-12 or adult. I worked as a university supervisor for student teachers in urban settings and also as a program and research associate with a new teacher professional development organization, the New Teacher Academy. I was part of a team of three women who wrote, published, and taught an 18-session new teacher cohort professional development curriculum aimed at increasing retention and enhancing novice teacher quality. My desire to support new teachers and research their experiences stemmed from these initial work experiences. As an educator in higher education, I have had the opportunity to bridge my passions for teaching and learning about teaching through practice and research.


  • Cuddapah, J.L., & Graybeal, C. (2016). Homeschooled teachers and the apprenticeship of observation. Home School Researcher, 32(4), 1-11.
  • Cuddapah, J.L. (2016). Learning to facilitate new teacher development. Teacher Education and Practice, 29(2), 373-396.
  • Abel, Y. & Cuddapah, J.L. (2015). Career-changers' multicultural attitudes. Academic Exchange Quarterly, 19(4), 409.
  •  Cuddapah, J.L. & Stanford, B.H. (2015). Career-changers' ideal teacher images and classroom surprises. Teaching and Teacher Education, 51, 27-37
  • Gifford, J., Snyder, M.G., & Cuddapah, J.L. (2013). Novice career changers weather the classroom weather. Phi Delta Kappan, 94(6), 50-54.
  • Cohen, L., Field, T., Cuddapah, J.L., & Masci, F.J. (2012). Operating Theater: Preparing teachers through a school-university collaboration. Excelsior: Leadership in Teaching and Learning, 7(1), 71-81.  
  • Cuddapah, J.L., & Burtin, A.S. (2012). What all novices need. Educational Leadership, 69(8), 66-69.
  • Cuddapah, J.L., & Clayton, C. D. (2011). Using Wenger's Communities of Practice to explore a new teacher cohort. Journal of Teacher Education, 62(1), 62-75.
  • Cuddapah, J.L., O'Ferrall, M., Masci, F., Huddock, M. (2011). Exploring why career changers leave teaching. The New Educator, 7(2), 114-130.
  • Cuddapah, J.L., Masci, F., Smallwood, J., & Holland, J. (2008). A professional development school-sponsored summer program for at-risk secondary students. NASSP Bulletin, 92, 261-275.
  • Masci, F., Cuddapah, J.L., & Pajak, E. (2008) Becoming an agent of stability: Keeping your school in balance during the perfect storm. American Secondary Education, 36(2), 57-68.