Lisa Kuh

Adjunct Professor

Lisa Kuh oversees the Lesley-Somerville Public Schools M.Ed. in Early Childhood teacher residency program. She is currently the director of Early Education for Somerville Public Schools and also works closely with center-based programs in Somerville. She taught preschool and kindergarten for over 25 years and has had a long career as a teacher educator.

Most recently, Lisa was an assistant professor and coordinator of the undergraduate teacher preparation program at the University of New Hampshire, as well as the consultant for inquiry and pedagogy at the Child Study & Development Center at UNH. She also worked at the Eliot-Pearson Children's School at Tufts University, teaching preschool, conducting research on outdoor playspaces, and teaching graduate and undergraduate students.

Lisa is the author of Thinking Critically About Environments for Young Children: Bridging Theory and Practice (2014), Teachers College Press, and presents frequently about the relationship between environments, curriculum practices, and learning. She is a national facilitator for the School Reform Initiative, working with districts and schools to adopt critical friendship techniques as part of their communities of practice.

Education

BS, Chestnut Hill College
Ed.M., Harvard Graduate School of Education
PhD, University of Washington

Selected Publications

Kuh, L., (Ed.) (2014). Thinking critically about environments for young children: Bridging theory and practice. New York: Teachers College Press.
Kuh, L. & Nelson, C. (2014). Navigating policy, trying out new ways of teaching: Teachers and children becoming experts. The New Educator, 10, pp. 62-69.
Cox-Suarez, S. & Kuh, L., Eds. (2014) What does learning look like? Teaching, Learning, and Assessment in a New Era of Accountability. Special Issue of the New Educator.
Johanson, S. & Kuh, L. (2013). Critical friends groups in an early childhood setting: Building a culture of collaboration (pdf). Voices of Practitioners.
Kuh, L., Ponte, I., & Chau, C. (June, 2013). The impact of natural playscape design: Environmental affordances and shifts in young children’s play behaviors. (Children, Youth, and Environments, 23(2), 49-77.
Kuh, L. (2012). Promoting communities of practice and parallel process in early childhood settings. Journal of Early Childhood Teacher Education. 33(1), 19-37.
Given, H., Kuh, L., LeeKeenan, D., Mardell, B., Twombley, S. & Redditt, S. (2010). Changing school culture: Using documentation to support collaborative inquiry. Theory Into Practice, 49 (1), 36-46.