Amy Good

Amy Good

Associate Professor
Department of Reading and Elementary Education
704-687-0768
COED 382

Amy J. Good is an Associate Professor in the Department of Reading and Elementary Education at UNC Charlotte. With over 32 years in public education, her teaching and research interests focus on social studies education, teacher preparation, and professional development, particularly in the context of National Board Certification. Good has published over 60 peer-reviewed journal articles, book chapters, and books, and her research has contributed to the advancement of social studies education both at the state and national levels. She is a recognized leader in the field, having served as President of the North Carolina Professors of Social Studies Education and on the Board of Directors for the North Carolina Council for the Social Studies.

Good teaches undergraduate, graduate, and doctoral courses, focusing on social studies methods and teacher education. She is actively involved in the National Board for Professional Teaching Standards, including creating a National Board Graduate Certificate at UNC Charlotte. Her leadership roles extend beyond the classroom; she has served as Director of the Cato College of Education Honors Program and has held several significant positions in the department, including Graduate Program Director and Undergraduate Program Director.

Good has received multiple teaching honors, including recognition as a finalist for the Bank of America Award for Teaching Excellence in 2017 and again in 2023, and she has also been recognized by being awarded the College Award for Teaching Excellence.

EDUCATION AND PROFESSIONAL CREDENTIALS:

Degrees

Ph.D. 1999-2003, University of Virginia, Charlottesville, VA, Curriculum and Instruction.
M.Ed. 1995-1997, Ohio University, Athens, OH, Education Leadership.
B.S. Ed. 1989-1993, Ohio University, Athens, OH, Elementary Education.

Teaching Licenses:

North Carolina License Areas: (current- expires 2028)
Elementary Education (K-6)
Social Studies (6-9)
School Administrator Principal
Curriculum Instructional Specialist

Certifications

National Board-Certified Teacher, 2000-2010

PROFESSIONAL TEACHING EXPERIENCE:

  • 2008-Present University of North Carolina at Charlotte, Charlotte, NC, Department of Reading and Elementary Education, Associate Professor
    • College Honors Program Co-Director 2018-present
    • Graduate Program Director (ELED MEd) 2024-2025
    • College Honors Program Director 2016-2018
    • Chair of the College Honors Committee
    • University Honors Committee Member
    • Department Honors Task Force Member
    • Graduate Programs Director (ELED MEd and MAT) 2016-2018
    • Undergraduate Elementary Education Program Director 2011-2016
    • Director of the College Peer Observation of Teaching Program, 2017-present
  • 2003-2008 East Carolina University, Greenville, NC, Department of Curriculum and Instruction, Assistant Professor
  • 2002-2003 University of Virginia, School of Continuing and Professional Studies, Falls Church, VA, Course Instructor
  • 1999-2010 University of North Carolina at Charlotte, Charlotte, NC, East Carolina University, Greenville, NC, and Curry School of Education, University of Virginia, Charlottesville, VA, University Supervisor of Teacher Education Internships
  • 2002-2003 Buford Middle School, Charlottesville City Schools, Charlottesville, VA, Teacher, Grade 7, Mathematics, Algebra, and U.S. History
  • 1999-2002 Curry School of Education, University of Virginia, Charlottesville, VA, Graduate Assistant
  • 1997-1998 Tri-Valley Local School District, Dresden, Ohio, Program Director and Instructor for the Academically Gifted, Grades 4, 5, 6
  • 1993-1999 Tri-Valley Local School District, Dresden, Ohio, Teacher, Grades 5 and 6, full inclusion

RESEARCH AND SCHOLARSHIP RELEVANT TO TEACHING

Publications

(*=data-based and doctoral students or junior faculty mentored)

Books

O’Brien, C., Byker, E., Good, A., Myers, A. (Eds.). (2024). Foundations of Education and Diversity in American Schools. Dubuque, IA: Kendall Hunt Publishing Company
O’Brien, C., Byker, E., Good, A., Myers, A. (Eds.). (2022). Foundations of Education and Diversity in American Schools. Dubuque, IA: Kendall Hunt Publishing Company.
Polly, D., Petty, T., Putman, M., & Good, A. (Eds.). (2018). Handbook of research on innovative practices in teacher preparation and graduate-level teacher education programs. Hershey, PA: IGI Global.
Petty, T., Good, A. & Putman, M. (Eds.). (2016). Handbook of research on professional development for quality teaching and learning. Hershey, PA: IGI Global.
Putman, M., & Good, A. J. (2014). Tic tac toe: making the move toward effective classroom management. (1st ed.). Dubuque, Iowa Kendall Hunt.

Book Chapters

O’Brien, C., Byker, E., Good, A, Myers, A. (2024). Introduction chapter. In C. Obrien, Byker, E., Good, A., & Myers, A. (Eds.), Foundations of Education and Diversity in American Schools. Dubuque, IA: Kendall Hunt Publishing Company.
Grubb, S. & Good, A. J. (2022). Lessons learned: Opening windows of opportunity when the world’s doors were closed. In Davis, L. (Eds.), Lessons Learned in 2020: Reflections and Lessons for the Social Studies Classroom, Charlotte, NC Information Age Publishing.
Myers, A. & Good, A. J. (2022). Looking into classrooms: What is the work of teachers? Foundations of Education and Diversity in American Schools. Dubuque, IA: Kendall Hunt.
Good, A. J., Alston, D. M., Vintinner, J. P., Binns, I, Rock, T., & Putman, M. (2021). Practice-based integrated methods block: Reflecting on a decade of implementing an on-site cohort model in a teacher preparation program. In D. B. Polly, R. W. Burns, E. Garin, & B. Badiali (Eds.),
Preparing quality teachers: Advances in clinical practice. Charlotte, NC: Information Age Publishing.
*Coffey, H, Harden, S., Byker, E., Good, A., Fisher, L. (2018) Developing self and cultural awareness through introductory education courses: The “me” semester. In Polly, D., Petty, T., Putman, M, & Good, A. (Eds.). Handbook of research on innovative practices in teacher preparation and graduate-level teacher education programs. Hershey, PA: IGI Global.
Byker, E.J., Good, A.J., & Williams, N. (2018). Community. In D. Krutka, A. Whitlock, & M. Helmsing’s (Eds.). Keywords in the Social Studies: Concepts and conversations. New York, NY: Peter Lang Publishing
*Byker, E.J., Good, A.J.,& Williams, N. (2017). Developing teacher candidates’ sociocultural consciousness: the community mapping video podcast assignment. In S.G. Grant, J. Lee, & K. Swan’s (Eds.). Teaching Social Studies: A Methods Book for Methods Teachers. Charlotte, NC
Information Age Publishing
Passe, J., Good, A., Fitchett, A (2017). The purpose of assessment in social studies. In Passe, J., and Pearcy, M. (Eds.). Best practices in social studies assessment. Charlotte, NC: Information Age Publishing.
*Byker, E.J., Good, A.J., Putman, S.M., & Polly, D. (2016). edTPA is a rock in my shoe: alleviating the pain of edTPA with the edPASR strategy. In D. Polly & C. Martin (Eds.). Handbook of Research on Teacher Education and Professional Development. Hershey, PA: IGI Global.
*Byker, E.J, Coffey, H, Harden, S., Good, A., & Brown, K.. (2016). Preparing teacher-scholars to inquire: constructing the inquiry processing cycle. In D. Polly & C. Martin (Eds.), Handbook of Research on Teacher Education and Professional Development. Hershey, PA: IGI Global
*Petty, T., Good, A., Handler, L. (2016) National board certification in North Carolina: Five motivators for pursuit. In Petty, T., Good, A., & Putman, M. (Eds). Handbook of research on professional development for quality teaching and learning. Hershey, PA: IGI Global.
Putman, M., Kissel, B., Vintinner, J., Good, A. (2015). Online learning in college classrooms: Students and teachers establish social, cognitive, and teaching presences in digital spaces. In Heafner, T., Hartshorne, R., & Petty, P. (Eds.). Exploring the effectiveness of online education in
K-12 environments (pp. 191-211). Hershey, PA: IGI Global.
Polly, D., Binns, I, Putman, S.., Rock, T. & Good, A. (2015). Developing technological pedagogical content knowledge in elementary education programs. In M. Niess & H. Gillow Wiles (Eds), Handbook of Research on Teacher Education in the Digital Age (pp. 504- 531). Hershey, PA: IGI Global DOI 10.4018/978-1-4666-8403-4.ch019. Reprinted in Information Resources Management Association (Eds.), Teacher Education: Concepts, Methodologies, Tools, and Applications (pp. 915-943). Doi: 10.4018/978-15225-0164-0.ch044.
Polly, D., Binns, I. C., Putman, S. M., Rock, T. C., & Good, A. (2015). Developing technological pedagogical content knowledge in elementary education programs. In M. Neiss & H. Gillow Wiles (Eds.), Handbook of research on teacher education in the digital age. Hershey, PA
Popejoy, K., Good, A. J., Rock, T., & Vintinner, J. P. (2015). Integrated methods block Transforming elementary teacher preparation through the integration of content methods and early clinical experiences. In D. Polly, T. Heafner, M. Chapman, & M. Spooner (Eds.), Professional development schools and transformative partnerships (pp. 228-244). Hershey, PA: IGI Global.
Passe, J., Good, A., & Libresco, A. (2014). Social studies in the age of accountability: The two are not mutually exclusive. In A. Libresco, J. Alleman, S. Field, & J. Passe (Eds.), Exemplary elementary social studies. Charlotte: Information Age Publishing.
Good, A. J., & Polly, D. (2012). Attempting to bridge theory to practice: preparing for moving day with tele-observation in social studies methods. In D. Polly, C. Mims, & K. Persichitte (Eds.), Developing Technology-Rich Teacher Education Programs: Key Issues (pp. 438-448). DOI:10.4018/978-14666-0014-0.ch028

Articles in Refereed Journals

Good, A., Casto, A., Byker, E., Miller, E., Kissel, B. (2023). When teacher candidates author books: Towards the development of critical multiculturalism. Trends and Issues in Social Studies,29(1).
Handler, LK., Petty, T.M, Good, A.J. (2021). Supporting teacher learning during the professional development experience: The case of national board certification. Current Issues in Education, 22(3). https://doi.org/10.14507/cie.vol22iss3.1976
*Kissel, B., Miller, E., Byker, E., Good, A., & Fitchett, P. (2019). Museums as mentor texts: Preservice teachers analyze informational text structures and features present in a historical museum. The Journal of Social Studies Research, https://doi.org/10.1016/j.jssr.2019.01.001
Petty, T., Good, A., Heafner, T. (2019). A Retrospective view of the national board certification process. The Educational Forum, 83(2), 215-230.
*Byker, E.J., Good, A., Miller, E., & Kissel, B. (2018). Multicultural media authorship: Using technology to create children’s literature texts. Multicultural Education Journal, 25(2), 22-25.
Coffey, H., Harden, S., Good, A., Heafner, T., Brown, K., & Holzberg, D. (2017). Hoping to teach someday? Inquire within: Examining inquiry-based learning with first-semester undergrads. Journal of Inquiry and Action in Education, 8(2), 54-80.
*Petty, T. M., Good, A. J., & Handler, L. K. (2016). Impact on student learning: national board certified teachers’ perceptions. Education Policy Analysis Archives, 24(49).
*Good, A. J., Petty, T. M, & Handler, L. K. (2016). Leading from the classroom and beyond. Kappa Delta Pi Record, 52(2), 59-65.