Curriculum VitaeView CV
Sociocultural and Community-based Approaches
Nicholas Bell is a field instructor, researcher and Ph.D. in Education student in the School of Education at the University of Delaware. His current research expertise includes hierarchical linear modeling, structural equation modeling, Bayesian analysis, and proficiency in applied statistical analysis software, specifically R programming. He is interested in researching one or a combination of the following areas: pre-service preparation, race and equity in education, special education, education policy, culturally relevant teaching, and humanizing pedagogy.
Nicholas works with multiple organizations at Delaware to implement equity-related initiatives, conduct research analyses, and develop research designs. Prior to pursuing his doctoral degree, he taught for ten years in the K-12 public school system at the elementary and high school level.
- M.A., Literacy, West Chester University, West Chester, PA, 2012
- B.S., Special Education, West Chester University, West Chester, PA, 2004
- Clinical Coordinator and Instructor, School of Education, University of Delaware, 2015–present
- Instructor, Special Education department, West Chester University, 2013–2017
- Special Education Teacher, Penn Valley Elementary School, Narberth, PA, 2012–2015
- Special Education and Sciences Teacher, Penncrest High School, Media, PA, 2007–2012
- Special Education Teacher, Octorara Elementary School, Atglen, PA, 2004–2007
Honors and Awards
- Dr. Rita Fillos Award, College of Education and Human Development, University of Delaware, 2017
- Bell, N., Soslau, E, & Wilson-Poe, C. (2020-under review). Preparing preservice teachers to recognize and challenge inequities in schools. Journal of Teacher Education.
- Bell, N. (2020, in preparation). Measuring teacher candidates’ sociopolitical identity using a latent change score model. Structural Equation Modeling.
- Bell, N. & Codding, D. (2020, in preparation). Equity Scenario Response Scale and Questions: Understanding preservice teachers’ preparedness of their sociopolitical identity. Urban Education.
- Bell, N. & Codding. (2020, in preparation). Can equity-focused teacher preparation make a difference? American Education Research Journal.
- Bell, N., & Codding, D. (2020). The Equity Scenario Response Scale: Measuring Preservice Teachers’ Equity Knowledge and Skills. American Educational Research Association. San Francisco, CA. Conference cancelled.
- Bell, N., & Codding, D. (2020). Measuring Preservice Teachers’ Knowledge and Skills and Validating the Equity Scenario Response Scale. American Association of Colleges for Teacher Education. Atlanta, GA.
- Kotch-Jester, S. & Bell, N. (2020). The Equity-Focused Conferencing Protocol: Developing Student Teachers’ Equity Awareness and Agency. American Educational Research Association. San Francisco, CA. Conference cancelled.
- Bell, N., & Soslau, E. (2019). Exploring Measures of Equity Competence. Can Equity-Focused Teacher Preparation Make a Difference. American Educational Research Association. Toronto, CA.
- Soslau, E., & Bell, N. (2018). Rethinking the student teaching curriculum to support the development of racial literacy. American Educational Research Association. New York, NY.
- Bell, N., & Soslau, E. (2018). Preparing equity-focused pre-service teachers: Exploring
outcomes of the Student Teaching Equity Project (STEP). American Educational Research
Association, New York, NY.