Elizabeth Larkin, Ed.D.

education, intergenerational, policies, practices, development, aging, autonomy, adulthood, leadership, intergenerational practice, brain, learning environments, early childhood, intergenerational, professional development, intergenerational programs, action research, qualitative research methods

Professor
College of Education
Phone: 941-359-4364
Fax: 941-359-4778
Office: USFSM B318

Dr. Elizabeth Larkin is Professor of Childhood Education at the University of South Florida Sarasota-Manatee. Dr. Larkin holds an Ed.D. and M.Ed. from the Harvard University Graduate School of Education, an M.S. from Bank Street College of Education, and a B.A. from Bard College. She teaches courses in the early childhood and elementary teacher preparation programs and has served as liaison in Professional Development School (PDS) partnerships with local public schools. She received the Outstanding Undergraduate Teaching Award in 2003-2004. Her research interests include the professional development of educators, and intergenerational programs, policies, and practices. In 2001 and 2004 she received awards for her intergenerational research from the National Intergenerational Caucus of Early Childhood Professionals and Big Brothers Big Sisters respectively. She is on the Editorial Board of the Journal of Intergenerational Relationships. She served as the founding Faculty Senate President at USFSM from 2008-2010. In fall 2010, Dr. Larkin was elected the first President of the newly formed USF System Faculty Advisory Council and university Trustee.  Dr. Larkin was also recently appointed the Faculty Coordinator for the Office of Partnerships for Arts Integrated Teaching (PAInT) which was established to bring faculty together across disciplines to work on integrating critical and creative literacies in our teaching, and to design new academic programs and courses that will enhance the learning experiences of students.  To learn more about PAInT and its current initiatives, click here.
.

Education

Ed.D., Harvard University
M.Ed., Harvard University
M.S., Bank Street College of Education
B.A.,  Bard College

Research Interests

My research and scholarly activities are focused on the professional development of educators, intergenerational programming, evaluation, and policy development.  My research, publication record, journal editing, and conference participation have all led to significant visibility in the field of Intergenerational Studies, both nationally and internationally.  The field, if it can be called as such, is still an emerging area of academic interest.  It is a multi-disciplinary field, drawing from theoretical foundations in human development, education, social work, gerontology, and environmental studies to name a few. Guidelines and Standards for Intergenerational Practice.

Intergenerational Solidarity-Strengthening Economic and Social Ties, edited by Maria Amparo Cruz-Saco and Sergei Zelenev, analyzes intergenerational solidarity from diverse interdisciplinary angles within the social sciences. 

To order, visit this site:  http://us.macmillan.com/intergenerationalsolidarity

 

Selected Publications and Research

Books:

Larkin, E., Friedlander, D., Newman, S., & Goff, R. (Eds.). (2004). Intergenerational relationships:  Conversations on practice and research across cultures. Binghamton, NY: Haworth Press.

Kaplan, M., Duerr, L., Whitesell, W., Merchant, L., Davis, D., & Larkin, E. (2003). Developing an intergenerational program in your early childhood care & education center: A guidebook for early childhood practitioners.  University Park, PA: Penn State University, College of Agricultural Sciences.

 Newman, S., Larkin, E. & Smith, T.B. (1999). To help somebody's child: Complementary behaviors of older and younger child care providers.   [Guidebook & Videotape]. Pittsburgh, PA: Generations Together, University of Pittsburgh.

 

Book Chapters:

Larkin, E. (2010). Who is needy and who should give care? Promoting intergenerational solidarity. In M.A. Cruz-Saco & S. Zelenev (Eds.). Intergenerational solidarity: Analytical framework, key issues, and policy recommendations (pp. 99-112). Palgrave/MacMillan.

Note:  The Universidad de Valencia Editorial Board has recently announced their work on the translation of the Intergenerational solidarity: Analytical framework, key issues, and policy recommendations volume into Spanish in order to reach the Spanish reader.

Larkin, E. & Wilson, G.P. (2009). Reading Bigs: An intergenerational literacy mentoring program.  In J. Richards & C. Lassonde (Eds.). Literacy tutoring that works: A look at successful in-school, after-school, and summer programs (pp. 21-33).  Newark, DE: International Reading Association.

Larkin, E. & Keller, S.M. (2007).  Action research and classroom assessment.  In P. Jones, J. Carr, & R. M. Ataya (Eds.).  A pig don't get fatter the more you weigh it: Classroom assessments that work (pp.87-98).  New York: Teachers College Press.

 

Journal Articles (Peer Reviewed):

Larkin, E., Kaplan, M. S., & Rushton, S. (2010). Designing brain healthy environments for intergenerational programs. Journal of Intergenerational Relationships, 8(2), 161-176.

 Larkin, E. & Kaplan, M. (2010). Intergenerational relationships at the center: Finding shared meaning from programs in the U.S. and Japan. Young Children, 65(3), 88-94.

 Rushton, S., Juola-Rushton, A. & Larkin, E. (2010). Neuroscience, play, and early childhood education: Connections, implications, and assessment. Early Childhood Education Journal, 37, 351-361.

Kaplan, M., Larkin, E. & Hatton-Yeo, A. (2009). Leadership in intergenerational practice: In search of the elusive "P" factor passion. Journal of Leadership Education, 7(3), 59-72.

 Larkin, E., Sadler, S.E., & Mahler, J. (2005). Benefits of volunteering for older adults working with at-risk youth. Journal of Gerontological Social Work,44(3/4),23-37.

Kaplan, M. & Larkin, E. (2004). Launching intergenerational programs in early childhood settings: A comparison of explicit intervention with an emergent approach.  Early Childhood Education Journal, 31(3), 157-163.

 

Teaching

The art of teaching generates constant renewal through reflecting on new ways of knowing, new information, new theories, and new insights, so each academic year begins with anticipation and excitement. For my entire professional career, I have been a teacher. Being a catalyst in students' learning is my most rewarding experience of being in higher education, so I approach my courses with a fresh eye each semester as I revise the syllabi in light of the previous group's comments in an effort to continuously improve my effectiveness.