Elizabeth Larkin, Ed.D.
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.