Daryl Dugas, Ph.D.
Assistant Professor,  Educational Psychology


Leadership, Educational Psychology and Foundations (LEPF)

Research Interests:

As a teacher educator, I am interested in moving beyond the language of skills and competencies to discuss the teacher as a whole person.  My research examines the first years of teaching as part of teachers’ unfolding life story.  I explore the identity struggles of new teachers and the difficulties they encounter when they don’t feel they have fully reached adulthood.   One aim of this work is to challenge the prevailing model of teaching skills rooted in the language of “standards” and “accountability.”  In the long term, my aim is to develop mentoring experiences to guide new and pre-service teachers in their identity development in order to help them to both become more effective in the classroom and to create meaningful experiences for themselves and their students.


Ph.D.               University of Chicago, Comparative Human Development
M.S.Ed.            Northern Illinois University, Educational Psychology
B.S.                  Benedictine University, Chemistry

Recent Publications:

  • Dugas, D. (in press). The ineffectiveness of “effective” teaching strategies: First-year teachers, behavior management, and identity. Action in Teacher Education.
  • Dugas, D. (2015, April).  Becoming adult/becoming teacher: Ambiguity and classroom management difficulties in the first year of teaching.  Paper presented at the 2015 Annual Meeting of the American Educational Research Association, Chicago, IL
  • Dugas, D. (2014, November).  Telling stories: The impact of thematic coherence in life-narrative on novice teachers’ classroom management experiences.  Paper presented at the 2014 Annual Conference of the Mid-Western Educational Research Association, Evanston, IL



(815) 753-8467
Graham 411

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