May George is currently a post-doctoral Andrew Mellon Fellow at Davidson
College in North Carolina. She holds a doctoral degree in Teaching and Teacher
Education from the College of Education at the University of Arizona, and two
master’s degrees, one in English Linguistics and the other in Teaching and
Teacher Education. She has more than 20 years of teaching experience in higher education
nationally and internationally.
George’s research interests center on curriculum
theory design, classroom pedagogy, classroom management, and the predictability
and unpredictability of tasks during the learning process. Her research in
bilingual education is related to the pedagogy of acquiring a second language
focusing on intentions, culture, and profession. She also examines how the process of teaching happens in an actual classroom
setting and explores the role of inference in students learning and the cognitive
processes involved. She has also conducted research related to classroom
tension and student behavior in relation to the novelty of task during the
George has presented in many
conferences all over the U.S. and in Paris and has published several papers
related to classroom instruction, outside classroom practices, teacher
scaffolding, teacher interactions and classroom interruptions, and research
ethics. She is committed to working with current and prospective teachers to
improve classroom practices through investigating classroom cases, and in assisting
students to be inventors and to use their inference to advance their learning.
In addition to the Andrew W. Mellon
Fellowship, George is also the recipient of a number of grants and
scholarships, including Qatar
Foundation grants for K-16 workshops in Minneapolis, Smith and Mary F.
and Maude Miller scholarships through the College of Education at University of
Arizona, Middlebury School scholarship to study French, and a Fulbright
scholarship from the U.S. States Department of Education.
She also worked at the Arizona
Historical Society Museum in Tucson, where she helped to develop school