Office: Maxim Doucet Hall, Room 314
Office Telephone Number: (337) 482-1422
Email Address: firstname.lastname@example.org
Courses I teach:
- EDCI 100
- EDFL 201
- READ 409
Tarrah C. Davis joined the University of Louisiana at Lafayette first as a Graduate Assistant in 2009 and worked closely with the Associate Dean during the NCATE Accreditation. In 2011, Tarrah became an Instructor for Curriculum and Instruction and PASS-PORT Facilitator/Coordinator for the College of Education. Since 2012, she has worked as the Assessment Coordinator for the College of Education.
Tarrah C. Davis holds a Bachelor of Arts in Elementary Education (2000), a Master of Education degree in gifted education (2004), a plus 30 degree in Education (2011), and a Doctor of Education degree in Educational Leadership (2013) from the University of Louisiana at Lafayette. She is certified to teach elementary grades (1-8), computer literacy, and the academically gifted. Tarrah is currently employed at the University of Louisiana at Lafayette, and is currently serving as the Assessment Coordinator as well as Educational Foundations and Leadership Assistant Professor for the College of Education. Tarrah is also married and is the mother of 3 children.
Prior to working at the University of Louisiana at Lafayette, Tarrah was an elementary teacher for nearly 10 years. She worked in both public and private schools. Tarrah was an elementary and middle school teacher and has had the opportunity to work in several different teaching environments ranging from summer school remediation to gifted enrichment. This has given her the chance to teach in multicultural classrooms as well as multi-ability environments.
Doctor of Education, Educational Leadership, University of Louisiana at Lafayette
Master of Education, Education of the Gifted, University of Louisiana at Lafayette
Bachelor of Arts, Elementary Education, University of Louisiana at Lafayette
Dissertation: Differentiation of Instruction in Regular Education Elementary Classes: An Investigation of Faculty and Educational Leaders’ Perceptions of Differentiated Instruction in Meeting the Needs of Diverse Learner. This study examined differentiation of instruction among diverse elementary students to determine the consistency of practice. Mitzi P. Trahan, Chair