Heather Haverback

Biography

Heather Rogers Haverback received her Ph.D. in Human Development with a specialization in Educational Psychology from the University of Maryland in 2007. She earned her Bachelor of Arts in Psychology (1997) and her Master of Arts in Teaching (1999) from Kent State University. She taught elementary and middle school language arts in Ohio, Maryland and Virginia, and internationally in Ireland and Japan. Currently, she is a Professor in the Department of Secondary and Middle School Education at the College of Education. Her research examines young adult literacy, middle-level teacher education, preservice teachers’ efficacy and domain specific efficacy beliefs and knowledge. Dr. Haverback serves on numerous committees within TU and the University Systems of Maryland (USM) and is an active member of the American Psychological Association (APA) and the American Educational Research Association (AERA). 

Selected Publications

• Rogers Haverback, H. (2022). A novice teacher's varying and interacting experiences and sources of self-efficacy beliefs. In H.R. Fives & N. Barnes (Eds.) Educational psychology and transformational classrooms: Research and theory meets teaching and learning. Routledge Publishing.
• Bojczyk K.E & Rogers Haverback H. (2020). Band-aids and kisses can’t fix it: Mothers’ and daughters’ perceptions of non-death loss and boundary ambiguity. Illness, Crisis & Loss, 30(37), 336-352. 
• Rogers Haverback, H. (2017). Why don’t we teach social studies? Preservice teachers’ self-efficacy. Social Studies Research and Practice, 12(3), 245-257. doi.org/10.1108/SSRP-07-2017-0034
• Rogers Haverback, H. & McNary, S. (2015). Shedding light on preservice teachers’ domain-specific efficacy. The Teacher Educator, 50(4), 272-287.
• Rogers Haverback, H., & Parault, S. J. (2008). Pre-service teacher efficacy and reading tutoring: A review. Educational Psychology Review, 20, 237-255. 

Selected Presentations

• Rogers Haverback, H., & Kenreich, T. (2025, April). Exploring undergraduate education students’ knowledge of ethics in education. American Educational Research Association, Denver, CO.     
• Rogers Haverback, H. & (2023, November).  Critical discussions on the preparation of middle level teacher candidates' responsiveness. Association of Middle Level Education, Washington, DC.   
• Rogers Haverback, H. (2022, November). Recruitment and retention of diverse middle level teachers and teacher candidates: a review of the research. Association of Middle Level Education, Orlando, FL. 
• Rogers Haverback, H. (2022, April). High school achievement, knowledge, and self-efficacy beliefs: can we have it all?. American Educational Research Association, San Diego, CA. 
• Rogers Haverback, H. (2020, October.) The importance of self-efficacy beliefs in middle level students and teachers. Association for Middle Level Education. 

Research

Dr. Haverback’s research agenda is guided by her passion for teaching and learning. Following her initial line of research, inspired by the investigation of teacher motivation and retention, she draws upon Bandura's theory of teacher self-efficacy beliefs.

Her current research focuses on: 

• self-efficacy beliefs
• middle level education
• literacy education
• domain specificity
• teacher beliefs

Professional Service

• American Education Research Association (AERA)
  • New Faculty Mentoring Program, Division C, Co-Chair, 2024
  • Coordinator, Division C, 2024
• American Psychological Association (APA) 
  
  • Paul Pintrich Award Committee, Division 15, Co-Chair, 2019-2025
  • Dissertation Award Committee, Division 15, Co-Chair, 2019-2025
• University System of Maryland (USM) 
  
  • Council of University System Faculty (CUSF), Chair, 2023-2025
  • Student Success Symposium Planning Committee, 2024
  • CUSF, Co-Chair, 2022-2023
  • CUSF Rules and Membership Committee, Co-Chair, 2021-2023

Honors and Awards

• Delta Mu Delta National Business Honor Society, 2020
• TU Academy of Scholars, 2009
• TU College of Education Excellence in Teaching Award, 2009
• Kappa Delta Pi International Honor Society in Education, 1998 

Teaching

• SCED 200: Foundations of Education
• SCED 304: Ethics, Education and Change
• SCED 494: Travel and Study in Secondary Education-Ireland
• SCED 518: Young Adult Literature
• SCED 601: Concepts and Issues in Education
• ELED 322: Foundations of Reading and the Other Language Arts
• ELED 323: Principles and Practices in Reading and Language Arts
• ELED 363: Language and Literacy Internship