Margaret Lehman, Ed.D., Assistant Professor, Education
An accomplished and respected educator, Dr. Margaret Lehman came to Lourdes in the fall of 2020 from Shawnee State University. She has a wealth of experience teaching at the post secondary, early and middle childhood levels in Ohio and Georgia.
Dr. Lehman earned a Bachelor of Science degree in Early Childhood and Elementary Education from Bowling Green State University, a Master of Science in Reading Education from the University of Dayton, and a Doctorate of Education in Literacy from the University of Cincinnati. She received a Teaching English to Speakers of Other Languages (TESOL) certification from Valdosta State University and holds several educational certifications, including a 1-8 elementary license and K-12 reading endorsement.
Having presented at multiple conferences across the US, Dr. Lehman has had her work published. Currently, she is researching and working on two projects. The first involves metaphor analysis as it relates to Preservice Teachers’ Perceptions of Reading: A Study in Metaphor Analysis. For the second project, Dr. Lehman is working with a group of individuals from the Society of Information Technology in Teacher Education SIG of Equity and Social Justice. They are currently in the initial stages of exploring original storybook/picture book apps to see how the main characters are identified for varying areas of diversity, including gender, race/ethnicity, nationality, culture, SES, disabilities and sexuality.
Dr. Lehman has been honored with many awards. She has also successfully secured many grants, participated in national professional development opportunities and has served as a professional mentor to new educators.
Professional Certification from the State of Ohio, Department of Education
- Kindergarten-Primary, grades K through 3
- Elementary Education, grades 1 through 8
- Reading Endorsement, grades K through 12
Lehman, M. (2015). How can teachers motivate reluctant readers? Georgia Journal of Reading. 38(1), 32-39.
Bruewer, A. & Lehman, M. (In press) Challenging Dominant Narratives and Formulating a New TEP Experience: Co-Teaching Language Arts/Social Studies Methods Course for PreK-3 Teacher Candidates. IGI Global.
Lehman, M. & Bruewer, A. (March, 2019). More than just discussion boards: Working to make an asynchronous course interactive and engaging. Roundtable discussion. Society for Information Technology and Teacher Education (SITE), Las Vegas, Nevada.
Bruewer, A. & Lehman, M. (October, 2018). Back to the drawing board: Lessons from a polit experience co-teaching a social studies language arts integrated methods course for PreK-3 teacher candidates. Conversation Center. Curriculum and Pedagogy 19th Annual Conference, New Orleans, Louisiana.
Lehman, M. (May 2012). Student talk during literature circle discussions: How teachers can facilitate more accountable and focused interactions. Presentation, International Reading Association 57th Annual Convention, Chicago, Illinois.
Lehman, M. (April 2010). A Closer Look at a Small Group Reading Intervention: Working with “Young Money” and “J.R.” Paper presentation, Spring Research Conference, Lexington, Kentucky.
Lehman, M. & D.E. Longfellow. (January 2003). A Day in Victorian England. Presentation, 6th Annual National Accelerated Schools Conference, New Orleans, Louisiana.
Lehman, M. (February 2018). Bringing Social Studies back to the early childhood classroom: Integrating social studies with language arts. Ohio Council of Teachers of English Language Arts, Columbus, Ohio.
Lehman, M. (February 2017). Top ten things teachers can do to support English learners. Ohio Council of Teachers of English Language Arts, Columbus, Ohio.
Lehman, M. (February 2016). Top Ten Things Teachers Can Do to Support English Learners, Georgia Council of Teachers of English Conference: A Legacy of Learning, Lanier Islands, Georgia
Short, R. & Lehman, M. (November 2014). A New Kind of Book Report: Blogs, 28th Annual Georgia Educational Technology Conference, Atlanta, Georgia.
Lehman, M. (October 2014). Top Ten Things Teachers Can Do to Help English Learners Be Successful, Georgia Reading Association Fall Forum, Macon, Georgia.
Venable, S. & Lehman, M. (April 2014). Using Blogs as Reflection Tools. Presentation, Teaching Matters Conference, 12th Annual Interdisciplinary Conference for Teachers of Undergraduates, Sponsored by Gordon State College, Barnesville, Georgia.
Lehman, M. (November 2013). Getting to the Core: Stated Reading Attitudes versus Classroom Actions. Presentation, Alabama Reading Association 45th Annual Fall Conference, Mobile, Alabama.
Lehman, M. (April 2011). Student Interactions, Reading Attitude, and Engagement in Literacy Events in a Second Grade Classroom: A Proposal. Paper presentation, Spring Research Conference, Cincinnati, OH.
Lehman, M. (October 2010). Reading with “Young Money” and “J.R.”: A Closer Look at a Small Group Reading Intervention. Paper presentation, Midwestern Educational Research Association Conference, Columbus, Ohio.
Lehman, M. & D. E. Longfellow. (October 2002). A day in Victorian England. Presentation, Second Annual Accelerated Schools Project Annual Network Conference, Dayton, Ohio.
Honors and Awards
Most Valuable Professor Award from Georgia Southwestern State University Athletic Department, 2013-2014
University Graduate Scholarship: 2011-2012
University Graduate Teaching Assistantship, University of Cincinnati: 2008-2009, 2009-2010, 2010-2011
Americorps Volunteer through the Lalanne Program: 2000-2001, 2001-2002
Lalanne Program Member: 1999-2002
In-college scholarship from the National Catholic Society of Foresters: 1996, 1997
Mary L. Terrien in-college scholarship through the National Catholic Society of Foresters: 1997
Marilla Huber Bixler Scholarship (two consecutive years): 1997, 1998
Jean Robertson Wood Scholarship (two consecutive years): 1997, 1998
Lehman, M. (Spring 2014). Faculty Development Grant. Requested monies to present at and attend the Teaching Matters conference in Barnesville, GA.
Lehman, M. (Spring 2014). Faculty Instructional Grant. Requested an iPad to use in my college classroom to help promote the use of various kinds of technology in the K-12 classroom. I am introducing my undergraduate students to the concept of TPACK (Technological Pedagogical Content Knowledge).
Lehman, M. & D. E. Longfellow. (Fall 2001). A Day in Victorian England: A $1000 mini grant for a powerful learning thematic unit through the Accelerated Schools Project based on A Christmas Carol for the entire student body (grades K-8).
Lehman, M. & D. E. Longfellow. (Spring 2001). From Ashes to Peace: A $500 mini grant for an eight-part whole school learning experience through the Accelerated Schools Project based on social justice, peace, and Christian Actions.
Lehman, M., L. Dresher, & D. Nasta. (Fall 2005). School-Based Families: A $500 mini grant for a school-wide project to develop family units and promote school unity through a differentiated instruction project at the University of Dayton.
Co-Chair, Equity and Social Justice SIG for the Society for Informational Technology and Teacher Education (SITE)
Member, Society for Informational Technology and Teacher Education (SITE)
Member, ODHE Middle Childhood Generalist Endorsement Standards Committee
Member, International Literacy Association
Member, Ohio Council of Teachers of English Language Arts
Member, National Council for the Social Studies
Member, Curriculum and Pedagogy Group
EDE/EDM/EDA 250: Early Childhood, Middle Childhood and General Teaching Methods & Field Experience I (Fall 2020)
EDU 324: Role of Phonics and the Foundations of Reading and Writing (Fall 2020)
EDU 335: Reading Diagnoses and Assessment (Fall 2020)
EDU 220: Reading Comprehension Skills, Strategies and the Writing Process in Inclusive Classroom
EDU 221: Content Area Reading and Writing (Spring 2020)
Courses in the Graduate Reading Endorsement Program:
EDU 640: Literacy Foundations, Strategies, and Cultural Competence (Fall 2020)