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Stacie Pettit, PhD - Augusta University. Augusta, GA, US

Stacie Pettit, PhD Stacie Pettit, PhD

Associate Professor | Augusta University


A respected leader in middle level teacher education and meeting the needs of marginalized young adolescents.



Stacie Pettit, Ph.D. is an Associate Professor in the Department of Teaching and Leading at Augusta University. She serves as the Middle School Program Coordinator and Collegiate Middle Level Association (CMLA) Advisor. Under her leadership, the AU CMLA chapter won the distinction of national host site for 2019-2021. She received the Outstanding Professor of Middle Level Education Award from NAPOMLE at the 2019 AMLE conference. Dr. Pettit received her undergraduate and doctoral degrees from the University of Georgia in Middle School Education and has 18 years of experience teaching middle school (math, language arts, and ESOL) or in higher education (University of Mississippi and AU). Dr. Pettit has taught over 30 different university courses on young adolescent development, active learning, and middle level programs and schools, among others. Her research interests include teaching English Language Learners (ELLs), PDS partnerships, and interdisciplinary initiatives such as Junior Model United Nations. Her literature review on teachers’ beliefs about ELLs in mainstream classrooms published in the International Multilingual Research Journal has been cited 178 times. She is a board member of the MLER sig, as well as an executive board member and AMLE affiliate liaison for the Georgia Association of Middle Level Education.

Areas of Expertise (11)

Social Media Use in Middle Grades Education

Documentary Novels for Middle Grades

Foster Care and Education

Middle Level Education

Mathematics Education

Young Adolescents

Online Education

English Learners

Disney English



Accomplishments (3)

Outstanding Collegiate Middle Level Association (CMLA) Chapter (professional)

National Association of Professors of Middle Level Education, 2019

Outstanding Professor of Middle Level Education (professional)

National Association of Professors of Middle Level Association, 2019

Program Coordinator for the COE Nomination for the Augusta University Program Teaching Excellence Award (professional)

Augusta University, 2019

Education (5)

University of Georgia,: Doctoral degree, Education

Augusta State University: Master's degree, Mathematics Teacher Education

University of Georgia: Bachelor's degree, Junior High/Intermediate/Middl

University of Georgia: Bachelor's degree, Junior High/Intermediate/Middle School Education and Teaching

Professional Standards Commission: Georgia Teaching Certificate

Affiliations (5)

  • American Education Research Association - Middle Level Education Research SIG
  • Association for Middle Level Education
  • Association for Middle Level Education and Georgia Association of Middle Level Education
  • Association of Teacher Educators - Middle Level Special Interest Group (SIG)
  • Teaching and Teacher Education Invited Reviewer

Media Appearances (1)

Fox 54 interviews Dr. Stacie Pettit

WFXG  tv


Dr. Stacie Pettit from Augusta University sits down with Danielle Ledbetter to talk about talk about COVID-19's impact on the education system.

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Answers (3)

What are some of the challenges kids face going back to in-person instruction?

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What kids might still struggle going back into the classroom?

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Can kids make up for "lost" time in the classroom coming out of the pandemic?

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Articles (7)

How to Survive and Thrive Teaching Middle School Virtually

AMLE - Association for Middle Level Education

Melissa Martin, Stacie Pettit

2021 I’ve had the privilege of teaching seventh grade math virtually for four years, and I can tell you that teaching middle school students online takes even a little more finesse than my years in a face-to-face classroom. My students are the tech gurus, but they don’t know how to access your Google classroom. They can record themselves all day on TikTok, but they don’t know how to download a document. They can watch YouTube videos for hours, but they get bored a few minutes into a teacher-created video. So, how do you keep them engaged, learning, and begging for more? [...]

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Lessons Learned: Aligning Voices from the inside with Nine Essentials of Professional Development Schools

School-University Partnerships

Rychly, Laura; Pettit, Stacie K.; Buning, Megan M.

2020 This exploratory case study documents the experiences shared by teacher candidates and cooperating teachers in two contrasting Professional Development School (PDS) sites over four semesters. At the ends of semesters during which courses were moved from the traditional university site delivery to public middle schools as part of an emerging PDS, focus group interviews were conducted with teacher candidates and then with classroom teachers to document their experiences. Their voices were solicited because much that went on between them and outside of what could be directly observed by those making decisions is important for identifying what would strengthen a PDS model. [...]

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Best Practices in Middle Level Quaranteaching: Strategies, Tips and Resources Amidst COVID-19

Becoming Journal - Georgia Middle School Association

Christi Pace, Stacie K. Pettit, Kim S. Barker

2020 School closings resulting from the COVID-19 pandemic have forced teachers across the world to scramble to shift their face-to-face classes online. This rapid transition to what we call “quaranteaching” has left teachers little time to prepare for virtual teaching and learning. Acknowledging this challenge, in this article we share steps, strategies, tips, and resources to support and empower middle grades educators to successfully continue the online instruction (more accurately called “crisis teaching) they have begun. [...]

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Quaranteaching in the Time of Covid-19: Exemplar From a Middle Grades Virtual Classroom

Becoming Journal - Georgia Middle School Association

Amanda Woods, Stacie K. Pettit, Christi Pace

2021 The COVID-19 pandemic dropped educators across the world straight into remote learning with little time to prepare. As some have inevitably struggled, other middle grades educators have overcome beginning hurdles to not only survive, but thrive amidst this new challenge. One teacher in particular, despite being in her first year, has found innovative ways to connect and motivate her middle grades students in a virtual environment. This article extends the steps, tips, and resources article (Author 3, Author 2, & Barker, K. S. also in this issue?) to provide a personal example of the successes (and yet still challenges) that exist when “quaranteaching” is done well. [...]

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How to “F-L-I-P” Your Middle Grades Classroom


Stacie K. Pettit

2020 Recent mass school closings due to the COVID-19 pandemic have educators everywhere seeking ways to provide meaningful distance learning. In response, some educators are developing instruction around a hybrid model of the flipped classroom. Similar to the traditional model, students in a hybrid model prepare outside class assignments using online tools and technologies in preparation for their upcoming face-to-face class meeting.

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Online Teaching Module: Council for the Accreditation of Educator Preparation (CAEP) Key Assessment Example

Becoming Journal - Georgia Middle School Association

Stacie K. Pettit, Susan Edwards

2018 The Augusta University Online Teaching Module is a key assessment administered once during one specified course in each educator preparation program. Augusta University teacher candidates are required to show proficiency in ISTE standards and CAEP standard 1.5. The online teaching model measures candidates’ ability to apply technology standards in order to design, implement, and assess learning experiences to engage students and improve learning. In order to pass the Online Teaching Module, candidates must score 3 out of 4 possible points on at least five of the six indicators. [...]

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What Kind of Possibilities Do We Have? Educators’ Complex Images of Latino Immigrant Students and Families

Journal of Contemporary Research in Education

H. James McLaughlin, Stacie K. Pettit

2013 The Latino population in the United States is on the rise, but historically, Latino graduation rates have been low. Many educators lack sufficient intercultural preparation, and therefore, teachers may tend to blame student failure on cultural and familial deficiencies. In this study, we elicited educators’ perceptions of Latino students and the students’ families through 10 focus group interviews at 6 target schools (4 elementary schools, 1 middle school, and 1 high school). Findings include contradictory views of students’ and families’ attitudes towards education, and consistently negative views of students’ and families’ educational backgrounds. Latino families were seen as close, caring, and hardworking, but with the wrong priorities and in a state of crisis. [...]

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