Frawley has served as a manuscript reviewer for various education journals and has publications in peer-reviewed journals. His interests focus on gender equity, gender biases, gender differences, and the effects of gender stereotypes on memory. Other interests include emergent literacy, various issues and trends in children's literature, and integration of the arts.
D.Ed., Indiana University of Pennsylvania, 2005
M.Ed., Edinboro University of Pennsylvania, 1994
B.B.A., St. Bonaventure University, 1985
Dr. Frawley has been teaching early childhood and elementary education courses at the University since 2003 and has served as the Early Childhood Program Coordinator. Dr. Frawley holds a D.Ed. in Curriculum & Instruction from Indiana University of Pennsylvania and an M.Ed. in Elementary Education from Edinboro University of Pennsylvania (both degrees include a concentration in Early Childhood Education), as well as a B.B.A in Accounting from St. Bonaventure University. Dr. Frawley worked for a number of years as an early childhood educator, childcare teacher and administrator, and later as a university laboratory school elementary instructor. He holds Pennsylvania teaching certificates in both Elementary and Early Childhood education.
- ECED 101 Early Foundations
- EDEC 103 Language and Literacy I
- EDEC 207 Observation & Assessment I
- EDEC 473 Systems, Policies & Practices
- EDEC 474 Clinical I
Frawley, T. J. (2013). Aesthetic Education: Its place in teacher training. Art Education, 66 (3), 22-28.
Frawley, T. J. (2008). Gender Schema & Prejudicial Recall: How Children Misremember, Fabricate, and Distort Gendered Picture Book Information. Journal of Research in Childhood Education, 22 (3), 291-303.
Frawley, T. J. (2005). Gender bias in the classroom: Current controversies and implicationsfor teachers. Childhood Education, 81 (4), 221-227.
Frawley, T. J. (2003). Implementing a character education curriculum in a small school community. National Association of Laboratory Schools Journal, 27 (1), 1-9.