Tameka Ardrey, Ph.D.

Early Childhood Program Coordinator

(317) 274-6830
(317) 274-6864
Teacher Education

Résumé/CV on Box



  • Ph.D. (2017) University of North Carolina at Charlotte, College of Education, Department of Curriculum and Instruction, Charlotte, NC   Major: Urban Education
  • M.Ed. (2010) University of North Carolina at Charlotte, College of Education, Department of Special Education and Child Development, Charlotte, NC   Major: Child and Family Development
  • B. A. (2005) University of North Carolina at Chapel Hill, College of Arts and Sciences, Department of Public Policy, Chapel Hill, NC     Major: Public Policy with a concentration in Education


With more than ten years dedicated service to the early childhood field as a teacher,professional development specialist, and a program director, I am committed to enhancing the early care and education experiences of young children and their families. In particular, I consider myself to be a champion and advocate for low-income students of color typically labeled as at-risk. Hence my research has been devoted to urban education and early childhood, African American students and school readiness, family involvement, and culturally inclusive teacher preparation programs.

Currently, I am developing a framework of practical strategies to promote culturally sustaining pedagogy in early education programs by empowering early educators in becoming culturally competent and confident in their abilities to effectively educate all students.

Courses Taught

  • M320: Diversity and Learning
  • E555: Human Diversity in Education


  • Triplett, N. P., Bryant, A. C., Brown, K. E., Steele, A. S. L., Ardrey, T., Allen, A. & Lewis, C. W. (2015). Discipline Disproportionality, Student Achievement and the Reauthorization of the Elementary and Secondary Education Act (ESEA). Educational Law and Policy  Review. Accepted for publication.
  • Young, J., Butler, B., Dolzhenko, I., & Ardrey, T. (2016). Deconstructing Teacher Quality  in Urban Early Childhood Education. Manuscript submitted for publication.
  • Triplett, N., Bryant, A., Covington, A., & Ardrey, T. (2016). Review of Closing the school discipline gap: Equitable remedies for excessive exclusion. Education Review // Reseñas Educativas, 23. doi:http://dx.doi.org/10.14507/er.v23.1947
  • Ardrey, T.A. (2015). A review of North Carolina’s rated license system: Should providing high quality care be a choice? (EDCI Policy Brief, February 2015). Urban Education Collaborative. The University of North Carolina: Charlotte, NC.
  • Ardrey, T. A. (2015). Reconceptualizing school readiness: Implications for school practices. (EDCI Research Brief, February 2015). Urban Education Collaborative. The University of North Carolina: Charlotte, NC.
  • Ardrey, T.A. (2015). Scholarly identity and early education: Promoting academic engagement in African American boys. (EDCI Research Brief, July 2015). Urban Education Collaborative. The University of North Carolina: Charlotte, NC.
  • Ardrey, T.A. (2015). The impact of early education discipline policies on African  American preschoolers (EDCI Policy Brief, July 2015). Urban Education Collaborative. The University of North Carolina: Charlotte, NC.

Expert In

Creating high quality culturally sustaining early care and education programs.