David Bell, Ed.D.
Associate Dean and Associate Professor
Areas of Specialization
Curriculum and Instruction, Elementary Mathematics, Educational Research
A native of Chicago, Ill., Professor Bell graduated from University of Illinois Urbana-Champaign with a B.S. in finance. He also earned a M.Ed and Ed.D. from Loyola University–Chicago in curriculum and instruction. At Saint Xavier University, he has taught a variety of courses in curriculum and instruction, educational research, and elementary math methodology. He has served as the regional evaluator for Chicago Public School assessing the impact of RtI/School Based Problem Solving on various teacher and student outcomes. Additionally, he has consulted with several public and private schools/districts on the implementation of a mutli-tiered system of support. In 2009, he co-authored a presentation entitled “Illinois Statewide Implementation of the Problem Solving/RtI Initiative that was selected for the President’s Special Strand “Expanding Opportunities: Comprehensive Academic and Mental Health Practices for Diverse Schools," which was presented at the National Association of School Psychologist conference in Chicago. Professor Bell’s scholarly work has focused primarily on school transformation as it relates to academics and diversity.
- EDU 336: Methods of Teaching Mathematics
- EDGIO 359/459: Methods/Curriculum/Philosophy of Teaching in the Middle School
- EDGSE 370/415: Principles and Practices of Middle and Secondary School
- EDGSE 508: Advanced Adolescent Development
Spelman, M. & Bell, D. (2012) Transforming literacy instruction in urban settings: Combining professional development and instructional coaching to improve student achievement. Association of Literacy Educators and Researchers(approved for publication 2012).
Gavino, M.C.; Eber, J.E. & Bell, D. (2010) Celebrating our diversity: creating an inclusive climate in a U.S. university. Equality, Diversity, and Inclusion International Journal. 29(4).
Bell, D., Spelman, M., Mackley, H. & Zhao, L. ( Published 2009). The teacher work sample perceptions of a performance-based assessment connecting candidate teaching with student learning. Midwest Educational Research Association. 22(5),
Bell, D. & Thomas, E. (2008). Understanding the Teacher Professional Development Facilitators and Barriers to Serve a Diverse Student Population.Academic Leadership Online Journal 6(3).
Bell, D. & Wynne M. (2008).The relationship of a voluntary uniform policy academic achievement. Journal of the Alliance of Black School Educators.