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Nisreen Daoud

Nisreen Daoud

Assistant Professor


  • Education

Contact Information


Dr. Nisreen Daoud enjoys teaching several courses at Capital, but also getting to supervise student during clinical experiences. She taught for five years at the elementary school level in Northern Virginia, in areas of low socio-economic status. She worked in inclusion classrooms with special education students and new English language learners. She received her Master’s in Curriculum and Instruction and her Doctorate in Literacy and Teacher Education from George Mason University. She has presented locally, regionally, and nationally about teacher education, professional development schools, learning to teach literacy, and developing innovative clinical experiences. Dr. Daoud currently serves as an editor for the School-University Partnership journal. More recently, Dr. Daoud has enjoyed the work she has done with teachers in their first few years of their career through mentorship, observations, and career development.
EDUC 201: Developing as a Professional II- Introduction to Curriculum, Instruction, and Assessment
EDUC 216: Reading & Writing II
EDUC 316 - Reading: Integrated Learning Experiences
EDUC 374: Content Area Reading
Degrees Earned
Ph.D. Education and Human Development
Major field: Literacy and Reading and Teaching and Teacher Education

M.Ed. Curriculum and Instruction with a Concentration in Elementary Education

B.S. Psychology

Daoud, N. (2020). Engaging and motivating adolescents: Using culturally relevant pedagogy in our classrooms. Reading in Virginia, 42, 7-11.

Daoud, N., & Dixon., C. (2020). Teacher education during the pandemic: Developing meaningful assignments. The Ohio Journal of Teacher Education, 34(2), 25-38.

Ives, S. T., Parsons, S. A., Parsons, A. W., Robertson, D. A., Daoud, N., Young, C., & Polk, L. (2020). Students’ reading motivation and genre preferences: Validating two scales. Reading Psychology, 41(7), 660-679.

Daoud, N., Parker, A., & Bruyning-Leggett, A. (2020). Extending clinical experiences: Supporting doctoral students’ development as university-based teacher educators in PDS context. School-University Partnerships, 13(1), 44-47.

Pellegrino, A., Daoud, N., & Zurawski, L. (2019). Citizenship and power: Perspectives from a critical, project-based clinical experience. In K. Zenkov & K. E. Pytash (Eds.), Clinical Experiences in Teacher Education: Critical, Project-Based Interventions in Diverse Classrooms (pp. 153-168). New York, NY: Routledge.

Daoud, N. (2017). Being the PDS triad: My experiences as a teacher candidate, a cooperating teacher, and beyond. School-University Partnerships, 10(2), 42-45.

Daoud, N., & Pellegrino, A. (2017). Power and citizenship through youth-centered project-based clinical practice. Journal of Adolescent and Adult Literacy, 60(4), 471-474.

Parsons, S. A., Parker, A. K., Daoud, N., Bruyning, A. K., Gallagher, M. A., & Groth, L. A. (2016). Striving to enact the professional development school philosophy: George Mason University’s elementary education program. The Teacher Educators’ Journal, 9, 136-155.

Daoud, N., & Frank, A. (2015). Co-teaching reading in a sixth grade classroom: Results of a yearlong action research project. Making Literacy Connections, 29, 4-16.