B.A. Loyola College in Maryland (Elementary Education)
M.Ed. Loyola College in Maryland (School Counseling)
Ph.D. University of Maryland (Counselor Education) GC 701 Techniques of Educational Counseling
GC 704 Theories of Counseling
GC 706 Group Counseling in Schools
GC 791 School Counseling Practicum
GC 722 Internship in School Counseling Cheryl Moore-Thomas received her Ph. D. in counselor education from the University of Maryland. She is currently an assistant professor of education in the school counseling program at Loyola College in Maryland. Prior to this appointment, Dr. Moore-Thomas worked in the public school system. Her former positions included classroom teacher, professional school counselor, counseling department chair, student services specialist, assistant to the associate superintendent, consultant, and trainer. Over her professional career, Dr Moore-Thomas has published and presented in the areas of multicultural counseling competence, racial identity development of children and adolescents, and accountability in school counseling programs. Erford, B.T., & Moore-Thomas, C. (in press). Program evaluation. In J Wall & G.R. Walz (Eds.), Measuring up: Assessment issues for teachers, counselors, and administrators. Greensboro, NC: ERIC Counseling and Student Services Clearinghouse. Erford, B.T., & Moore-Thomas, C. (in press). Questions parents frequently ask about testing. In J Wall & G.R. Walz (Eds.), Measuring up: Assessment issues for teachers, counselors, and administrators. Greensboro, NC: ERIC Counseling and Student Services Clearinghouse. Erford, B.T., Moore-Thomas, C., & Mazucca, S. (in press). Improving academic achievement through an understanding of learning styles. In R. Perusse & G. Goodnough (Eds.), Leadership and advocacy in school counseling: Prevention and intervention strategies. Pacific Grove, CA: Brooks-Cole. Holcomb-McCoy, C., & Moore-Thomas, C. (2001). Empowering african american adolescent females. Professional School Counseling, 5, 19-26. Moore-Thomas, C. (1998). Master's level counselors' self-perceived multicultural competence: Relation to general counseling competence, conscientiousness, and openness to experience. College Park, MD: University of Maryland. (ERIC Document Reproduction Service No. ED 426 328) Moore-Thomas, C. (2000). Minority middle school students' willingness to self-refer to school counselors for social and personal counseling. Ann Arbor, MI: UMI. Moore-Thomas, C. (in press). Multicultural counseling competence in school counseling. In B.T. Erford (Ed.), Professional school counselor's handbook. Greensboro, NC: ERIC Counseling and Student Services Clearinghouse. Moore-Thomas, C. (in press). Comprehensive developmental school counseling programs. In B.T. Erford (Ed.), Professional school counselor's handbook. Greensboro, NC: ERIC Counseling and Student Services Clearinghouse. Moore-Thomas, C. & Erford, B. T. (in press). Needs Assessment. In J Wall & G.R. Walz (Eds.), Measuring up: Assessment issues for teachers, counselors, and administrators. Greensboro, NC: ERIC Counseling and Student Services Clearinghouse. |
