Donald Easton-Brooks

Donald Easton-Brooks

Dean, School of Education


Delzell Education Center 102

Phone: (605) 677-5437


Research Interests:

Educational Policy, Culturally Responsive Practice, Ethnic Matching, Educational Research


  • Ph D, Educational Leadership, University of Colorado at Denver, 2006
  • MA, Early Childhood Special Education, University of Colorado at Denver, 1995
  • BA, Sociology, Greenville College, 1988


Citations listed below are presented in a standardized, modified format for display purposes only. They do not necessarily reflect the preferred style and conventions of the faculty member or discipline.

  • Kindle, Karen, Shudak, Nicholas, Wiebers, Robin, Campoli, Ayana, Baron, Mark, and EastonBrooks, Donald. Teacher Residency in South Dakota, 1-17. Vermillion, SD: University of South Dakota: Center for Educational Research, 2016.
  • Villag√≥mez, Amanda A., EastonBrooks, Donald, Gomez, Karyn, Lubbes, Tawnya, and Johnson, Kristin. Oregon Teacher Pathway: Responding to National Trends, 100-114. Vol. 49, Iss. 1. Equity & Excellence in Education, 2016. (DOI: 10.1080/10665684.2015.1121455)
  • EastonBrooks, Donald. Bridging the Gap and Diversifying Teaching Education. In The Race Controversy in American Education..
  • EastonBrooks, Donald. Ethnic-matching in Urban Education. In The Handbook on Urban Education..
  • EastonBrooks, Donald. The conceptual context of knowledge, 33-42. Critical Qualitative Research Reader, 2012.
  • Eddy, C. M., and EastonBrooks, Donald. Ethnic Matching, School Placement, and Mathematics Achievement of African American Students From Kindergarten Through Fifth Grade, 1280-1299. Vol. 46, Iss. 6. Urban Education, 2011. (DOI: 10.1177/0042085911413149)
  • EastonBrooks, Donald, and Brown, Amber. The Effects of Age at Kindergarten Entry on the Reading Proficiency of African American and European American Students, 97-111. Vol. 24, Iss. 2. Journal of Research in Childhood Education, 2010. (DOI: 10.1080/02568541003635144)
  • EastonBrooks, Donald, and EastonBrooks, Donald. Teacher qualification and the achievement gap in early primary grades., 15. Vol. 17. education policy analysis archives, 2010. (DOI: 10.14507/epaa.v17n15.2009)
  • O'Keefe, Lynette, Hayes, D, EastonBrooks, Donald, and Johnson, Troy. Advanced Placement, dual credit, and four-year college graduation, 69-88. Vol. 4, Iss. 3. Enrollment Management Journal, 2010.
  • Eddy, Colleen, and EastonBrooks, Donald. Teacher efficacy as a multigroup model using latent class analysis. Vol. 2011. Education Research International, 2010.
  • EastonBrooks, Donald, and Davis, Alan. Wealth, traditional socioeconomic indicators, and the achievement debt, 530-541. The Journal of Negro Education, 2007.
  • EastonBrooks, Donald, Robinson, Derrick, and Williams, Sheneka. Schools in Transition: Creating a Diverse School Community. Teachers College Record .
  • EastonBrooks, Donald, Kindle, Karen, and Wange, Andrea. Building Partnerships with Multiple Districts: The Role of the Residency Instructor. In Creating and Sustaining Effective K-12 School Partnerships: Firsthand Accounts of Promising Practices, 25-30..

Awards and Honors:

  • Recognized for support to the International Urban Education Center, International Urban Education Center, 2016


  • Robinson, Derrick, EastonBrooks, Donald, . Schools in transition: Establishing and sustaining university-school district partnerships.. Presented at the Teaching Diversity Matters Symposium, Highland Heights, KY. (September 15, 2017)
  • Curtin, Susan, Gapp, Susan, Shudak, Nicholas, EastonBrooks, Donald. Cultural Responsiveness in South Dakota: Scaling Up through Collaboration, Engagement, Education, Development, and Response to Local Needs.
  • EastonBrooks, Donald, Gapp, Susan, Shudak, Nicholas. Culturally Responsive Pedagogy in Educator Preparation Programs [Webinar]. Presented at the Collaborations for Effective Educator Development, Accountability, and Reform [CEEDAR/AIR] Webinar Series, Vermillion. (April 11, 2017)
  • EastonBrooks, Donald. Responding the rural opportunity gap through partnership initiatives centered in culturally responsive practices. Presented at the 25th National Association of Multicultural Education (NAME) Conference, New Orleans, LA. (November 2015)