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Faculty Profiles

Photo of Ofelia Castro Schepers

Steven C. Beering Hall of Liberal Arts and Education 100 N. University Street West Lafayette Indiana 47907-2098 BRNG 4120 Work Phone: 765-494-5893

Ofelia Castro Schepers

Assistant Professor Literacy & LanguageCurriculum and Instruction

– Profile

Ofelia Schepers is an assistant professor of Literacy and Language, as well as a former elementary teacher. She recently edited a text Developing Trauma-Informed Teachers: Creating Classrooms that Foster Equity, Resiliency, and Asset-Based Approaches (Information Age Publishing, 2022).

+ Education

+ Experience

+ Professional Memberships

– Research and Publications

Research interests includes secondary traumatic stress in teachers, dual language and bilingual teacher preparation, multicultural and bilingual education practices, and equity and social justice issues in education.

Funded Research

  • Centering Trauma-Informed Practices (TIP) to Sustain TIP Knowledge and Reduce Secondary Traumatic Stress in Novice Teachers: An Interdisciplinary Research-Practice Partnership. (P.I.)

    Spencer Foundation Research-Practice Partnership Grant (2021-2024)

Edited Collections

  • Schepers, O., Brennan, M., & Bernhardt, P. (eds.). (2022) Creating Classrooms that Foster Equity, Resiliency, and Asset-Based Approaches: Research Findings from Teacher Preparation. Contemporary Perspectives on Developing Trauma Informed Teachers. Charlotte, NC. Information Age Publishing (IAP).
  • Schepers, O., Brennan, M., & Bernhardt, P. (eds.). Creating Classrooms that Foster Equity, Resiliency, and Asset-Based Approaches: Implementation of Curricula and Programs in Teacher Preparation. Contemporary Perspectives on Developing Trauma Informed Teachers. (Forthcoming, January 2023). Charlotte, NC. Information Age Publishing (IAP).

Book Chapters, Refereed

  • Young, K.S., Schepers, O., & Joseph, A. (2022) Incorporating Trauma-Informed Practices into One Teacher Education Program. In Schepers, O., Brennan, M., & Bernhardt, P. (Eds.), Convenience, Intentionality, and Institutionalization. Developing Trauma-Informed Teachers Creating Classrooms that Foster Equity, Resiliency, and Asset-Based Approaches. Charlotte, NC. Information Age Publishing (IAP).

Journal Articles, Refereed

  • Caires-Hurley, J., Jimenez-Silva, M., & Schepers, O. (2020). Transforming Education with Problem-Based Learning: Documenting Missed Opportunities for Multicultural Perspectives. Multicultural Perspectives, 22 (3) pp. 118-126. DOI: 10.1080/15210960.2020.1792303
  • Sparrow, W., Castro Schepers, O., & Escamilla, K. (Forthcoming). A Trajectory toward Biliteracy: Longitudinal Results of a Paired Literacy Program for Emerging Bilinguals.
  • Castro Schepers, O. & Young, K. (2021). Mitigating Secondary Traumatic Stress in Pre-Service Educators: A Pilot Study on The Role of Trauma-Informed Practice Seminars. Submitted to Psychology in the Schools. Psychology in the Schools, 59 (2) https://doi.org/10.1002/pits.22610

– Courses Typically Taught

  • EDCI 52301 – Foundations of Bilingual Education and Bilingualism
  • EDCI 52401 – Teaching Methods in Bilingual Education