Office Phone: 828-262-6085
426A College of Education
Boone, North Carolina 28608-2037
Professor - Special Education
- Ph.D. University of Florida
- M.S. Indiana University
- B.A. University of Kentucky
Mike Marlowe has been a professor of special education at Appalachian State University since 1986. He has also taught at The University of Wyoming and Tennessee Technological University. He teaches coursework in the education of children with emotional and behavioral disorders. Prior to being a teacher educator he taught children in classrooms for emotional and behavioral disorders in Indiana and Kentucky.
His early research focused on the relationship between the neuropsychological performance of children with disabilities and their exposure to lead and other metal toxins and was published widely in journals in medicine, environmental health, psychology, and special education. As a result of this research he was appointed to the editorial board of the Journal of Advancement in Medicine and served as an advisor to the President’s Commission on Mental Retardation. His current research interests are (1) the construction of the relationship-driven classroom model for educating children with emotional and behavioral disorders which is based on the teacher stories of Torey Hayden, and (2) using the teacher stories of Hayden in teacher education to modify teachers’ attitudes and practices toward children with disabilities.
Hayden, T.L. & Marlowe, M.J. (in press) 教導難以靠近的孩子. [Teaching children who are hard to reach]. Beijing, China: Huaxia Publishing House.
Marlowe, M.J., & Hayden, T.L. (2013). Teaching children who are hard to reach: Relationship-driven classroom practice. (Kindle).
Marlowe, M.J., & Hayden, T.L. (2013). Teaching children who are hard to reach: Relationship-driven classroom practice. Thousand Oaks, CA: Corwin.
Hayden, T. & Marlowe, M.J. (2012). I bambini di Torey Hayden. [The children of Torey Hayden]. Milan, Italy: Corbaccio.
Marlowe, M. (2012). Torey Hayden’s relationship-driven classroom practice with troubled children. Interpersona, 6 (1), 94-107.
Marlowe, M. (2012). The foundations of Torey Hayden’s relationship-driven classroom. Relational Child and Youth Care Practice, 25, (1), 54-60.
Van Loan, C., & Marlowe, M. (2012). Understanding and fostering teacher-student relationships to prevent behavior problems. In S. Smith & M. Yell (Eds.), A teacher’s guide to behavioral problems in the classroom. (pp. 57-80). Boston, MA: Allyn & Bacon.
Marlowe, M. (2011). The relationship-driven classroom: The stories of Torey Hayden. Reclaiming Children and Youth, 20, (1), 10-15.
Marlowe, M., & Disney, G. (2007). A survey of the long term influence of Torey Hayden’s teacher lore on teachers’ attitudes and practices toward children with disabilities. In J. Butcher & L. Mcdonald (Eds.), Making a difference: Challenges for teachers, teaching, and teacher education. (pp. 205-219). Rotterdam, the Netherlands: Sense Publishers.
Marlowe, M. (2006). A pedagogy of caring: Torey Hayden’s teacher lore. Journal of Education for Teaching: International Research and Pedagogy, 32, 64- 75.
Marlowe, M., & Disney, G. (2006). Torey Hayden’s teacher lore: Classroom management of children with emotional and behavioral disorders. Teachers and Teaching: Theory and Practice, 12, 289-304.