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Elementary & Early Childhood

Lovinger Building Room 3300
Warrensburg, MO 64093
Phone: 660.543.4235
Fax: 660.543.4382
Dr. Ann McCoy, Chair


Danley, Angela

Dr. Angela Danley
Assistant Professor
Elementary and Early Childhood Education
Lovinger 3188

Ph. (660) 543-8923


Courses Regularly Taught


In addition, Dr. Danley supervises student teachers around the metro area.


Dr. Angela Danley has taught special education in the K-12 setting, along with teaching second grade. Additionally, she has served as an instructional coach and a summer school administrator.  In 2011, she received the Excellence in Teaching Award from the Lee's Summit R-7 School District. Dr. Danley's research interests include pedagogy and teacher dispositions. She has presented at the National Association for Professional Development Schools (NAPDS) and at the Teaching Professor Conference.

In her spare time, Dr. Danley enjoys spending time with her two daughters and husband.  They enjoy the local sports teams and also enjoy traveling around the United States. Dr. Danley enjoys singing and leads worship service at the church she attends.  Dr. Danley also enjoys running.  She has completed a number of 5ks, 10ks, half marathons, along with one full marathon, and a duathlon.


Her quote to live by is: "Be the change you wish to see in the world." - Ghandi

 University Awards

2016- College of Education Scholarly Activity Award

2017- College of Education Scholarly Activity Award

2017- Finalist for the Faculty Research Award for the pedagogical studies category

Scholarship Activity from 2013-Present



Refereed Articles

Danley, A.  & Theiss, D.  (2015).  Using walkthrough observations to document dispositional actions.  School University Partnerships.  8 (2), 26-33. 

Danley, A.; McCoy, A.  & Weed, R.  (2016).  Exit tickets open the door to university learning.  InSight: A Journal of Scholarly Teaching and Learning.  11, 48-58.

Danley, A; Tye, N.; Loman, K.; Barlow, A. & Nickens, N. (2016).  Revealing Dispositions: A Comparison Study of a Traditional Pathway University Model and a Clinical Pathway University Model.  School University Partnerships.  Special Ed., 53-170.

Other Publications


Danley, A.  (2015).  Provide Non-linguistic representations to foster reflection .  In K. Thompson and B.  Chen.  Teaching Online Pedagogical Repository.  Orlando, FL.  University of Central Florida for Distributed Learning. 

Danley, A.  (2015).  Require online exit tickets for active engagement.  In K.  Thompson and B.  Chen.  Teaching Online Pedagogical Repository.  Orlando, FL.  University of Central Florida for Distributed Learning. 

Danley, A.; Tye, N.; Loman, K.  (2015).  Padlet app (review).  The Missouri Reader, 39 (2).  Retrieved from

Loman, K.; Danley, A.; Tye.  N.  (2015).  Teaching literacy in early childhood and middle Grades.  San Diego, CA: Cognella, Inc. 

Refereed Presentations

Theiss, D.  & Danley, A.  (2014).  Using walkthrough observation forms to evidence the development of teacher candidate dispositions.  Paper presented at National Association of Professional Development Schools.  Las Vegas, NV. 

Danley, A.  & Theiss, D. (2014).  Using exit tickets to reflect on learning in the university classrooms.  Paper presented at Teaching Professor Conference.  Boston, MA. 

Danley, A.  & Loman.  K.  (2015).  Using quick writes: Writing to learn strategies. Appreciative Education Conference: University of South Carolina.  Mrytle Beach, SC

Danley, A.; Loman, K., Barlow, A.  (2015).  Clinical pathways: taking the route to success

            National Association for Professional Development Schools:  Atlanta, GA.


Danley, A.; Tye, N.; Loman, K.; & Nickens, N.  (2016).  Revealing teacher dispositions:

            clinical pathways v traditional pathways.  Paper Presented at Professional 

            Development Schools National Conference.  Orlando, FL.


Loman, K.; Danley, A.; Tye, N.; Nickens, N.; &  DeVilbiss, M.  (2016).  High quality teacher

             candidate retention and reflective counseling for students less likely to succeed.

 Paper Presented at Professional Development Schools National Conference.  Orlando,