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Photo of Beverly Hardcastle Stanford, Ph.D.

Beverly Hardcastle Stanford, Ph.D.

Professor Emeritus
Phone: (626) 815-5363
Fax: (626) 815-5416
Beverly Hardcastle Stanford, Ph.D., co-authored six editions (1990–2004) of Becoming A Teacher, an Allyn and Bacon textbook used on 78 campuses in the U.S., Australia, and Canada. Children and Stress: Understanding and Helping, the book she co-edited with Kaoru Yamomoto, was published by the Association for Childhood Education International in 2001. Her other publications include research articles in Teacher Education Quarterly, Theory Into Practice, Journal of Humanistic Psychology, and The Review Journal of Philosophy and Social Science; chapters in several books concerned with children in time and space, children and death, and gender equity in classrooms; and a 2003 book review in Teachers College Record. Her current qualitative research studies include “Thriving Elder Women’s Reflections on Thriving” and “Urban Teachers with High Morale and Career Perseverance.” In addition to APU, Stanford has also taught at Southwest Texas State University, Arizona State University, and Johns Hopkins University. She received the 1994 Teaching Excellence Award at APU and directed the Center for Research on Ethics and Values from 1998 to January 2004, when she was appointed director of research support for the university.


Ph.D., Human Development, Arizona State University
B.A., Education, University of Iowa


  • Gender Equity in the Classroom
  • Human Development
  • Mentoring

Courses Taught

HED 750 – Advanced Quantitative Research II
HED 711 – Qualitative Research Methods

Professional/Scholarly Presentations

How Communities Build Strong Schools: Stories, Strategies, and Promising Practices for Educating Every Child (2003). Teachers College Record, 105 (7), 1354-1357.

Reflections of Resilient, Persevering Urban Teachers (2001). Teacher Education Quarterly, 28 (3), 75-87.

Experienced Teachers: Seeing Children Whole (2001). Chapter in Children and Stress: Understanding and Helping.

Gender Equity in the Classroom (1996). Chapter in D. Byrnes and G. Kiger (Eds.), Common Bonds: Anti-Bias Teaching in a Diverse Society (2nded.) Allyn and Bacon.

A Spirit of Partnership: Qualities Conducive to Career Perseverance and High Morale in Teachers (1994). Partnerships in Education: Teacher Education Yearbook II

View All Professional/Scholarly Presentations

Professional Involvement and Accomplishments

Teaching Excellence Award, Azusa Pacific University, 1994.
Distinguished Research Report Recognition, Association of Teacher Educators, 1994.
Selected as one of Alpha Chi Honor Society’s Appreciated Professors, Southwest Texas State University, 1988.
Award of Merit for dissertation. Kappa Delta Pi, National Society in Education, 1982.
Excellence in Research Award for dissertation. Arizona State University, 1982.