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Lisa Foster, Ph.D.

Online Chair, School of Education

(434) 582-7912



  • Harvard Graduate School of Education, Post-Doctoral Research Fellow,
  • Ph.D. in Administration and Supervision, University of Virginia
  • M.Ed. in Curriculum and Instruction, Liberty University
  • Certificate in Russian, Defense Language Institute
  • B.A. in International Studies, Political Science, Virginia Tech


Courses Taught

  • EDUC 220: Differentiated Teaching & Learning
  • EDUC 415: Diagnostic Measurement and Evaluation
  • EDUC 416: Diagnostic Measurement and Evaluation Practicum
  • EDUC 425: Content Measurement and Evaluation
  • EDUC 645: Foundations of Educational Leadership
  • EDUC 747: Advanced School Law
  • EDUC 750: Survey of Educational Research
  • EDUC 812: Advanced Educational Statistics
  • EDUC 815: Quantitative Research Methods
  • EDUC 915: Advanced Quantitative Methods of Research
  • EDUC 919: Professional Writing and Research
  • EDUC 980: Dissertation Prospectus
  • EDUC 989: Dissertation Writing & Research


Professional Memberships

  • American Educational Research Association, 2008-Present
  • National Association for the Gifted Children, 2010-Present
  • Society for Implementation Research Collaboration, 2018-Present
  • Council on Undergraduate Research, 2017-Present
  • Society for Research on Educational Effectiveness, 2011-Present
  • Society for the Scientific Study of Reading, 2011-Present
  • Association for Supervision and Curriculum Development, 2007-Present
  • International Reading Association, 2011-2014
  • American Association of Teachers of Spanish and Portuguese, 1990-97, 2005-2012
  • American Council of Teachers of Foreign Languages, 2005-2011
  • National Board of Certified Teachers, 2006-Present
  • Virginia Teacher Leaders Network, 2007-Present
  • Phi Delta Kappa, 2006-Present
  • Pi Lambda Theta, 2007-Present
  • Kappa Delta Pi, 2016-Present
  • Tau Beta Sigma, 1983-Present
  • Veterans of Foreign Wars, 2006-Present



Lisa Foster serves as a residential Associate Professor of Education at Liberty University as an Online Chair. She began her career in education teaching Spanish and working in administration. She has since worked at the University of Virginia, Harvard University, and as Co-Principal Investigator of the Postsecondary WWC contract. After many years as a teacher, researcher, and executive director, Dr. Foster transitioned into doctoral studies and research in higher education. Today, she is active in research and leadership in national/international research organizations. Dr. Foster loves working with students and helping them reach their God-given potential in the education mission field.



  • Foster, L., Oh, S., Callahan, C., & Azano, A. (2017) Adherence: A more nuanced usage of fidelity of implementation’s core component to capture variation in treatment effects. Journal of Academic Perspectives, 2017(2), 1-46.
  • Darrow, C., Goodson, B., Century, J., Dumont, K., Cassata, A., Foster, L., . . .Kaufman, S. (2017). Measuring implementation—Is it time to think about evidence standards? Abt Associates, Inc. and W. T. Grant Foundation.
  • Valentine, J., Wilson, S., Tanner-Smith, E., Yeide, M., LaSota, R., & Foster, L. (2016). Synthesizing evidence in public policy contexts: The challenge of synthesis when there are only a few studies. Evaluation Review, 41(1).
  • Missett, T., & Foster, L. (2015).  Fidelity in the field of gifted and talented education research:  A meta-analysis.  Journal of Advanced Academics, 26(2), 96-111.
  • White, T., Kim, J., Kingston, H., & Foster, L. (2014). Replicating the effects of a teacher-scaffolded voluntary summer reading program: The role of poverty.  Reading Research Quarterly, 49 (1), 5-30.
  • Foster, L. (2011).  Fidelity: Snapshots of implementation of a curricular intervention. (Doctoral dissertation). ProQuest. (3485327)
  • Azano, A., Missett, T., Callahan, C., Oh, S., Brunner, M., Foster, L., & Moon, T. (2011).  Exploring the relationship between fidelity of implementation and academic achievement in a third-grade gifted curriculum: A mixed-methods Study.  Journal of Advanced Academics, 22, 693-719.


Research Interests

  • Influence of leadership on the fidelity of implementation of curriculum and interventions
  • Gifted education
  • Program evaluation
  • Education policy and its implications for implementation
  • Professional development
  • Literacy and Math Interventions
  • Data use by K-12 educational leaders
  • Curriculum development/differentiation/assessment/revision
  • Postsecondary education