Peter   Lynch

  • Why I Love Teaching at Molloy College

    In the eleven years that I have been at Molloy College, the single-most wonderful component of our campus life is the students.  They are highly interpersonal, consistently goal oriented, actively engaged in teaching and learning, and genuinely personable as individuals and as future teachers.

  • Academic Interests

    Research on chronobiological learning rhythms in adolescents.

    Mentoring teacher candidates in developing personally viable balances among mastery of content knowledge, effective use of instructional strategies, and establishment of a classroom environment which is engaging and instructionally effective.

  • What I am working on

    Summer 2011, I will be publishing the third edition of a 28-chapter textbook on writing a Master's Thesis.  The book is currently in its second printing and the revised third edition will reflect faculty and student input after one full year of implementation.

    Lynch, P.K., ed. (2010). A pearson education book: Effective instructional, assessment and evaluation, and classroom management strategies for the middle and secondary inclusive classroom.  Boston, MA: Pearson Educational Division of Allyn and Bacon. 

    Lynch, P.K., (2010). Action research: From vision to presentation. Rockville Centre, NY: Molloy College Publications Department.

  • Educational Philosophy

    In order to teach future teachers what it means to be a teacher, my professional life is built upon two major foundations:  The Four Pillars of the Dominican Tradition, and the Twelve "Dispositions for Teaching" identified by the Division of Education.

  • Educational Background
    • Bachelor of Arts in English - Hofstra University      
    • Master of Arts in Secondary Education - Hofstra University      
    • Professional Diploma - Hofstra University      
    • Doctor of Education in Educational Leadership - St. John's University

    Title of Doctoral Dissertation:

    "An analysis of the relationships among academic achievement, attendance, and the learning style time preferences of eleventh and twelfth grade students identified as initial or chronic truants in a suburban New York school district."