In teaching, scholarship, and service, I position myself as a teacher/educator committed to addressing issues of literacy development in elementary and middle-childhood education, exploring culturally-relevant literacy pedagogy, and preparing teachers to work in diverse communities. Throughout my professional experiences I have been exploring innovation in inclusive K-8 classrooms.
Recent articles place particular emphasis on: critical research in literacy teacher education; field-based, twenty-first century learning experiences for preservice teachers; and ecological approaches for understanding digital literacy practices of diverse learners.
Urban Fiction and Multicultural Literature as Transformative Tools for Preparing English Teachers for Diverse Classrooms
Discussions of urban fiction and multicultural literature hold great potential for transforming the practice of beginning English teachers in diverse school settings.
Critically Redefining and Repositioning Media Texts in Early Childhood Teacher Education: What If? And Why?
Given the prevalence of popular media in the lives of young children today, early childhood teacher education stands to benefit from fostering critical media literacy practices.
(Re)Framing Diverse Pre-service Classrooms as Spaces for Culturally Relevant Teaching
Our field is ushering in a new generation of teachers who need experiences that will prepare them to acknowledge the multiple worldviews of the diverse student population they will teach.
Pull Up a Chair and Listen to Them Write: Preservice Teachers Learn From Beginning Writers
This qualitative study was conducted in the context of a preservice teacher education program with a focus on early literacy.