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Rebecca Woodard, Assistant Professor
2013- PhD, University of Illinois, Urbana-Champaign, Curriculum & Instruction (Concentration in Writing Studies)
2006- MST, Pace University, New York City, Elementary Education
2004- BS, University of Illinois, Urbana-Champaign, Psychology
RESEARCH AND TEACHING INTERESTS
Dr. Rebecca Woodard's research interests center on sociocultural processes of teaching writing, including qualitative studies of the practices involved in teaching that stretch beyond school walls and the development of more equitable instructional practices related to students' written and spoken language use in schools, such as the ways teachers assess writing, value and incorporate out-of-school literacies and techologies, and structure classroom discourse. She is interested in how teachers might be encouraged to capitalize on both their own and students' cultural and literate capital in their classrooms. Her most research research project asked: How do teachers navigate participation across complex structures of social practice? How might teachers' participation in out of school writing practices enrich--and transform--their instruction? She continues to explore diverse pathways to knowledge; socially embedded, interest-driven writing; out of school literacies; trajectories of practices; and processes of negotiation and transformation in teaching.
Woodard is a former urban elementary and middle school teacher, and currently teaches classes on literacy instruction in the undergraduate and Masters Elementary Education programs.
Roozen, K., Prior, P, Woodard, R. L., & Kline, S. (forthcoming). The transformative potential of laminating trajectories of pedagogical practice: Three teachers’ developing practices and identities. In T. Lillis, K. Harrington, M. Lea, and S. Mitchell (Eds.), Working with Academic Literacies: Research, theory, and design. Parlor Press & WAC Clearinghouse.
Woodard, R. L. (in press). Complicating “writing teachers must write”: Tensions between teachers’ literate and instructional practices. In P. J. Dunston, & S.K. Fullerton (Eds.), 62nd Literacy Research Association Yearbook. Clemson University.
Woodard, R. L., Magnifico, A. M., McCarthey S. J. (in press). Supporting teacher metacognition about formative assessment in online writing environments. E-Learning and Digital Media, 10(4). Available at http://www.wwwords.co.uk/elea/content/pdfs/10/issue10_4.asp
Kline, S., Letofsky, K., & Woodard, R. L. (in press). Democratizing classroom discourse: The challenge for online writing environments. E-Learning and Digital Media, 10(4). Available at http://www.wwwords.co.uk/elea/content/pdfs/10/issue10_4.asp
McCarthey, S. J., Magnifico, A. M., Woodard, R. L., & Kline, S. (2013). Situating technology-facilitated feedback and revision: The case of Tom. In K. E. Pytash & R. E. Ferdig (Eds.), Exploring Technology for Writing and Writing Instruction. Hershey, PA: IGI Global.
McCarthey, S. J., Woodard, R. L., & Kang, G. (2012). Access and teachers’ perceptions of professional development in writing. In C. Bazerman, C. Dean, K. Lunsford, S. Null, P. Rogers, & A. Stansell (Eds.), International Advances in Writing Research: Cultures, Places, Measures. Parlor Press & WAC Clearninghouse. Available at http://wac.colostate.edu/books/wrab2011/