Rebecca Woodard, PhD
Rebecca Woodard's research focuses on building theory, contributing methods, and informing the practice of equity writing pedagogies. She draws from sociocultural and critical theories of learning and literacies, and from research on writing/composing, to explore both students' and teachers' expansive "literate landscapes" (Prior, 2017). She utilizes mobile methods for following writers and writing, and from various qualitative methods (e.g., case-study, design-based, inquiry) to contribute to understandings and implementation of more humane and responsive writing pedagogies.
Dr. Woodard's recent research has explored culturally sustaining writing pedagogy; connected learning pedagogy; and composing and making. She has also explored writing teachers' professional development and instructional practices; students’ online feedback and revision practices; teachers’ writing prompts and rubrics; teachers' writing outside of school and instruction in school; and urban literacy teacher education. Her publications have appeared in journals such as Research in the Teaching of English, Written Communication, English Journal, The Reading Teacher, and Language Arts.
2013 - PhD, University of Illinois at Urbana-Champaign, Curriculum & Instruction
2006 - MAT, Pace University, Elementary Education
2004 - BS, University of Illinois at Urbana-Champaign, Psychology
Woodard, R., & Coppola, R. (2018). More than words: Student writers realizing possibilities through spoken word poetry. English Journal, 107(3), 62-67.
McCarthey, S., & Woodard, R. (2017). Faithfully following, adapting or rejecting mandated curriculum: Teachers’ curricular enactments in elementary writing instruction. Pedagogies: An International Journal. Doi: http://dx.doi.org/10.1080/1554480X.2017.1376672
Woodard, R., Vaughan, A., & Machado, E. (2017). Exploring culturally sustaining writing pedagogy in urban classrooms. Literacy Research: Theory, Methods, & Practice, 66, 1-17. doi: 10.1177/2381336917719440
Macahado, E., Vaughan, A., Coppola, R., & Woodard, R. (2017) “Lived life through a colored lens”: Culturally sustaining poetry in an urban literacy classroom. Language Arts, 94(6), 367-381.
Woodard, R., & Machado, E. (2017). Using video in urban elementary professional development to support digital media arts integration. Journal of Digital Learning in Teacher Education, 33(2), 49-57. doi:10.1080/21532974.2016.1272437
Phillips, N., Woodard, R, & Killian-Lund, V. (2016). Cultivating disciplinary futures in a school-based Digital Atelier. Journal of Adolescent & Adult Literacy, 60(4), 461-465.
Woodard, R., & Kline, S. (2016). Lessons from sociocultural writing research for implementing the CCSS for ELA. Reading Teacher, 70(2), 207-216.
Woodard, R. (2015). The dialogic interplay of writing and teaching writing: Teacher writers’ talk and textual practices across contexts. Research in the Teaching of English, 50(1), 35-59.
McCarthey, S. J., Woodard, R., & Kang, G. (2014). Elementary teachers negotiating discourses in writing instruction. Written Communication, 31(1), 58-90.
Woodard, R., Magnifico, A. M., McCarthey S. J. (2013). Supporting teacher metacognition about formative assessment in online writing environments. E-Learning and Digital Media, 10(4), 442-469.
Kline, S., Letofsky, K., & Woodard, R. (2013). Democratizing classroom discourse: The challenge for online writing environments. E-Learning and Digital Media, 10(4), 378-394.