Christine Woodcock, Ph.D.

• Ph.D., Reading, University at Albany, State University of New York, 2003
• MSEd., Elementary Education, Binghamton University, State University of New York, 1999
• B.A., Psychology, Binghamton University, State University of New York, 1997
• A.A., Liberal Arts & Humanities, Dutchess Community College, 1995, Honors Program

• Elementary and Special Education (K-12), State of New York
• Certified Level Orton-Gillingham 

• Program Coordinator for Literacy, Assistant Professor, College of Education, State University of New York at Fredonia, 2023-present
• Program Director for Literacy, Director of Reading Center, Assistant Professor, Department of Education, Medaille University, 2020-2023
• Program Director and Adjunct Faculty– Reading, School of Education, American International College (AIC), 2009-2020
• Associate Professor, School of Education, Southern New Hampshire University (SNHU), 2008-2009
• Assistant Professor, Elementary Education Department, Towson University (TU), 2007-2008
• Assistant Professor, Education Department, Massachusetts College of Liberal Arts (MCLA), 2003-2007
• Research Assistant, National Research Center on English Learning and Achievement (CELA), University at Albany, 2000-2003
• Adjunct Faculty, Education Department, The Sage Colleges, 2001-2002
  Online Course: EDU 574: Reading & Writing in the Content Area
  Course: EDU/SED 593: Integrating Literacy Theory and Practice
• Substitute Instructor, Reading Department, University at Albany, 2001-2002.

• Teacher Researcher, Hackett Middle School, (in collaboration with SUNY Albany) Albany, New York, 2001-2003. Assisted teachers and students with literacy and engaged in research with 7th and 8th grade English Language Arts classes 20 hours per week while pursuing doctorate.
• Special Education Teacher, Pownal Elementary & Monument Elementary Schools, Southwest Vermont Supervisory Union, 1999 – 2001. Collaborated with 2nd, 3rd, and 4th grade teachers to provide support in inclusion classrooms. Also met with groups of students to reinforce and build academic concepts in Resource Room.
• Special Education Intern, Vestal Middle School, Vestal, New York, Spring 1999. Modified standard curriculum for a small group of students in a sixth grade Resource Room.
• Intern, Benjamin Franklin Elementary School, Binghamton, New York, Fall 1998. Assumed full teaching responsibilities as a 1st grade teacher in an inclusive classroom.

• Children’s Librarian Consultant, McCullough Library, North Bennington, Vermont, 1999-2002. Maintained and enhanced entire children’s collection. Built and executed programs, such as Story Hour, Summer Reading, and diverse displays. Performed inventory analysis for the installation of a computerized catalog system.
• Community Arts Educator, AmeriCorps, Vermont Arts Exchange, North Bennington, Vermont, 2000. Developed and administered writing, dance, and various art classes in order to provide arts education and outreach services for youth, elders, and populations with special needs.
• Teacher, Jewish Community Center, Vestal, New York, 1998 – 1999. Designed and orchestrated a multicultural art, cooking, and dance curriculum.
• French Teacher, Vestal, New York, 1996 – 1999. Created and implemented lesson plans incorporating French culture and language.
• Art Specialist, Tabernacle United Methodist Church, Binghamton, New York, 1996 – 1998. Integrated art and literature into age appropriate curriculum for ages 3 to 14.
• Director/Instructor, Hyde Park Dutch Reformed Church, Hyde Park, New York, 1990 – 1995. Managed and instructed program activities for children in art, literature and song.
• Owner/Instructor, Hyde Park Dance Arts, Hyde Park, New York, 1989 – 1995. Fully owned and operated dance school. Instructed tap, jazz, ballet, and drama for students ages three to adult.
• Child Day Care Provider, Vanderbilt Day Care Center, Hyde Park, New York, 1995. Contributed to basic childcare activities with dance instruction.

• Woodcock, C. (2020). Mothers of children with dyslexia share the protection, “in-betweenness”, and the battle of living with a reading disability: A feminist autoethnogoraphy.  The Qualitative Report, (25)6, 1637-1657.
• Woodcock, C. (2016). The Listening Guide: A how-to approach on ways to promote educational democracy. International Journal of Qualitative Methods, December, 1-10.
• Woodcock, C., & Hakeem, P.  (2015).  “The power of our words and flesh”: An experienced literacy coach’s love letter to incoming literacy educators about the transformational roles of relationships and the body in learning.  The Journal of Language and Literacy Education, 11, (1), 14-33. (Featured Article)
• Woodcock, C.  (2013). How to use process drama to enhance comprehension and promote social justice.  The English Record, 63, (1), 27-44.
• Woodcock, C.  (2010).  “I allow myself to FEEL now…”: Adolescent girls’ negotiations of embodied knowing, the female body, and literacy.  Journal of Literacy Research, 42, (4), 349-384.
• Woodcock, C. (2010). The Listening Guide for Coaching: Exploring qualitative, relational, voice-centered methodology for coaches. Coaching: An International Journal of Theory, Research and Practice, 3, (2), 144-154.
• Woodcock, C. (2009). Fight the dragons: Using online discussion to promote critical literacy in teacher education. Contemporary Issues in Technology and Teacher Education – English, 9(2).
• Woodcock, C. (2008). Contemporary forms of memoir: How to use blogs and zines in the classroom. Language and Literacy Spectrum, 18, 43-51.
• Woodcock, C. (2005). The silenced voice in literacy: Listening beyond words to a “struggling” adolescent girl. Journal of Authentic Learning, 2, (1), 47-60.
• Woodcock, C., Lassonde, C., & Rutten, I. (2004). How does collaborative reflection play a role in a teacher researcher’s beliefs about herself and her teaching?: Discovering the power of relationships. Teaching & Learning: The Journal of Natural Inquiry and Reflective Practice, 18, (2), 55-73.
• Woodcock, C. A., (2002). The power of conversation: My journey with literature circles. Language and Literacy Spectrum, 12, 60-66.
• Woodcock, C. A., & Lassonde, C. A. (2001). [Review of the book: Literacy matters: Writing and reading the social self]. Language and Literacy Spectrum, 11, 97-98.

• Book chapter entitled, “Executive Function Coaching in Higher Education,” for the book, Advancing Student Employability Through Higher Education (2024). Hershey, PA: IGI Global.
• Woodcock, C. (2022). Uniting the Science of Reading and Balanced Literacy with Social Justice. Amazon Kindle.
• Book chapter entitled, “Social action literacy for elementary teachers,” for the book, Handbook of Research on Learner-Centered Approaches to Teaching in an Age of Transformational Change (2022).  Hershey, PA: IGI Global.
• Book chapter entitled, “Case Study of Urban 4th/5th Grade Teachers and Students Engaged with E-Texts,” for the online series, K-12 Online Learning E-Book Collection: Presenting K-12 educators with the knowledge needed to navigate the new norm of online learning environments (2020).  Hershey, PA: IGI Global. (with S. Belmont)
• Book chapter entitled, “Case Study of Urban 4th/5th Grade Teachers and Students Engaged with E-Texts”. In: Next Generation Digital Tools and Applications for Teaching and Learning Enhancement (2020). Hershey, PA: IGI Global. (with S. Belmont)
• Woodcock C. (2015). The Evolution of Us: Portraits of mothers and their changing roles. Manchester, VT: Shires Press.

• “Executive Function Coaching in Higher Education.” American Educational Research Association, Philadelphia, Pennsylvania. April 2024.
• “New teachers’ uses of social action literacy.” New York State Reading Association, Syracuse, NY. November 2022.
• “Taking the fear out of edgy teaching: Exploring critical literacy and the design of social action curricula in graduate coursework for elementary teachers.” New England Educational Research Organization, Portsmouth, New Hampshire. April 2022.
• “Literacy is a civil rights issue: Exploring the role of teacher education coursework on critical literacy in the successful execution of social action curricula in K-12 schools.”  New England Educational Research Organization, Portsmouth, New Hampshire. April 2021. (with K. Crosby and K. Gage) 
• “Leo F. Hanley MACURE Research-to-Practice Roundtable.”  Massachusetts Reading Association Conference, Boston, MA.  April 2020. (with S. Belmont)
• “Mothers of children with dyslexia share the protection and “in-betweenness” of living with a reading disability: A feminist autoethnography.” Literacy Research Association, Tampa, FL. December 2019.
• “Case Study of Urban 4th/5th Grade Teachers and Students Engaged with E-Texts.”  New England Educational Research Organization, Portsmouth, NH.  April 2019. (with S. Belmont)
• “Parents of children with dyslexia share their stories.”  New England Educational Research Organization, Portsmouth, NH.  May 2018.
• “Mother and daughter share their story of living with the protection and ‘in-betweenness’ of disability.” American Educational Research Association, San Antonio, Texas. April 2017.
• “The Listening Guide: A how-to approach on ways to promote educational democracy.”  New England Educational Research Organization, Portsmouth, New Hampshire. April 2016.
• “The Coaching Side of Literacy Coaching.” New England Educational Research Organization, Portsmouth, New Hampshire. May 2012. (with J. Woodcock)
• “How to use process drama to enhance comprehension and promote social justice.” New York State English Council, Albany, New York. October 2011. (with L. Woodcock)
• “Adolescent girls’ negotiations of embodied knowing, the female body, and literacy.” New England Educational Research Organization, Portsmouth, New Hampshire. May 2009.
• “Fight the dragons: Using online discussion to promote critical literacy in teacher education.” American Educational Research Association, New York, New York. April 2008.
• “Writing Ourselves into the 21st Century.” National Council of Teachers of English, New York, New York. November 2007. (with E. Yanoff & P. Jensen)
• “Using the Listening Guide: A feminist, qualitative, relational, voice-centered methodology.” American Educational Research Association, Chicago, Illinois. April 2007. (with C. DeGregorio & C. Cruz)
• “Are we really listening?: Using the Listening Guide to hear the voice of a middle school girl ‘struggling’ with literacy.” New England Educational Research Organization, Portsmouth, New Hampshire. April 2006.
• “Negotiating and Co-constructing Research with ‘Struggling’ Middle School Readers & Writers.” National Reading Conference, San Antonio, Texas. December 2004. (with J. Collins, C. Dozier, E. Yanoff, P. Costello, P. Johnston, M. Jury, M. Albert, V. Goatley, E. McCloskey, & R. Rogers)
• “What is reflection anyway?: A teacher’s model for collaborative reflection.” New York State Reading Association, Saratoga Springs, New York. November 2004. (with C. Lassonde & I. Rutten)
• “Technology’s Role in Fostering Lifelong Literacies.” National Council of Teachers of English, San Francisco, California. November 2003.
• “‘But I want to read my girl stuff…’: Portraits of late adolescent girls and how relational literacies play a role in their lives.” New York State English Council, Albany, New York. October 2003.
• “Official Curriculum, Hidden Literacies and Identity in Middle School Students.” National Reading Conference, Miami, Florida. December 2002 (with P. Johnston, J. Collins, C. Dozier, P. Costello, & E. Yanoff)
• “What are the Effects of a Multi-Layered Collaborative Reflection Process?” National Reading Conference, Miami, Florida. December 2002 (with C. Lassonde & I. Rutten)
• “What are the Effects of a Multi-Layered Collaborative Reflection Process?” New York State English Council, Albany, New York. October 2002 (with C. Lassonde)
• “The Power of Conversation: My journey with literature circles.” The Children’s Literature Association, Wilkes-Barre, Pennsylvania. June 2002.
• “A Writer’s Recursive Identity: Prior Knowledge, Identity Construction, & Metacognition.” National Council of Teachers of English , Baltimore, Maryland. November 2001. (with C. Lassonde & I. Rutten)
• “A Writer’s Recursive Identity: Prior Knowledge, Identity Construction, & Metacognition.” New York State English Council , Albany, New York. October 2001. (with C. Lassonde & I. Rutten)

• Keynote Address, “Executive Function Coaching in Higher Education.” The Gow School, South Wales, New York, 2023.
• External Reader, Dissertation Committee, Niagra University. 2022 – 2023.
• External Reader, Dissertation Committee, Pacifica University. 2019 – 2021.
• Invited Speaker, via teleconference, Vassar College, Education Department, Poughkeepsie, NY, 2021, (EDUC 250 – Introduction to Special Education).
• Keynote Address, “The Evolution of Us: How to use qualitative, feminist methodologies.” Integrated Lecture Series for doctoral candidates, American International College, Springfield, MA.  November 2015.
• Invited Interviewee on Podcast for The Journal of Language and Literacy Education, webcasting on http://jolle.coe.uga.edu/wp-content/uploads/2015/04/NEWWoodcockPodcast-.mp3, May 2015.
• Keynote Address, “The power of our words and flesh.”  Annual Conference of The Journal of Language and Literacy Education, Athens, GA.  February 2015.
• Invited Speaker, via teleconference, Virginia Commonwealth University, School of Education, Department of Teaching and Learning, Richmond, VA, 2011, (ADLT 650 – Literacy and Diversity).
• Invited Interviewee on The Voice of Literacy, webcasting on http://voiceofliteracy.missouri.edu/, 2011.
• Invited Professional Development Workshop Presenter, Vestal Central School Distrcit, Vestal, New York, 2009.
• Invited Author, www.literacyconnections.com, 2009.
• Invited Speaker, Craneville Elementary School Parent Teacher Organization, Dalton, Massachusetts, 2004.
• Consultant, Capital Region BOCES, Albany, New York, 2004.

• Frances R. Dewing Foundation Grant, 2018. Member of research partnership awarded $20,000 to implement e-readers in Springfield, MA City Schools.
• Southern New Hampshire University Summer Grant, 2009. Awarded $3200 to research the role of Life Coaching in Education to enhance prospective teachers’ confidence and writing skills.
• Franz Merrick Scholar, Towson University, 2007. Awarded $3500 to establish research on the role of memoir in the education of pre-service teachers in Professional Development Schools.
• Davis Educational Foundation Grant, MCLA, 2005. Awarded funding to integrate technology in teaching and learning. Specifically, created two hybrid-online Children’s Literature courses.
• Early Career Fellowship, Children’s Literature New England, 2004.
• Nominated for Phi Delta Kappa Outstanding Doctoral Dissertation Award, 2004.
• Grace LeGendre Fellowship for Women, 1998.
• Binghamton University Study Abroad Scholarship, 1998. Traveled to Senegal, West Africa to study their educational and social welfare systems.

• Reviewer, IGI Global Publications
• Reviewer, International Journal of Qualitative Methods
• Reviewer, Research Methods in Applied Linguistics
• Reviewer, Sage Publications
• Reviewer, Allyn & Bacon Publishers

• Member, Graduate Council, SUNY Fredonia, 2023-present.
• Faculty Advisor, Office of Student Creative Activity and Research (OSCAR), SUNY Fredonia, 2023-present.
• Participant, Teaching for Black Lives Study Group, SUNY Fredonia, 2023-present.
• Faculty Advisor, Kappa Delta Pi, Medaille College, 2022-2023.
• Faculty Advisor, Future Teachers Club, Medaille College, 2021-2023.
• Member, Professional Development Committee, Medaille College, 2021-2023.
• Member, New Faculty Mentoring Committee, Medaille College, 2020-2023.
• Chair, Professional Dispositions Committee, Medaille College, 2020-2023.
• Volunteer, Read Aloud Committee, Homer Street School, 2017-2019.
• Member, Writing Enhancement Team, SNHU, 2008-2009.
• Member, Summer Book Committee, SNHU, 2008-2009.
• Chair, Undergraduate Curriculum Committee, MCLA, 2006-2007.
• Board of Directors Member, Women’s Center, MCLA, 2004-2007.
• Vice President, Pi Lamda Theta, MCLA, 2004-2007.
• Volunteer, Read Across America, North Adams Public Schools, 2004-2007.
• Faculty Advisor, MCLA Reading Coaches, 2004-2007.
• Professional Development Leader & Author, Massachusetts Technology Collaborative, 2004. MCLA led professional development efforts for a pilot program implemented in Berkshire County to explore the benefits of introducing one-to-one wireless computer devices in middle schools.

• Reviewer, (of written proposals and on-site accreditations), AAQEP, Association for Advancing Quality in Educator Preparation
• Member, IDA, International Dyslexia Association
• Member, AERA, The American Educational Research Association
• Member, New York Chapter of The Reading League

COURSES TAUGHT AT SOUTHERN NEW HAMPSHIRE UNIVERSITY

• EDU 270 Foundations of Teaching and Learning
• EDU 245 Literature for Children and Young Adolescents (hybrid online)
• EDU 361 Emerging and Early Literacy:Grades K-4
• EDU 363 Reading Facilitation for All Learners
• RDG 504 Content Area Literacy (hybrid online)
• HON 301 Exploring Phenomena in Pop Culture

COURSES TAUGHT AT TOWSON UNIVERSITY

• ELED 429 Principles and Practices of Assessment in Reading and Language Arts
• ELED 312 Professional Development School Internship
• EDUC 717 Children’s Literature and Other Materials to Teach Reading (hybrid online)
• ELED 468 Professional Development School Internship II
• ELED 469 Professional Development School Internship II Seminar

COURSES TAUGHT AT MCLA

• EDUC 338 Reading and Language Arts
• EDUC 339 Reading and Language Arts Pre-Practicum
• CCCA 207 Children’s Literature (hybrid online)
• RDNG 722 Critical Issues in Literature for Adolescents and Children (hybrid online)
• RDNG 710 Literacy Assessment I: Understanding Literacy Difficulties
• RDNG 711 Literacy Assessment I Pre-Practicum
• RDNG 712 Literacy Assessment II: Exploring the Evolving Role of the Literacy Specialist
• RDNG 713 Literacy Assessment II Pre-PracticumSupervision of Reading Specialist Practicum