As may be seen by the titles and nature of Woodcock’s published papers, Christine is committed to writing research that is aimed at the professional development of teachers. Furthermore, she is devoted to writing pieces that are truly accessible and useful to an audience of teachers. A delicate balance of theory and practice is needed. Unfortunately, it is not uncommon for academic journals to be laden with specialized jargon, or highly theoretical articles which make no connections to everyday practice. Powerful, tangible connections between theory and practice are sorely needed. As a former classroom teacher, and now as a professor, Christine is dedicated to creating effective practice-theory bridges.<\/p>\n
Woodcock, C. (2026). Tomorrow\u2019s Female Leaders Making Sense of Their Gender Roles Through Active Literacies. Educational Planning, 33<\/em>(1), 95-111.<\/a><\/p>\n Woodcock, C. (2025).\u00a0 Exploring the interconnections of dyslexia, anxiety, and executive function coaching: Insights for adolescent educational planning.\u00a0 Educational Planning, 32<\/em>(4), 188-202.<\/a><\/p>\n Woodcock, C. (2020). Mothers of Children with Dyslexia Share the Protection, \u201cIn-Betweenness,\u201d and the Battle of Living with a Reading Disability: A Feminist Autoethnography.\u00a0The Qualitative Report<\/em>,\u00a025<\/em>(6), 1637-1657.\u00a0<\/a><\/p>\n Woodcock, C. (2016). The Listening Guide: A how-to approach on ways to promote educational democracy.\u00a0International Journal of Qualitative Methods,<\/em>\u00a0December, 1-10.<\/a><\/p>\n Woodcock, C., & Hakeem, P. \u00a0(2015). \u00a0\u201cThe power of our words and flesh\u201d: An experienced literacy coach\u2019s love letter to incoming literacy educators about the transformational roles of relationships and the body in learning. \u00a0The Journal of Language and Literacy Education, 11, (1)<\/em>, 14-33.<\/a>\u00a0(Featured article)<\/strong><\/p>\n Woodcock, C. \u00a0(2013). \u00a0How to use process drama to enhance comprehension and promote social justice.\u00a0 The English Record, 63, (1), <\/i>27-44.<\/i>\u00a0Process_Drama_Woodcock<\/a><\/p>\n Woodcock, C. \u00a0(2010). \u00a0\u201dI allow myself to FEEL now\u2026\u201d: Adolescent girls\u2019 negotiations of embodied knowing, the female body, and literacy. \u00a0Journal of Literacy Research<\/em>, 42, (4)<\/em>, 349-384.<\/a><\/p>\n 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,<\/em>3, (2)<\/em>, 144-154.\u00a0LG_Coach_Woodcock<\/a><\/p>\n Woodcock, C. (2009). Fight the dragons: Using online discussion to promote critical literacy in teacher education. Contemporary Issues in Technology and Teacher Education<\/em>, 9<\/em>(2).<\/a><\/p>\n Woodcock, C. (2008). Contemporary forms of memoir: How to use blogs and zines in the classroom. Language and Literacy Spectrum, 18<\/em>, 43 \u2013 51.\u00a0\u00a0Memoir_Blogs_Woodcock<\/a><\/p>\n Woodcock, C. (2005). The silenced voice in literacy: Listening beyond words to a “struggling” adolescent girl. Journal of Authentic Learning, 2<\/em>, (1)<\/em>, 47-60. <\/a><\/p>\n Woodcock, C. A., Lassonde, C. A., & 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 The Journal of Natural Inquiry & Reflective Practice, 18. Collaborative Reflection<\/a><\/em><\/p>\n Woodcock, C. A., (2002). The power of conversation: My journey with literature circles. Language and Literacy Spectrum, 12,<\/em> 60-66.\u00a0Power_Lit_Circles<\/a><\/p>\n